Chapter III: Part 3

We are very strict in exacting fines as a means of teaching children to be responsible and careful of public property.

One summer the children acted simple impromptu plays, Cinderella, Blue Beard, Beauty and the beast, on the lawn outside the long windows. The lawn has been in bad condition for nearly two years, on account of the building of the Morgan memorial, but has now been planted again. One May-day we had an old English festival around a Maypole on the green, with Robin Hood, Maid Marian, Friar Tuck, Will Scarlett, the hobby- horse, the dragon and all the rest, including Jack in the Green and an elephant. This was such a success that we were asked to repeat it across the river on the East Hartford Library green, where it was highly complimented on account of being so full of the spirit of play.

Our Christmas exhibits have been held every year, at first, as I have said, for one day only, then for two or three in the rooms above, and for the last two years in a large room used by the Hartford Art Society as a studio until it moved to a whole house across the street. This room has space for our school libraries, and the room which they had outgrown was fitted up at no expense except for chairs and a change in the lighting, as a study-room for the older boys and girls, who also have the privilege of reading any stories they find on the shelves, which are on one side only. The other shelves, placed across the room, were moved to the studio, which is so large that it has space for story-telling, or oftener story-reading. The winter of the Dickens centennial, through the month of February, the beginnings of "David Copperfield," "Nicholas Nickleby," "Dombey and son" and "Great expectations" were read.

In 1911, a gift of twenty-five dollars from a friend was spent for the boys' and girls' room, and has bought specimens of illustration, Grimm's "Fairy tales," illustrated by Arthur Rackham; Kate Greenaway's "Under the window," "Marigold garden," "Little Ann" and "Pied piper", Laura Starr's "Doll book," and a fine copy of Knight's "Old England," full of engravings, including a morris dance such as has been performed here, and Hare's "Portrait book of our kings and queens." The rest of the money bought a globe for the older boys' and girls' reading-table, and sent from Venice a reproduction of a complete "armatura," or suit of Italian armor, eighteen inches high.

In 1912 the boys and girls of grades 7 to 9 in the district and parochial schools were invited to listen to stories from English history in the Librarian's office of the Hartford Public Library on Tuesday afternoons in July and August. Some of the subjects were The Roman wall, The Danish invasion, King Alfred and the white horses said to have been cut to commemorate his victories, The Crusades, and The captivity of James I. of Scotland. The Longman series of colored wall-prints was used as a starting point for the stories. Children in grades 4 to 6 listened at a later hour to stories from Hawthorne's "Wonderbook" and "Tanglewood tales."

The Hartford Public Library had an exhibit at the state fair, September 2-7, 1912, in the Child-welfare building. In a space 11 by 6 were chairs, tables covered with picture-books, a bookcase with libraries for school grades, probation office, and a settlement, and another with inexpensive books worth buying for children. Pictures of countries and national costumes were hung on the green burlap screens which enclosed the sides of the miniature room. At about the same time we printed a list of pleasant books for boys and girls to read after they have been transferred to the main library. They are not all classics, but are interesting. The head of the high school department of English and some of the other teachers asked the library's help in making a list of books for suggested reading during the four years' course. This list has been printed and distributed. Copies are hung near two cases with the school pennant above them, and one of the staff sees that these cases are always filled with books mentioned in it. The high school has a trained librarian, who borrows books from the Public Library and tries in every way to encourage its use.

From Dec. 3 to 24, 1912 and 1913, the exhibit of Christmas books for children and young people was kept open by the library in the large room in the annex. The exhibit included three or four hundred volumes, picture books by the best American, English, French, German, Italian, Danish, and Russian illustrators, inexpensive copies and also new and beautiful editions of old favorites, finely illustrated books attractive to growing-up young people, and the best of the season's output. It had many visitors, some of them coming several times. We sent a special invitation to the students in the Hartford Art Society, some of whom are hoping to be illustrators, and appreciate the picture- books highly.

