No, with one exception, where it proved satisfactory.
10. Do you ever send unruly children (either older or younger
ones) home? If so, with what result in the case of the
individual? With what effect on the whole problem? For how long
do you suspend a child? What are the terms on which he can
return?
(a) We always send unruly children home, procuring their name and
address first whenever possible. If we have to send the same
child from the room frequently, a letter is sent to the parent
stating the reason. (b) This has worked well with but three
exceptions in four years. The crucial point is to find the name
of the child. (c) We have never suspended a child for more than
two months unless he were arrested for misbehavior. (d) An
apology to the librarian and good behavior following.
(Hazelwood)
We send children from the library.
In this district we have two classes of disorderly children.
Those who came from homes where they have had no restraint of any
sort, and have too recently come to the library to have acquired
reading-room manners; and those who know very well how to conduct
themselves, but enjoy making a disturbance. We do our best to
help the former to learn how to conduct themselves quietly--the
essential means of course is to interest them in books and to
make them feel the friendliness of the room. But when a child of
the second class is disorderly, he is first made to sit quite by
himself; if he is persistently noisy, he is sent from the room.
The length of time he is suspended depends on his previous
conduct and on the offense in question; from a day to a month or
more. A child usually behaves like an angel when he first comes
back after being out of the library for any length of time.
We have a good many restless children, especially in winter, whom
it is difficult to interest in reading, but who enjoy pictures.
And we have found it useful to have plenty of copies of
especially interesting numbers of illustrated magazines like
Outing and World's Work to give them. And we have a desk list of
especially interesting illustrated books that we find useful for
these children. (East Liberty)
Mr. Walter L. Brown, Buffalo, N. Y.
Our work, even in the branches, does not offer much suggestion so
far as library discipline is concerned. I have talked the matter
over with all those having charge of the branches, the work with
the children in the main library, and the depositories at the
settlement houses, and they all agree, without hesitation, that
they are having no trouble whatever with the children of any
size.
The William Ives Branch, which is in the district occupied by the
Polish and German people, had some trouble when it occupied a
store opening on the street. For a few weeks after this branch
was opened, the rough boys in the neighborhood bothered by
shouting, throwing things in the doors, and forming in large
crowds around the front of the building. The police helped out by
giving us a guard for a brief period. As soon as the novelty of
the library had worn off, and the children began actually to use
the books and get acquainted with the attendants, all trouble
seemed to stop.
We also had some trouble at one of the depositories when it was
first opened, this being in a rather unruly district in the lower
part of the city. All is now quiet here, and has been for a
number of years.
The consensus of opinion of our staff seems to be that when any
slight disturbance, which is all that we ever have now, occurs
that it is caused by one, two, or three boys. The problem of
preventing its repetition is solved by recognizing these boys,
and when matters are quiet, having a talk with them, gaining
their confidence and friendship. This, of course, is after any
punishment is administered. This has been done in a number of
instances, and has always been successful. Some of the library's
best friends among the older boys have been gained in this way.
The only discipline that is exerted is by sending the children
away from the library, and if they are told that they must stay
away for two or three days or a week, this is final and they are
not allowed to return until the time has expired. If a child is
using the Library, this seems to be all the punishment that is
necessary.
We should say that in a library where there is any continued
trouble with the young people, it is not their fault, but the
fault of the library, and we should solve it by changing the
library methods.
Miss Clara F. Baldwin, Minnesota.
Of course we all know that almost everything depends on the
personality of the librarian, and it has been my observation that
the librarians of strong, winning personality, who make friends
with the children and young people from the start, have little
trouble with discipline. Your question relating to the
co-operation with the teachers seems to me very pertinent. In
some cases where discipline in the schools is not properly
maintained, there has been corresponding difficulty in the
library. Does it not all come back to personality, tact, and
strength of character, just as every problem of success or
failure does?
My theory is that order must be maintained even if the police
have to be called in, but do not drive the offenders away from
the library if you can possibly help it. They are probably just
the ones who need it most. Sometimes it may mean personal visits
to the parents, but I wouldn't lose a boy or girl if I could
possibly hang on to them.
Mr. George F. Bowerman, Washington, D. C.
We have your circular letter inquiring about the discipline in
our library as related to school children. In general I would say
that we have very little trouble in this direction. Most of the
trouble we have comes from the colored element which forms about
one-third of the population.
We are striving to get Congress, from which all our
appropriations come, to give us a regular police officer. I am a
great believer in the moral influence of brass buttons. At the
present time, our engineer and fireman are both sworn as special
police officers. They both have police badges, which they can
display on occasions. I would, however, like to have a regular
officer in uniform.
Miss Isabel Ely Lord, Pratt Institute, Brooklyn.
The difficulties of discipline in this library arise almost
entirely from the nature of the building, as the chief
disturbance with us is the noise of laughing and talking in the
halls. This is done quite innocently because people do not
realize that the big hall, with its beautiful stairway is really
a part of the building and that noise made there echoes through
into the various departments. The children have to cross a wide
stretch of intarsia floor, and any natural, normal child is
seized with a desire to run. For this reason we have the janitor
stationed in the lower hall from twelve to one and three to six
each day. When he is there, there is very little difficulty.
In the library rooms we do not have the trouble that occurs in a
community where the constituents of the Library know each other
well. In a big, shifting population like ours, people meet
usually strangers and there is no temptation to disturbing
conversation or to flirtation
In the children's room, as indeed in the adult department, the
matter is almost entirely controlled by personal knowledge of
people who offend. A child is spoken to by name and is made to
realize that it is a distinct individual matter if he or she has
offended. There have been occasions in the children's room when a
crowd of the older boys has come in, with evident intention of
making a little disturbance. Miss Moore established the custom,
in such cases, of asking each of these boys to sign his name and
address to a slip--or a separate sheet of paper-- and this had
usually a sufficiently quieting effect to obviate the need of
anything further. Occasionally the children's librarian has gone
to visit a child's parents, and so has the librarian. We also
have asked some times fathers and mothers to come to the library
to "hold court," but this has been in cases of theft and
suspected theft, and I suppose you do not include that in your
questions of discipline.
