An effort was made that there should be no formal adherence to this
outline. Papers on the books read were required in which the outline
could not be used. For example, after reading "Men of iron" the students
were required to write, in class, a paper on "The education of a boy in
chivalry" based on the story of Myles Falworth.
The oral discussions of these books were often very animated.
Each student was also required to hand in an annotated list of at least
20 books actually read by the student and judged by her suitable for the
grade in which she is to train. An oral discussion of these lists took
place, and the student in many cases was required to justify her
judgment, and to answer questions in regard to the books read.
Some of these lists were very cheering. One excellent list for the sixth
grade, with very original annotations contained 60 instead of 20 books
actually read, and 30 more which the student had listed to be read at
her convenience.
Not all of the lists were of that character. A list for the third grade
recommended "Gulliver's travels, by Gulliver" as a valuable aid in
geography.
The instance is eloquent of the value of a course of study which results
in the illumination or the elimination of such a student.
Much remains to be worked out, but a beginning has been made.
Ours is one instance of the awakening of the school to the value of the
privileges which the library gives it. And as the reward of doing work
well is invariably to have more work to do, from the school fully
awakened the library shall receive its exceeding great reward in more
work to be done.
Except for the hearty co-operation of the Cleveland Public Library the
little experiment here outlined could not have been undertaken.