The boys' and girls' room received last winter a fine photo- graphic copy of Leighton's "Return of Persephone," in time for Hawthorne's version of the story, which is usually read when pomegranates are in the market and again six months later, when Persephone comes up to earth and the grass and flowers begin to spring.

One day John Burroughs made an unexpected visit to the room, and it happened that when the children reading at the tables were told who he was, and asked who of them had read "Squirrels and furbearers," the boy nearest him held up his hand with the book in it. That boy will probably never forget his first sight of a real live author!

Last winter we received a gift of a handsome bookcase with glass doors, which we keep in the main library, filled with finely illustrated books for children to be taken out on grown-up cards only. This is to insure good care.

For several years we have been collecting a family of foreign dolls, who are now forty-five in number, of all sorts and sizes, counting seventeen marionettes such as the poor children in Venice play with, half a dozen Chinese actors, and nine brightly colored Russian peasants in wood. The others are Tairo, a very old Japanese doll in the costume of the feudal warriors, Thora from Iceland, Marit the Norwegian bride, Erik and Brita from Sweden, Giuseppe and Marietta from Rome, Heidi and Peter from the Alps, Gisela from Thuringia, Cecilia from Hungary, Annetje from Holland, Lewie Gordon from Edinburgh, Christie Johnstone the Newhaven fishwife, Sambo and Dinah the cotton- pickers. Mammy Chloe from Florida, an Indian brave and squaw from British America, Laila from Jerusalem, Lady Geraldine of 1830 and Victoria of 1840. Every New Year's Day, in answer to a picture bulletin which announces a doll-story and says "Bring your doll," the little girls come with fresh, clean, Christmas dolls, and every one who has a name is formally presented to the foreign guests, who sit in chairs on a table. Lack of imagination is shown in being willing to own a doll without a name, and this year the subject of names was mentioned in time for the little girls to have them ready. Mrs. Mary Hazelton Wade, author of many of the "Little cousins," lives in Hartford, and lately gave us a copy of her "Dolls of many countries." I told her about the party and invited her, and she told the fifty children who were listening about the Feasts of Dolls in Japan. The doll-story was E. V. Lucas's "Doll doctor," and it was followed by William Brightly Rands's "Doll poems."

In 1893, the year after the library became free, the Connecticut Public Library Committee was organized. For about ten years it had no paid visitor and inspector, and I, as secretary of the committee, had to go about the state in the little time I could spare from regular duties, trying to arouse library interest in country towns. Now most of the field work is done by the visitor, but I have spoken many times at teachers' meetings and library meetings. We began by sending out pamphlets--"What a free library can do for a country town"--emphasizing what its possibilities are of interesting children, and "What a library and school can do for each other." Every year the libraries receive a grant of books from the state, and send in lists subject to approval. We often found the novels and children's books asked for unworthy of being bought with state money by a committee appointed by the Board of Education, and began to print yearly lists of recommended titles of new books, from which all requested must be chosen. The standard is gradually growing higher. The Colonial Dames have for years paid for traveling libraries, largely on subjects connected with colonial history, to be sent to country schools from the office of the committee, and have also given traveling portfolios of pictures illustrating history, chosen and mounted by one of their number. The Audubon Society sends books, largely on out-of-door subjects, and bird-charts, to schools and libraries all over the state. Traveling libraries, miscellaneous or on special subjects, are sent out on request.

A Library Institute has been held every summer for five years under the direction of the visitor and inspector. It lasts for two weeks, and several lectures are always given by specialists in work with children.

The choice of books, sources of stories for children, and what to recommend to them are frequently discussed in meetings for teachers and librarians.

A book-wagon has for the last two or three years gone through a few towns where there is no public library, circulating several thousand books a year for adults and children, and exciting an interest which may later develop into the establishment of public libraries. The committee has now 105 which receive the state grant. Wherever a new library is opened, a special effort is made through the schools to make it attractive to children.