We lay great stress, especially in the Children's Room, on the
importance of a perfectly quiet and controlled manner in the
assistants. The training that our children have received in the
Story Hour, we feel, to be very valuable to them. This is a
special privilege to which they are admitted and they recognize
it as such. They have learned to come in and to go out on Story
Hour evenings with as much quietness as one can expect from a
body of children, and they are very courteous in the Story
Hours, saying a quiet "Thank you" to the story-teller instead of
indulging in clapping of hands, stamping of feet, etc. These
things help, I think, in the general control of the room, and I
think that Miss Cowing (who is not here now to speak for herself)
has occasionaly disciplined some child by refusing a Story Hour
ticket because of misbehavior in the room.
Mr. A. L. Peck, Gloversville, N. Y.
This institution has been in existence over twenty-eight years
and during all this time, there has been no trouble with
discipline. I am not willing to say that our young people or even
our older ones, are better than those of other places, but from
the very beginning everybody was given to understand that they
had to live up to a certain decorum, that is, men and boys have
to take off their hats and disturbing conversation is not
permitted.
While we do not hesitate to speak to any who need reminding that
reading rooms are for serious purposes, in all these years we
have sent out of the rooms, three adults and five boys. Our
janitor is sworn in as a special policeman and everybody knows
that not only prompt ejection from the room, but also discipline
before the recorder in the city courts would be forthcoming in
consequence of any serious breach of order.
I have never hesitated to make it known that the readers' rights
must be respected and that reading and studying is serious work
and our people have always supported me in this, fully as much as
the board of directors. I do believe that as soon as people
understand this, there will be no trouble, but there must be no
vacillating policy.
The trouble we have occasionally with boys, mainly, is that they
try to be smart and will deliberately put books on the shelves
bottom side up, but one of the youngsters was caught in the act
and promptly sent home. His father was notified and fully agreed
with us that the library was no place for such mischief and
promised that his youngster would behave henceforth. This had a
wholesome effect on all the others and there has been no trouble
since.
I also have to say that our children's room is 45 feet away from
the adult department and we do not permit young people under 14
to roam about the building, we keep them strictly in their own
room. As soon as young people are admitted to the high school, we
at once admit them to the entire library even if they should be
under 14 years of age. They consider this a great privilege and
we thus far have had no trouble. The high school students come
here for study as well as for reference work and make proper use
of the library. They know from experience that we do not allow
any nonsense and under no consideration would we permit the
library to be a place of rendezvous for promiscuous visiting.
Our institution seems to discipline itself without any
difficulty. The principle upon which we work is very simple.
"Readers demand quiet, therefore, conversation even in low tones,
is strictly prohibited." This is literally carried out and not
the least exception is made. Posters, with the rule quoted above
printed on small cards are distributed through the rooms, placed
on the tables and renewed from time to time.
As soon as the public realizes that it is the intention of the
Board of Managers and their representative officers to live up
strictly to this rule and to carry it out at all hazards, they
soon learn to behave and not much difficulty is experienced.
Mr. A. L. Bailey, Wilmington, Del.
The discipline in this library while occasionally bothersome,
does not on the whole cause us much annoyance. The offenders are
chiefly students from the high school who use the library in the
afternoon and forget at times that the reading room is a place of
quiet. No special measures have been taken to preserve quiet.
Generally once speaking to the offender will prove sufficient to
stop whispering or loud conversation, but if he is persistent in
talking or whispering, we request that he leave the room. This
always has a good effect, for its seldom happens that we have to
expel the same person more than once. In asking readers to leave
the reading room, we realize that we run the risk of making them
so angry that they will never again make use of the library but
we believe that the great majority who are quiet and well-behaved
shall not be annoyed if we can prevent it.
While the older children from the schools are the chief
offenders, perhaps the most exasperating are the influential
women of the city who come to the library on market days
(Wednesday and Saturday mornings) and visit more or less with
each other. This is a custom established long before the library
became free, and owing to the prominence of the offenders and
their real interest in and intelligent use of the library, one
with which it is hard to deal. A sign placed in the reading room
requesting readers to refrain from all unnecessary conversation
has had a most noticeable effect on this class of readers and the
annoyance is much less than it was three years ago.
The juvenile department occasionally has to call upon a policeman
to help keep order. This, however, is due to the fact that there
is a large hallway and broad stairways just outside the rooms
which the library occupies. Discipline in this part of the
building is a cause of great annoyance. We cannot afford to pay a
guard to stay in the hall and as the police force is not
sufficient for the city's needs, a policeman can only spend a few
moments as he passes by on his beat. In the juvenile room itself
we have trouble only with gangs of young negroes and this only
occasionally. When they come to the library it is hard to
interest them and the demoralizing influence that they introduce
compels us at times to expel them and even to forbid them to
return. We have only once sent special word to the schools asking
teachers to request children to preserve order. We believe that
the teachers, so far as they are able, try to inculcate
principles of right behavior in public places, but we believe
that the discipline of this library is entirely in our own hands,
and until the situation becomes one with which we can not cope,
we prefer not to call upon the schools for assistance.
Miss Caroline M. Underhill, Utica, N. Y.
