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.