At this time of year the mothers' clubs in the city and adjoining towns often ask for talks on what to buy, and boxes of books are taken to them, not only expensive and finely illustrated copies, but the best editions that can be bought for a very little money. These exhibitions have been also given at country meetings held by the Connecticut Public Library Committee.

A library column in a Hartford Sunday paper is useful in showing the public what libraries in other states and cities are doing, and in attracting attention to work with children. Letters to the children themselves at the beginning of vacation, printed in a daily paper and sent to the schools, invite them to book-talks. Other printed letters about visits to places connected with books and authors, sent home from England and Scotland with postcards, have excited an interest in books not always read by children. This year the Hartford children's librarian has read the letters and shown the books referred to, post-cards and pictures, to a club of girls from the older grammar grades, who were invited through the letters just spoken of to leave their names with her.

A club of children's librarians from towns within fifteen miles around Hartford meets weekly from October to May. Meetings all over the state under the Public Library Committee have stimulated interest in work with children, and Library Day is celebrated every year in the schools.

The visitor and inspector reports visits to eight towns in December, and says: "Somewhat more than a year ago, at the request of the supervisor, I made out a list of books for the X---- school libraries. These were purchased, and this year the chairman of the school board requested my assistance in arranging the collection in groups to be sent in traveling library cases until each school shall have had each library. I spent two days at the town hall working with the chairman of the school board, the supervisor, a typist and two school teachers.

"A new children's room has been opened in the Y---- library since my visit there. It is double the size of the room formerly in use, and much lighter and more cheerful. The first grant from the state was expended entirely for children's books, the selection being made in this office.

"In Z---- I gave an Audubon stereopticon lecture, prefacing it with an account of the work on the Audubon Society, and an enumeration of the loans to schools. The audience in a country schoolhouse, half a mile from Z---- village, numbered 102."

A CHAPTER IN CHILDREN'S LIBRARIES

The following account of the beginning of children's work in Arlington, Mass., in 1835, marks the earliest date yet claimed for the establishment of library work with children, and was written for the January, 1913, number of The Library Journal. Alice M. Jordan was born in Thomaston, Maine, and was educated in the schools of Newton, Massachusetts. After teaching for a few years she entered the service of the Boston Public Library in 1900, Since 1902 she has been Chief of the Children's Department in that library, and since 1911 a member of the staff of Simmons College Library School.

"In consequence of a grateful remembrance of hospitality and friendship, as well as an uncommon share or patronage, afforded me by the inhabitants of West Cambridge, in the Commonwealth of Massachusetts, in the early part of my life when patronage was most needful to me, I give to the said town of West Cambridge one hundred dollars for the purpose of establishing a juvenile library in said town. The Selectmen, Ministers of the Gospel, and Physicians of the town of West Cambridge, for the time being shall receive this sum, select and purchase the books for the library which shall be such books as, in their opinion, will best promote useful knowledge and the Christian virtues among the inhabitants of the town who are scholars, or by usage have a right to attend as scholars in their primary schools. Other persons may be admitted to the privilege of said library under the direction of said town, by paying a sum for membership and an annual tax for the increase of the same. And my said executors are directed to pay the same within one year after my decease."

This "extract from the last will and testament of Dr. Ebenezer Learned, late of Hopkinton, N. H.," forms the first book plate of the Arlington (Mass.) Public Library, founded in 1835. It appears to be the earliest record we have of a specific bequest for a children's library, free to all the children of the town receiving it.

In the late eighteenth century it was the custom at Harvard College to grant a six-weeks' vacation in winter and summer, when students could earn money for college expenses. The popular way of doing this was to teach school. Ebenezer Learned, a young man in the class of 1787, availed himself of this opportunity and taught in West Cambridge, or Menotomy. His associations there were pleasant ones, and the memory of the friends then made persisted through his later successful career. Dr. Learned became a practicing physician, first in Leominster (Mass.) and later in Hopkinton, N. H. He is said to have been warmly interested in education and science throughout his life, and was the originator of the New Hampshire Agricultural Society and vice-president of the New Hampshire Medical Society. And yet with all these later interests, his thought, toward the end of his life, was of the little town where he taught his first school.