One of the problems in guiding these intermediate readers does
not pertain to their reading, but to controlling the lawlessness
which is frequently manifested. General restlessness, a desire
for fun always and everywhere, characterizes many of the young
people who frequent our libraries. A difference in locality
brings different problems, but this one is universal. In Utica
our new building brought increased opportunity to those inclined
to fun. The strangeness of it, access to the stack, curiosity
concerning the glass floors, the book-lift, the elevator, and
even the electric lights, with the constant moving about of
people who came simply to see the building, increased this
tendency to restlessness among the young readers. In addition to
this came the everpresent problem of the flirtatious boy and
girl. Our wish to let them enjoy all possible liberty was soon
interpreted to mean license.
Finding that they did not yield to ordinary methods, it was
decided, as an emergency measure, to issue "stack cards" through
the second year in High School. These were small cards having
Utica Public Library printed at the top: then space for name and
address, followed by "is hereby granted the privilege of using
the stack for reading and study." These gave permission to use
the stacks for selecting books and for reading at the stack
tables.
Before issuing these cards, each boy and girl was instructed as
to the right use of a library and the consideration due from one
reader to another, and then asked to sign a register in which
they promised to use the library properly whenever they came.
These cards were to be shown each time they wished to go into the
stacks, but in no way did they interfere with drawing books at
the desk, if they had neglected to bring them. Any mis-behavior
took away this stack card until they were again ready to fulfill
their promise.
This plan was entirely foreign to our theories, our wishes, or
our beliefs, but in an emergency proved helpful in making the
boys and girls realize we were in EARNEST when we said we wished
to have it more quiet. Best of all, it gave an opportunity for a
little personal talk with each one, and though of necessity this
took much time, we considered it well worth while. Decided
improvement made it unnecessary to continue the use of the card.
To the older boys and girls we take pains to explain why we ask
them to respect the place and the rights of others. Occasionally
we have written a letter to those who offend continually, signed
by the librarian and a member of the library committee. In the
majority of cases this brought about the needed reform-- if not,
the privileges of the library were taken away.
Miss Mary A. Smith, Eau Claire, Wis.
I am quite interested in your questions about discipline, as we
feel we have reached a very comfortable stage in the problem
after considerable agitation and I have wondered some times what
plan others followed.
Our whole argument with young people--(that means high school
here as they seemed the only disturbing element) was
consideration for other people. When talking to grade pupils that
were soon to come into high school, we explained that we could
have only two grades in a public library, children and grown
people. When they entered high school and used the main library
almost entirely, we classed them as grown people and must expect
from them the same carefulness, as older people were much more
easily disturbed.
The discipline we found, as usually is the case, one of
individuals. We first spoke to the transgressor. If he did not
pay sufficient regard as shown in action, we suspended him
usually for a week, with a very definite explanation, that before
he returned, he must give a pledge in place of the one on the
registration card which he had broken. He knew these pledges were
filed away as part of the library record. If that pledge was
broken it meant that the case would be referred to the Library
Board. This had to be done but once and that had an excellent
effect. The Board suspended for several months with the
understanding that return then depended on pledges made to the
librarian.
There must be one person who is making the standard for conduct
and that person must be on hand during hours when trouble is
likely to arise; that means the librarian. Assistants must be in
sympathy, watch, help and report cases, but not take active part
in discipline.
The penalty must be a very certain thing, as sure a law in the
public library as violation of law on the streets. There must not
be nagging of young people nor wasting of words. When a
transgressor is told to do anything, it must be done in such a
manner, and without anger or annoyance in voice, if possible, so
that a librarian can turn away and know the order will be obeyed.
I believe it is possible to establish a standard of conduct in a
public library, which a young person will feel and know if he is
not within that standard. It can not be done in a week nor a
month. I hope we have one here now. I mean by that also that a
librarian can leave the library and not feel that any advantage
is going to be taken of an assistant because she is not there. I
do not believe in a librarian popping in any time during her off
hours making the young people feel she is ready to spring upon
them at unexpected moments.
The above states what we have been doing, and we seldom now have
to think of discipline. If we see signs of carelessness, we nip
them in the bud. One must discriminate between a moment's
thoughtlessness in a young person and the beginning of a wrong
library habit. That may not seem clearly put. A firm, steady
glance in his direction and the way he takes it will usually
diagnose the case.
I think the object of discipline in a Public Library is much more
than to keep young people quiet. It seems now-a-days one of the
few public places where they may mingle with older people and
show them consideration. A quiet library ought to be an antidote
for unseasonable boisterousness suffered by young people. No
librarian need fear she is driving people away, if she tightens
up all along this line. That at least has not been our
experience, as we grew rapidly while we were the most strenuous.
People have more respect for an institution, where each person
will be held to his privileges, and not be allowed to interfere
with another's.
I was amused the other night when a high school boy, who had
needed suggestion himself two years ago, came to me and said he
thought two younger boys were disturbing an older gentleman in
the reference room. These younger boys who were only talking more
than was necessary, had not used the reference room and did not
clearly understand that the same amount of conversation was not
allowed there as in the other room. I spoke to them and when I
returned suggested to the older boy that he might keep an eye on
them, as I much preferred they stay there and think of the older
man than come into the other room. He reported that they gave no
more trouble.
Our reference room discipline has been very much assisted by a
signing of the simple agreement: "I promise to refrain from all
unnecessary conversation in the reference room." All high school
students sign before using the room. The paper lies on the loan
desk so at a glance we expect to be able to tell who is there.
The room is away from the desk and can not be watched from it.
"Unnecessary" was not in when we began. It was absolute, but we
found we could give more liberty. Whenever this pledge was
violated, which was not often even at first, no explanation was
accepted, a word had been broken: "A bad thing," we said, "for a
young person in a public library. Don't sign what you cannot
keep."
One must be even and not allow one day what one lets pass the
next and that is not an easy thing to do. Do not start to evolve
an orderly library out of a disorderly one and expect to escape
all criticism. Be ready to explain fully to the parent whose
child has been disciplined.
