The independent high school library meets peculiar difficulties and
dangers in fulfilling its duty. It is right to say here that the
highest point of development in high school libraries has, to the best
of my knowledge, been reached in certain high schools in which the
library has no connection with the public library, but where it is
managed by a well-paid, trained and experienced librarian. Generally
speaking, however, especially in the case of high schools which do not
employ a trained librarian, I think I may say that the independent
high school library at present is likely to be narrow in scope, badly
administered, self centered and neglectful of co-operation with the
public library, and hampered by red tape getting books promptly through
boards of education.
Neither school library nor public library, it seems to me, can alone
meet high school needs. The school library needs the public library
because of the broadening influence of the usually larger institution.
It needs the resources of the usually larger collection. It can often
benefit by suggestion and aid in administrative details, especially
when in untrained hands.
The public library needs the school library, among other reasons,
to bring it into closer contact with the school system officially.
The public library, it seems to me, should require the high school
librarian to attend its regular staff meetings if she be a public
library official or invite her to attend them if she is not. The high
school librarian in many cases attends school faculty meetings, and by
regularly attending public library staff meetings she can intelligently
interpret school to public library and vice versa. The public library
needs the high school library so as to get earlier and more certain
information of books needed for class use, for the purpose of reserving
in the public library or of concentrating them in the school library.
Six copies of a title concentrated at call in the high school library
and lent from there for short loans, prevent a few students from
monopolizing books, and so do much more satisfactory work than twice
the number lent from the public library in the usual way. In general,
the public library by working through the high school library should
work more effectively by meeting the school on its own ground.
It is pretty clear, I think, that the school library and the public
library need each other. The questions remaining are: What kind of
co-operation is most effective? How can that co-operation be brought
about?
I doubt if there is a universal answer for either question. I think
that local conditions will have to be studied in each case, and under
local conditions I include the school situation, the public library
situation, personalities, local politics, etc.
Miss Hall has found a satisfactory answer for the library controlled
by the school. The solution which has come under my observation is the
administration of the school library by the public library, with a
division between school and public library, of the expense.
This plan in one form or another is now being tried with the high
school libraries in five cities--Cleveland, O.; Madison, Wis.; Newark,
N. J.; Passaic, N. J.; and Portland, Ore. This includes eleven
libraries actually in operation, and five others in contemplation. The
plan has also been adopted, I am informed, by a number of towns in New
Jersey.
In bringing about co-operation, the first step is to make a careful,
thorough study of conditions, not forgetting the questions, "What
is the attitude of the principal?" and, "Which can pay the higher
salary--public library or high school?"
The results under any plan, may we add, depend on the high school
librarian. She should have a college education to put her on a par
with the teaching staff. She must be adaptable. She must have solid
book knowledge, especially of English and history. She must be able
to manage a room full of students without fuss or strain. A raw high
school graduate with a smattering of technique will not do.
Finally, whatever the public library's part in the scheme of
co-operation, the public library must be willing to view the subject
from the school side, and be willing to adapt its methods to school
needs.
A short business session of the active members of the session followed
this meeting. Upon recommendation of the Nominating Committee the
following officers were elected: Chairman, Miss Effie L. Power,
supervisor of children's work, St. Louis public library; vice-chairman,
Miss Alice Goddard, head of children's department, Washington County
free library, Hagerstown, Md., and secretary, Miss Hannah M. Lawrence,
children's librarian, Buffalo public library.