(_See_ p. 74.)
Mr. WELLMAN then discussed the question of whether the bulk of reference
work with children should be carried on in the schools or at the
library, and urged the claims of the library. The ultimate aim of
reference work with children is to teach them to use the library during
school life and after for purposes of study and self-education. To
accomplish this end no person is so competent as the librarian and no
place so appropriate as the library.
Miss LINDA A. EASTMAN said:
Miss Stanley's excellent report appears to furnish just the sort of
basis for a discussion of one of the most vital questions in relation to
the work with children, such a discussion as may lead to a much-needed
definition of principles in regard to this side of the work.
A word or two about special topics mentioned--under library facilities.
In addition to the books for reference mentioned by Miss Stanley, there
is one which may not yet have come to the attention of all children's
librarians because it is but just published--the new "Index to _St.
Nicholas_," published with the consent of the Century Company by the
Cumulative Index Co. It has its imperfections, but it certainly should
prove a useful reference tool for every children's librarian, and the
best simple stepping-stone yet furnished to the use of Poole and the
other indexes.
Now, for the general subject, Miss Stanley says, "I think we are agreed
that for the children our aim reaches to a familiarity with reference
tools, to knowing how to hunt down a subject, to being able to use to
best advantage the material found. In a word, we are concerned not so
much to supply information as to educate in the use of the library."
The aim is well stated, and we are agreed in it, I believe, but are we
agreed as to, and have we given sufficient thought to, the methods by
which this desirable aim is to be accomplished? Where, in that ideal
ultimate of co-operation between schools and libraries toward which we
are striving, will the necessary instruction be given, in the schools or
in the library? Or, if in both, where will the division of labor be
placed? I, myself, am inclined to think that the formal, systematic
instruction in the use of books should be given in the schools, with
sympathetic, systematic help on the part of the library. Is it not
possible that we, as librarians, seeing the need, are over-anxious to do
the whole work, or at least feel sometimes that we can do the whole work
more easily and better than we can get the overworked teachers to do
it--though a large part of the work really belongs to them.
More than in any other work with the children, this reference work
requires that we go back of the children and begin with the
teachers--no, not with the teachers, but with the teachers in
embryo--the students in the normal schools.
Miss ALICE TYLER, who followed, said that it was of the greatest
importance to teach children the use of the catalog, which should be
made to suit the mental capacity of children, using terms with which
they are familiar.
In Cleveland the children's catalog was made upon these lines, using
simple subject headings based on headings used by Miss Prentice in her
"Third grade list" and the Pratt Institute lists.
Teaching children in the children's room how to use the catalog is the
only way to make the future men and women more independent readers in
the public library.
Mr. HENSEL closed the discussion with a short account of the reference
work done in the Columbus public schools.