I have wondered sometimes if the disorderly library did not have
more than one cause. If you wish orderly conduct you must also
have an orderly library, a place for everything and everything in
its place. We have not a perfect library yet in Eau Claire and we
hope we may obtain some suggestions from other libraries to help
on that glad time.
Miss Harriet A. Wood, Cedar Rapids, Iowa.
The difficulty can be largely overcome by giving the active boys
something to do. We let them put up books and even slip the
books, if they are careful, put in labels, etc. We have a Boy's
Club recently organized. Now the girls are clamoring for one. A
trustee has charge of it. I believe that the librarian should
make more of an effort to know the boys and girls personally.
During the past two months, we have been working along this line
with good results. The boys are simply full of spirit; they are
not bad. We never ought to expect to eliminate noise entirely,
unless we drive out the children. Our library is open without
partitions between the children's room and the other rooms. Boys
that have been troublesome in the past, come in now that they are
older, and read like gentlemen. Many of the boys, we find upon
inquiry, are orphans. some without fathers, some without
mothers. The probation officer of the Juvenile court works with
us. One of her boys is an ardent helper in the children's room.
We have found it much better to speak to a boy quietly when he is
not with his companions. He is more likely to respond. We try to
make the boys and girls feel that we are interested in them. If
they come to us to use the library as a meeting and perhaps a
loafing place, we should be glad. If we have not the time and
strength to seize this opportunity for social betterment, we
should enlist tactful men and women in the city who can help with
the problem.
Miss Mary A. Smith, La Crosse, Wis.
At the branch, the discipline is the great difficulty. The branch
took the place of a badly managed boy's club so we really did not
have a fair start. The discipline in the room is still a problem
not entirely solved. A large number of the most restless boys had
no respect for authority and had the impression that the library,
being a free and public institution, was a place where they could
act as they pleased. Through the kindness of Mr. Austin and Mr.
Hiller, who have given their time to read aloud to the boys two
evenings a week and have personally interested the boys in the
books at the library, this impression has changed and in its
place has come an attempt on the part of some of the boys at a
system of self government. Next fall we hope to establish clubs
among the boys, giving them the use of the room back of the
reading room and any assistance they may need, but leaving the
organization in their hands.
The reading aloud has been most successful and has had a constant
attendance of about 50 boys. With the children lies our chief
hope of developing the reading habit and love of good books.
Through the children also we look for the increase in adult
readers. This grows slowly at the branch for the reason that
older people do not yet come to read the magazines kept on file
in the room.
Mr. Henry J. Carr, Scranton, Pa.
To send unruly children out of the building and forbid them to
come again until prepared to behave properly is our strongest
"card," and it proves effective, too. No definite period is
assigned.
Administration of all discipline promptly, pleasantly, but no
less firmly and without relaxation, on the least sign of its
need, we find to do much towards obviating the necessity.
Miss Maude Van Buren, Mankato, Minn.
I make occasional visits to all the schools, and the first talk
of the year usually includes a word on conduct, but I am careful
to have the young people feel that I know their shortcomings in
this matter are only those of thoughtlessness, never of mischief
nor meanness; that the only reason for requiring perfect quiet in
a public library is a consideration of other's rights. It is all
a matter of the librarian's attitude.
Miss Grace D. Rose, Davenport, Iowa.
When the children's room was in the basement in a room much too
small for the numbers which came, there was a great deal of noise
and confusion. Since the removal to the large, beautiful room on
the second floor, the order has been much improved. The children
seem impressed by the dignity and quiet of the room, and even
upon days when they come in large numbers, there is no confusion
and very little of the former playing.
At present, we have several children who are allowed to draw
books but must transact their business as quickly as possible,
and cannot exchange them under two weeks.
Miss Ethel F. McCullough, Superior, Wis.
The question of library discipline is not so much a question of
troublesome and disorderly patrons, as it is a question of
library administration. Given a quiet, attentive staff, a
building arranged for complete supervision, noiseless floors and
furniture intelligently placed--given these five essentials, a
well ordered library must be the inevitable result. With any one
of these lacking, the problem of discipline becomes a complicated
one.
Mrs. Grace K. Hairland, Marshalltown, Iowa.
The matter of discipline, in a small public library, where the
loan desk with its unavoidable attendant confusion, is so near
the Reading Room as to furnish a cover for the whispering and
fun--is not the easiest problem in the world to solve. There is
nothing we desire more than to have every man, woman, and child
love the library. To wet blanket the enthusiasm with which they
seek our sanctuary the instant school is over, surely would not
be good administration. The majority come to do serious work; it
is only a few who use it as a trysting place and who disturb the
"Absolute silence" which we profess to maintain, (and of which we
have tangible reminders conspicuously posted) and yet we realize
that those few irrepressibles may prove most annoying to serious
readers. Tact is necessary and methods must be devised to correct
this without using so much severity or nagging, as to drive away
the thoughtless. Often we have arranged to do some reference
work, looking up material for club programs perhaps, at the hour
just after school when the older children flock into the reading
room. This can be done at the tables and "sitting in their midst"
has a salutary effect. Of course it could not be done with a
staff of one or two.
During this last winter the high school arranged for seven
debates. The unbounded enthusiasm of those taking part resulted
in a total ignoring of the rules; groups of debaters stood about
hotly contesting points, causing consternation to the staff until
the plan of giving over to them the newspaper room, (not used by
the public) was carried into effect. Every effort is made to keep
the good will of the older boys and girls, and it is only with
these that there is any suggestion of trouble. The children's
room, especially since we have had a children's librarian, is
under perfect discipline. There are dissected maps, quiet games,
and stereopticon views on their tables beside Caldecott's and
other picture books and they are so well entertained that there
is no occasion for mischief.