At the time of receiving this legacy there were in West Cambridge two ministers--a Unitarian and a Baptist--and one physician. Together with the selectmen, they formed the first board of trustees, which met on Nov. 30, 1835, and voted that the books selected for the library should be such as were directed by Dr. Learned's will, "the same not being of a sectarian character." Selection of books was left largely to Mr. Brown, of the newly formed firm of Little & Brown, publishers. He was directed to spend at least half of the bequest for books suitable for the purpose, and these were sent to the home of Dr. Wellington, the physician on the board.

Then followed the task of selecting a librarian, and the obvious choice was Mr. Dexter, a hatter by trade and already in charge of the West Cambridge Social Library. This was a subscription library, founded in 1807, and consisting mainly of volumes of sermons and "serious reading." The question of the librarian's salary was the next care, for the state law authorizing towns to appropriate tax money for libraries was yet ten years in the future. At town meeting, in 1837, however, one of the trustees called attention to the clause in Dr. Learned's will which provided that others, beside children, might use the library by paying a sum for membership and an annual assessment. "Why should not the town pay the tax, and thus make it free to all the inhabitants?" he asked. And this was done. The town at once appropriated thirty dollars for the library, and the right to take books was extended to all the families in town. From this time the institution has been a free town library, the earliest of its class in Massachusetts.

The little collection of books for the West Cambridge Juvenile Library traveled to its first home on a wheelbarrow. "Uncle" Dexter would make hats during the week, and on Saturday afternoons open the library for the children. Three books were the limit for a family, and they could be retained for thirty days. That the books were actually read by the children is vouched for by those who remember the library from its beginning. Even free access to the shelves was permitted for a while. But we come to a period, later, when the by-laws declare, "No person except the librarian shall remove a book from the shelves."

One would like to know just what those books were for which one-half of that precious bequest was first spent. The earliest extant catalog of the juvenile library is dated 1855, though there exists an earlier list (1835) of the Social Library. Tradition has handed down the names of two books said to be in the first collection, but one of these is certainly of later date. The first is still in existence, a copy of the "History of Corsica," by James Boswell. One who as a boy read this book, years ago, in the West Cambridge Juvenile Library, recalled it with delight when he visited Corsica years afterward.

The other title, mentioned as belonging to the first library, is "The history of a London doll." But this delightful child's story, by Richard Hengist Home, was not published until 1846. Some of the Waverley novels are also remembered as being among the earliest purchases. Of course, we realize that books which "will best promote useful knowledge and the Christian virtues" in school children are not necessarily children's books. So we may be tolerably sure that Rollins' and Robertson's histories, as well as Goldsmith and Irving, would have appeared in the catalog had there been one.

The juvenile library remained a year in its first home, the frame house still standing near the railroad which runs through Arlington. There have been five library homes since then, including the meeting house, where the collection of books was nearly doubled by the addition of the district school libraries and a part of the Social Library.

In 1867 the town changed its name to Arlington, discarding the Indian name of Menotomy, by which it was known before its incorporation as West Cambridge. The library then became known as the Arlington Juvenile Library, and, in 1872, its name was formally changed to Arlington Public Library. With the gift of a memorial building, in 1892, the present name, the Robbins Library, was adopted by the town.

It is characteristic of our modern carelessness of what the past has given us, that we have lost sight of this first children's library. Not Brookline in 1890, not New York in 1888, but Arlington in 1835 marks the beginning of public library work with children. Here is one public library, with a history stretching back over seventy-five years, which need not apologize for any expenditure in its work with children. Its very being is rooted in one man's thought for the children of the primary schools. Dr. Learned could think of no better way of repaying the kindnesses done to a boy than by putting books into the hands of other boys and girls. A children's librarian may well be grateful for the memory of this far-seeing friend of children, who held the belief that books may be more than amusement, and that the civic virtues can be nourished by and in a "juvenile library."