Extreme measures are not resorted to among the older boys and
girls except on rare occasions. If, after being spoken to once or
twice and perhaps sent out, they still prove obstreperous, they
are suspended for a month and this has always resulted in reform.
In no case have we found it necessary to resort to aid from the
police. I should like very much to have a club room, or
"conversation room" perhaps it might be called. The shelves of
the newspaper room are filled with magazines for binding and
these are often misplaced and even torn and lost when that room
is used; besides it is in the basement and out of sight. The
ideal room would have glass doors and the occupants in sight of
the staff all the time. Then the high school students could come
from the strict discipline and restraint of the school room and
have a quiet discussion of their work or even a social chat and
be in a much better place than the cigar stores or post office.
Miss Grace Blanchard, Concord, N. H.
When a librarian is much "dressed up" and can take time to play
that she is an agreeable hostess, all children, whether little
aristocrats or arabs, enter into the civilized spirit of the
occasion and become more mannerly.
Miss Lucy Lee Pleasants, Menasha, Wis.
To achieve the best results, the librarian should never make an
enemy and should lose no opportunity of making a friend. If
children talk at the tables, separate them by asking them
politely to change their seats. If they have really something to
talk over, such as a lesson or a sleighride, permit them to go
into another room to discuss it. They will appreciate the
privilege and will behave better in consequence.
I have known a gang of little boys, who had the habit of coming
to the reading room to make a disturbance, completely won over
and converted into agreeable patrons by being captured red handed
and told an amusing story. Children who come to the library are
like everybody else--very apt to treat you as you treat them.
Mrs. C. P. Barnes, Kenosha, Wis.
About a year ago, I submitted a rule to the Board for their
approval, and asked permission to have it printed on cards, for
use on the tables in the reading room. It was worded as
follows:-- "A rule has been made that no whispering nor talking
shall be allowed in the reading room, even for purposes of study.
For the good of the public, this rule will be strictly enforced,
and anyone failing to observe it will be requested to leave the
building. By order of the Board of Directors." It has been more
effective in promoting order than any other experiment. Of course
it occasionally happens that the card is overlooked or unheeded,
but it is a very simple matter to hand one of these cards to the
offender, and with a pleasant smile say, "We have no choice but
to enforce this rule" and the deed is done.
Miss Helen L. Price, Merrill, Wis.
When we know our young scamp and always speak to him in a spirit
of good fellowship when we meet him, and take an opportunity in
the library some time when there is no one to be disturbed, to
discuss postage stamps, chickens, rabbits, or, best of all, dogs
with him, he will soon lose all desire to torment, and when it is
only exuberance to contend with, then that is easy.
For malicious disturbance, we send the offender out, quickly and
surely and discuss the matter with him later, if at all. "Go--
quickly and quietly--and no noise outside if you want to come
back."
Miss Agnes Dwight, Appleton, Wis.
We do not have absolute quiet all the time and I do not aim to
have, but it is a favorite place for all ages to come. I, myself,
never tell a boy that if I have to speak to him again I shall
send him out. He goes the first time if it is necessary to speak
to him at all. That sounds savage, but it is a long time since I
have had to be so cruel. We have the goodwill of the small boy,
that is for the time being, they may begin to act up at any time.
Mrs. W. G. Clough, Portage, Wis.
Judging from the impression made upon people from other libraries
I should infer that our library is in a pretty well ordered
condition in the matter of discipline.
From the opening of our library we have impressed upon the public
the necessity for quiet and order. We do not permit any talking
aloud, a rule to which there are very few exceptions. The use,
even, of subdued tones in the routine of selecting and exchanging
books is not allowed among children and is discouraged among
adults. The public understand and appreciate the fact that the
library is no place for visitation or conversation. It has been
necessary to pursue this course as we have but one large room for
stacks, reference books, reading tables, children's department
and charging desk.
We have in a measure to contend against the noise attendant upon
hard wood floors, and we are disturbed at times during the last
hour of the evening from the room above which is the armory of
the city company of the national guard. This, however, in no way
affects the discipline of the library, excepting as it makes
discipline there more essential.
Miss Deborah B. Martin, Green Bay, Wis.
Occasionally we have had difficulty from a crowd of boys entering
the room in a body with a great deal of noise, annoying the
librarian and readers by making a disturbance at the tables and
altogether proving themselves a nuisance. We found that the most
effective means for putting a decisive stop to the trouble was to
write a polite note to the parents of each offender, saying that
as the boy was proving an annoyance to library patrons, it might
be well if he was kept away from the library until he was old
enough to understand its uses. The parents have never resented
this notice and after a reasonable time, the youth has returned
to the library chastened and pleasant and there has been no
further trouble with him.
High school boys and girls do make the library a meeting place,
and two years ago it became so noticeable that the Principal of
one of the high schools, in a communication to the parents of
scholars, spoke of the public library as a rendezvous. It is
certainly not the province of the librarian unless these young
people prove an annoyance to the reader, to discipline them or
tell them what company they should keep. At a meeting of the
Woman's club, the librarian was asked to speak to the club on the
Public Library and its Work. This gave an opportunity to bring in
the question of library discipline in its relation to the young
people who flocked there less for study than for pleasure. The
talk in this instance fortunately reached the right people, who
perhaps had never thought the matter over before, and the library
is not now, to any extent, used as a meeting place for high
school students, although they still use it largely in their
reference work.
Miss Nannie W. Jayne, Alexandria, Ind.
A few boys and girls from the high school and eighth grade have
made two or three attempts to use the library as a meeting place.
These meetings have been promptly broken up and a private talk
with each offender has been the means used to prevent a
repetition of the offense. A special effort has been made to
impress the girls with correct ideas on this point, and in almost
every case, these talks have resulted in an apology from the girl
for her behavior.
If all general conversation be prohibited, the library offers but
little attraction to those who would come merely for a good time.
Miss Martha E. Dunn, Stanley, Wis.
We have had some experience with the older scholars making the
library a meeting place. I mentioned the fact to the library
board, and the president, who was the editor of our local paper
at that time, made mention of it in the next issue. Since then,
there has been no trouble. Our local paper has done much toward
helping to put down any annoyance in and around the library
building. It is a good thing to have the editor of the paper on
the library board.
Miss Anna S. Pinkum, Marinette, Wis.
Our problems of discipline are, in some respects, peculiar to
local conditions and in other respects, are the results of a
larger movement which seems to be sweeping the entire country.
Broadly speaking, two causes which make discipline such a
difficult task stand out prominently:
1. Local causes. A 9 o'clock curfew law and that not enforced;
parents allowing their children to roam the streets at night;
misdemeanors winked at by those in authority, particularly the
police; a general laxity on the part of parents and city
officials in correcting offences.
2. Universal movement. Loss of parental authority. This is not
peculiar to Marinette, but it is a deplorable state of affairs
which is being brought to light all over the country.
We find that moral suasion does not work effectively.
Theoretically probably none of us believes in being caught
wearing a frown, but most of our boys and girls respect sternness
and assertive authority when they will not respond to any sort of
kindly advice or appeal to their better natures.
After the study of this problem for some time, the conclusion
reached is this:--With one assistant, we can control any
situation that may present itself within the library and by so
doing, in time, may create the habit of quiet and orderly
conduct; but until parents realize that their children need
guidance, correction, and above all need to be kept from roaming
the streets at night, the problem of discipline will be an ever
present one both in the schools and in the library at Marinette.
Mrs. Anna C. Bronsky, Chippewa Falls, Wis.
We have had only a few occasions when it was necessary to deny
pupils the privileges of the library. In such cases, the
suspended one may come to the library for any books needed in
school work, but is not allowed to remain longer than is
necessary and may not go in to the reading room. This has been
found helpful in most cases. I dislike very much to send a child
out of the library, and only do so when it is imperative; for
while they may be trying at times, they are the very ones who
need the help that the library can give. Often the mischievous
mood is of short duration, the attention is arrested by something
in one of the books before him, and suddenly, your noisy boy is
transformed into a studious youth. It is a great satisfaction to
know that while the small child is in the library, he is not only
safe from the evil influences of the street but is deriving a
double benefit--the enjoyment of the book that absorbs him for
the time being, and the habit of reading that is unconsciously
being formed.
Mr. R. Oberholzer, Sioux City, Iowa.
If a real disturbance is made which seems clearly intentional, a
quick dismissal follows. Reproof is never repeated--once speaking
in that way is enough. Reproof is always made in an undertone,
and the command to go home, while imperative, is in a few words
and followed by absolute silence until obeyed. This is much more
impressive than any amount of talk. Dismissal is only for the
day. I have never suspended anyone, and only once did I write to
the lad's mother that it would be better if her son did not come
to the library for a time. If a child really wants to come to the
library he learns to conduct himself so as not to offend the
people who are in other ways such good friends of his. If he only
comes for mischief, he soon concludes that the game is not worth
the candle. The desire to "show off," always a strong element in
a mischievous child, is not gratified, and the whole atmosphere
is against him.
To keep things going in this way is not easy except by eternal
vigilance, both for the public who have to be taught some things
over every day, and for library workers who have to learn to be
good natured but unyielding, obliging but arbitrary, eternally
patient but abnormally quick.
In short, discipline in a library is, as everywhere, a matter of
atmosphere rather than method, and atmosphere always means a
group of forces expressed through personality.
Miss Nelle A. Olson, Moorhead, Minn.
Before our library opened, I visited all the rooms of all the
schools of the city to talk library. I tried to awaken interest
and enthusiasm, and to make perfectly clear to the students
beforehand the purpose of a library and what was expected of them
there and why.
During the first few weeks I managed to spend a good deal of time
in their room, moving about among them, helping them, and ready
with a word of reminder the very moment a boy forgot himself. I
tried in every possible way to help them to form correct library
habits from the first. They all seemed anxious to conform to the
library spirit when they understood it.
Now, when a boy does something a little out of the way, I try to
pass over it as much as possible at the time, then when he comes
in again some time, perhaps having forgotten his feeling of
irritation, I try to talk kindly with him about it and I find he
usually takes it kindly then, and does not trouble again.
I have tried always to take it for granted that the boy did not
mean to annoy but forgot himself or was a little careless. I have
no set procedure, but try to settle each little difficulty as
that particular case seems to warrant and never to let it go on
until it becomes a great one.
Miss Kate M. Potter, Baraboo, Wis.
The burning of our high school, two years ago, made the library
the only place of general meeting for the scholars. While it was
an added trouble at the time, I am not sorry for the experience
either for the scholars or myself. Classes were held downstairs
and study periods in the reading rooms. The children were made to
realize they were under the same discipline as in the assembly
room and while it took our time, it taught them the proper use of
the library and we gained in the experience.
First:--In regard to the children coming in such numbers as to
keep the older readers away. The older people make such little
use of the books in comparison, I believe in giving the time and
room to the children.
Second:--As to their making it a meeting place. In smaller places
the children have no other place to go. Is it not better to
attract them to the library?
Third:--As to discipline. We find one thing essential--not to let
them get started in the wrong way. A boy or girl spoken to at
first, generally does not repeat the offense.
While this all takes the librarian's time I feel that it is
spent, in the greatest good to the greatest number, after all.
Miss Gertrude J. Skavlem, Janesville, Wis.
The Janesville Public Library is so arranged that the desk
attendant has almost no supervision over the Reading and
Reference Rooms. The matter of discipline in those rooms was a
source of considerable trouble until an attendant took charge
there in the evenings. We find it necessary to have this
attendant only during the winter months, when more High School
students use the library than at other times.