THE CHILDREN'S LIBRARY IN NEW YORK

The leading editorial in The Library Journal for May, 1887, says: "The plan of providing good reading for very little children begins at the beginning, and the work of the Children's Library Association, outlined in a paper in this number, may prove to be the start of a movement of great social importance." This interesting personal account was written by Miss Emily S. Hanaway, principal of the primary department of Grammar School No. 28, in New York City, to whom came the thought, "Why not give the children reading-rooms?", and through whose efforts the Association was organized.

Emily S. Hanaway was married in 1891 to the Reverend Peter Stryker. She died in 1915 in her eightieth year. Her library was ultimately forced to close its doors, but its influence remains.

For several years it had caused me much pain to find that many of the children in our school were either without suitable reading or were reading books of a most injurious kind. The more I pondered the matter the more I became convinced that much of the poison infused into the mind of a child begins at a very early age. As soon as a child takes interest in pictures the taste begins to be formed. Give him only common comic or sensational ones, and he will seize them and look no higher. On the other hand, give him finely-wrought sketches and paintings, tell him to be very careful how he handles them, and he will despise the trash of the present day. Place in his hand clear print, and he will never want the vile copy of a sensational paper often thrown in at our doors. Place in his hand Babyland, tell him that he is an annual subscriber, and the importance of having his name printed on the copy will induce him to do as a little relative of mine has frequently done. He will run after the postman and ask him how long before the next number will arrive.

Upon one occasion we endeavored to find out what sort of books our school-children were reading, and asked them to bring a few for us to examine. Some of them, having been directed in their reading by discreet, faithful parents, brought such periodicals as St. Nicholas, Chatterbox, Harper's Young People, etc., while others brought the vilest kind of literature, and one little fellow brought a large copy of the "Annual Report of the Croton Aqueduct."

In the summer of 1885, while seated in a room where the National Association of Teachers had assembled, a thought, as if some one had leaned over my shoulder and suggested it, came suddenly into my mind: "Why not give the children reading- rooms?" There was no getting rid of the thought. All that afternoon and evening it followed me. After the meeting, in the evening, I asked Prof. E. E. White, of Ohio, if he thought such an undertaking could be carried out. He answered, "Yes; but it is gigantic." I came home fully persuaded that it must be tried; but where should I begin? As soon as school opened in September, it occurred to me that almost opposite our school- building there was a day-nursery, the lady in charge of which appeared to be a very earnest worker. She said she would be very glad to help, as she had a small library at that time, which her children used in the nursery.

On visiting the publishers, generous donations were promised from Treat, Scribner, Taintor & Merrill, Barnes, and others. These were sent to the nursery. A few years before, a former principal in our school, Miss Victoria Graham, had worked with great energy to have a library in P. D., G. S. 28, and the proceeds of an entertainment given in 1872 in the Academy of Music had furnished two or three hundred books. Miss Graham died the same year, and as we had no regular librarian, many of the books were lost. About sixty were left. These also were sent to the nursery, and our children went over every week to draw books. This was the first attempt. But we felt that it was but a small beginning, and that if we wished to bring in all creeds we must free the public mind from suspicion, and have a representation from every denomination, Protestant, Roman Catholic, and Hebrew. Accordingly, we planned that when a committee should be organized, every religious faith should be represented among those who were to choose the books. As we wished to have many of these rooms throughout the city, and as our friends at the day-nursery, under their arrangements, could not have a committee, we thought it would do no harm to start anew. So we conferred with the various clergymen of all denominations, in a neighborhood well known to us, and received great encouragement. Dr. Mendez became a member of our organization committee, and has been present at very many of our business meetings.

We then visited the persons named by these gentlemen, for our organization committee, and when we had found eleven willing to serve, a kind friend in West 22d St., Mrs. Hanford Smith, gave us the use of her parlors for our meeting. A more gloomy committee has been seldom seen. "Have you a room for a library?" was asked. "No." "Any money?" "No." "Any books?" "No." "Absurd! How do you expect to start such a work?" "On faith." Next a vote was taken whether to organize or not. It was decided to organize. Mr. Edward Chichester was elected president, Mr. Edward Vanderbiit secretary, and Mr. E. P. Pitcher to the very responsible position of treasurer, without a cent in the treasury.