It is not the policy of the Library Board to enforce any strict
rules as to quiet in the rooms. Rules are very lenient and the
enforcement more by inference than in any other way. An attendant
if she has the requisite personality, may, simply by her manner
ensure quiet and orderly conduct, at least that has been our
experience during the past year.
Various other means were tried before the one which we now find
so successful. Talks were given in the High School by the
superintendent, and at one time a police officer had the Library
on his regular beat. None of these methods were permanently
successful.
Miss Jeannette M. Drake, Jacksonville, Ill.
I have never hesitated to take what measures seemed necessary to
have a quiet library, otherwise how near can we come to
fulfilling the purpose of a library?
Since the first few weeks that I was here as librarian I have had
no trouble in regard to the discipline. I feel sometimes that I
am too strict, but I cannot have patrons say "I cannot study at
the library because of the confusion, etc." The only solution of
the problem that I know of is to ask every one not to talk,
unless he can do so without disturbing others in the least. When
it is necessary for people to talk about their work, except to
us, we give them a vacant room in the building and often have
people in every vacant space and the office at the same time. We
encourage such use of the rooms; try to be courteous in our
demands; interested in all; do everything in our power to get
material for patrons and the result is that they feel that the
library is a place of business.
The boys who used to come "for fun" come now and read for several
hours at a time and are always gentlemanly and are our friends. I
know of none who ceased to come because of the order we must
have. At first, if we had spoken to anyone and they still were
not quiet, we asked them to leave the building and to come back
when they wanted to read or study. We always saw that they left
when we told them to do so, and no one has been sent from the
building for unruly conduct for two years. If I needed help I
would call on the police as I would not want either teachers or
students to feel that we could not manage our patrons when they
were in the library. Of course we are always on the alert as we
realize that the matter would get beyond us if we were careless
for a time. It is not easy for librarians to carry out these
rules, but it pays in the reputation of the library.
Mrs. Alice G. Evans, Decatur, Ill.
We have had very little trouble with discipline since moving into
our own building, the rooms being so arranged that excellent
supervision over them is possible from the loan desk. Then too,
the children's and reference rooms have their own attendants and
any disturbance may be quickly settled.
Perhaps the most disturbing element comes from the boys preparing
debates, who often forget and talk somewhat above a whisper, and
it is sometimes necessary to request them every fifteen minutes,
to lower their voices.
As to making the library a meeting place, this is done, I
suppose, to some extent but we rarely have any particular trouble
from it.
I think the main reason for the order in our library is the
separation of the different departments, as we used to have a
great deal of trouble when we had but one room for readers,
students and children.
Miss Elizabeth Comer, Redwood Falls, Minn.
When I first came here, I sent both boys and girls home; it was
seldom necessary to send the same child twice for the same
offense. Some of the boys tried a new tack after being sent home
once and were then told to stay away until they could conduct
themselves properly on the library premises, with the result that
I have not been obliged to send a child away from the library for
months.
Miss Marie E. Brick, St. Cloud, Minn.
The question of discipline has always been such an easy matter
with me and never a problem that it seems rather difficult to
state just how the good results are accomplished. We have none of
the disfiguring printed signs of warning about; we do not need
them. A glance, a word, a motion, at the least sign of uneasiness
or noise, and all is quiet.
Any good disciplinarian will say that her methods are the same.
It is not what she says or does, but her entire attitude, her
manner, her commanding personality, that secure the desired
results.
Our High School pupils never give us any trouble. They enjoy too
many privileges as students to abuse them. The school is in the
next block, so near that the teachers almost daily excuse a
number of them to do supplementary reading in the library during
school hours. They hand me a printed slip or pass on entering,
which I sign with the time of coming and leaving. These are
returned to their respective instructors on returning to the
school room. This pass acts as a check on anyone disposed to
loiter by the way.
Miss Ella F. Corwin, Elkhart, Ind.
We never have had a great deal of trouble with the discipline. We
try to make the children and young people feel that we depend
upon them to assist in keeping up the standard of good behavior.
We reach the younger children partly through the children's hour,
not by talking to them on these subjects, but by winning them to
us through the stories we tell and in our treatment of them.
With the High School boys and girls, it is more difficult. The
suspension of two boys had a beneficial effect, but the principal
of the High School is our greatest help with them.
Miss Bertha Marx, Sheboypan, Wis.
The matter of discipline has not been of sufficient importance in
our library to be classed as a problem. This may be due to two
facts: First, the atmosphere discourages rowdyism, loud talking
and visiting; secondly, an unwritten rule is that there must be
quiet in the library but not necessarily absolute silence. It
seems to me where the order in a library is not what it would be,
the staff is lacking in its sense of discipline.
If by chance, a group of people happens to make too much noise,
we never hesitate to step up to them and in a courteous manner
request them to be quiet. Such disturbance is usually caused
through thoughtlessness, not from any desire to break a library
rule, and after people have been cautioned they rarely commit the
offense again. I will admit this must be done in a tactful way,
for a grown person does not wish to be dictated to in the library
as though he were a child in school. There are a few old men and
women who persist in talking in a loud tone of voice; we know it
would hurt their feelings if they were told to be quiet and
therefore we wait upon them quickly, even ahead of their turn and
so get rid of them as soon as possible.
The boys and girls of the High School have to be spoken to quite
frequently as they are so imbued with a sense of their own
importance that they have very little regard for the order of the
library. The most effective appeal which can be made to them is
to suggest that every one has equal rights in the library and
that when other people come who wish quiet in the reading rooms,
the High School pupils have no right to deprive them of it.
One evening the pupils were unusually noisy, we had cautioned
them in vain to be quiet, and finally I ordered them all to leave
the library. They were simply aghast for they were to have a test
in history the following day and the material could only be
procured from our reference shelves. I was aware of this at the
time but felt drastic measures must be taken to show them that
the three readers who shared the room with them had a right to
undisturbed order. They plead with me in vain, and finally
admitted that they deserved their punishment. It is needless to
say that their history teacher approved my actions and that for
weeks afterwards we had no more trouble with High School
students.
The library is never used as a club or meeting-place by people
for we discourage all attempts at visiting among our patrons.
It is not often found necessary to discipline the children in
their reading-room as their behavior is on the whole, very good.
When they become mischievous or noisy, it is generally because
they have remained in the library too long and have grown
restless, so they are advised to go out-doors and play for a
time. We have practically none of the rowdy elements to deal with
and when such children do come, we find that the attractive
surroundings seem to have a quieting effect upon them.
Miss Mary J. Calkins, Racine, Wis.
The problem of discipline in the Library, is one which is "ever
with us," and I do not feel sure that I have solved it to my
satisfaction. We have tried "signs" and no signs; gentle
persuasion and stern and rigid rules; and still we cannot always
be sure of order, and a proper library deportment on the part of
either children or grown people. I have come to the conclusion,
that the character of the individual has everything to do with
it. Children who defy rules both at home and at school, will also
give trouble in the library, and nothing but a complete
withdrawal of privileges will do any good. We have had very
little trouble during the past year, but the children themselves
seem to be different, the rougher class not coming to the library
to make trouble, as they did formerly. The High School students
are much more of a problem than the younger children; and cause
much more disturbance, as far as my experience goes. When they
are engaged in preparing their debates, it is necessary to have
one of the staff sit in the room with them, and keep constant
supervision, or the whole library will be disturbed.
Miss Margaret Biggert, Berlin, Wis.
During the past winter, for the first time since we have been in
our new library it has been a question how to manage the
situation without antagonizing the offenders, for it seems to me
a librarian must avoid appearing in the guise of ogre even at the
expense of perfect order. Scholars from the schools use the
library constantly in their school work--including reference work
for their three debating societies and it is with these pupils
that the problem has been, the reference room becoming quite
noisy-- though more from thoughtlessness and high spirits than
otherwise. I feel certain a cork carpet would help to solve this
problem in our library--with the unavoidable noise of heels on
hard wood floors, it is hard to make people realize they are
disturbing others.
My own system of dealing with the problem has been to warn them
as pleasantly as possible that they are forgetting themselves and
then to impress on them individually as the chance offered, the
necessity of remembering that the library is a place for reading
and study--not a "conversation room" as an irate gentleman one
day said a group of ladies seemed to think. Though it is very
seldom that people who meet friends, either by chance or
appointment cause any annoyance by remaining to carry on
conversation. No signs enjoining silence are in evidence. The
younger children have their own reading room and have given very
little trouble. This I believe to be in a measure due to the
influence of their teachers, who keep in close touch with the
work of the library. One lad of about ten, the ringleader of a
group, was sent from the library for misbehavior. I was pleased
but surprised to have him appear at my home one morning and say:
"I am sorry I cut up at the library and I'll never do it again."
He never has and he comes regularly.
We were at one time troubled with boys gathering outside the
library evenings, making considerable disturbance with malicious
intent. I was forced at length to call a police officer, who took
the names of the offenders and walked through the reading rooms
effectually quelling any budding aspirations toward hoodlumism in
the children seated at the tables and we have had no trouble of
that kind since.
Miss Molly Catlin, Stevens Point, Wis.
The matter of discipline has not been a difficult one with us, of
course we have a good deal of noise, the adults are very apt to
forget and talk noisily but as far as real trouble is concerned
we have not had it.
The Boys' Club room is a great help, in that the boy who just
comes down town for fun and not to read goes into that room from
preference.
The girls and little children are often times noisy but with a
glance or gentle reminder of some kind, they seem to be all
right.
The discipline of the Boys' Club Room is, however, a different
matter, it really is hard to discipline, but the reason is that
we never yet have gotten just the right kind of an attendant to
care for the room, we need one who is interested in boys, who can
mingle with them and teach them games, etc. We now have a young
man, well educated and a good man but he is lax in discipline and
careless about the room. Nevertheless I think the Boys' Club room
a success, for during the months of February and March we have
sometimes between fifty and seventy boys in attendance at one
time and they seem to enjoy it.
Miss Ella T. Hamilton, Whitewater, Wis.
I suppose I have found much the same difficulties as others in
regard to discipline. Our High School pupils, especially when
working on their school debates, for which they get much of their
material from the library, do sometimes find it easy to work
together to the annoyance of their neighbors, but as they are, on
the whole, well intentioned young people they usually take kindly
the reproof. I do not mean to say that they do always after
remember and act accordingly. Who of us do? And my experience as
a teacher has taught me that some lessons have to be often
repeated. There is, however, a kindly feeling between the young
people who use the library and those who have charge of it, for
we try to help them to whatever they need and they appreciate the
fact; and this fact I think helps in the matter of discipline.
The main reading room seems sometimes rather full with them, but
there are places for but sixteen at the tables and that partly
explains it. I have had occasionally the difficulty of young
people making the library a meeting place. Only two weeks ago, I
told a young Miss and her attendant, that we could dispense with
their presence in the library; they have both been back since,
but not in any way to our annoyance.
We were at one time much troubled by some boys from ten to
fourteen. Sending home didn't help for very long, and I finally
went to the parents of the ring-leaders with very good results.
Perhaps the fact that complaints came to them from several other
sources helped. But I am sure parents can aid the librarian as
well as the teacher. The only notices I have ever had up in my
library in regard to order are two neatly printed signs, "Silence
is golden." I think they have been more suggestive and effective
than the ordinary sign.