Here it is only due to Rev. Dr. Terry to speak of the encouragement he gave. The Y. M. C. A. connected with the South Reformed Church, on 21st St. and 5th Ave., were talking of taking rooms at 243 9th Ave., for a young men's club, and through the doctor's efforts we were allowed to come into these rooms from 4 to 6 p. m., all through the season, from December to May, with the understanding that we might pay or not, according to our success in obtaining funds. One trouble was over. We then began our circuit once again through the city, after school hours, visiting every publishing-house named in the directory, beside making many personal visits to friends, who encouraged us by gifts of books.

We are largely indebted to Dodd, Mead & Co., Carter, Taintor, Merrill & Co., and many others, who have given most liberally; also to friends, who have given us many $5 bills, and enabled us not only to pay expenses, including librarian, tickets of admission, covers for books, circulars, etc., but also to hand over most joyfully to Dr. Terry $40 for the use of room at the close of the season.

Last fall we tried to begin our work once more, and after walking from 40th to 23d St., along 8th and 9th Avenues, I at last found rooms on W. 35th Street. Dr. Terry kindly loaned us furniture, and the Women's Christian Temperance Union shared with us the modest rent of $13 per month, $6.50 each.

Last year P. D. No. 45, in West 24th St., sent a large representation from their school. This year they asked for and received tickets. We had about 350 books, and issued about 700 admission tickets. At one time during the winter the librarian sent me this message: "Only eight books are left on the shelves. Do you think it best to close the room to-day?" I returned word: "Get in all the books you can; do not give out any for a short time, but let the children come in and look at the stereoscopic views, play games, look at or read pamphlets. When they have returned a sufficient number, begin to distribute again." That week we received several parcels of books, and started up again. We had applications for tickets from P. D., G. S. No. 11, 37th St. Prim. Deptt, 34th St. R. Ch. S. School, Ind. School, West 415t St., and others. Male Dep't, G. S. No. 67, asked for 91 tickets. Some of the children in P. D., G. S. No. 28, shed tears when their teacher informed them that we had no more tickets.

The children stood on the sidewalk on a Friday afternoon, not long ago, from 2:30 until 5:30, patiently waiting for their turn to enter the room, as the librarian could only allow a certain number to enter at one time.

Dr. Barnett visited the rooms with the intention of putting up chest-expanders for exercise, but he found them too small, and the woodwork too frail, for any such purposes.

We have a number of subscribers at $1 per year, although some have gone far beyond this in subscriptions. We closed on May 1, to reopen in the fall.

One great reason for keeping open through the year is that many parents are obliged to work all day, and the children run the risk of getting into all sorts of crime. As an instance, not long since I found a little girl in our department who had been frequently caught pilfering. At last we thought it necessary to send for the mother. She burst into tears and said: "What am I to do? My children are alone after school hours until I return, and I do not know what they are doing." I asked if the children had tickets for the reading-room, and here found another difficulty. "Not on the same day," she said. We had been obliged to send the girls on three days of the week, and the boys on two days, because of the lack of room, and of helpers. Several teachers have since come forward and offered their services. Two teachers in our department have gone every Monday, and two others every Friday, and appeared to take great pleasure in the work. All honor to such young, earnest workers, for they deserve it!

We have recently received a box of books, toys, etc., from the "Little Helpers" in Elyria, Ohio, and Columbia College is taking an active interest in our work. We are leaning upon our friends of the college library for support and help, in time to come. All our meetings are held at Columbia College.

We hope for liberal donations, and we feel quite sure--yes, as sure as we felt on that gloomy evening last winter, when we decided to go on--that from the kind words of encouragement, and the liberal gifts that we have received in the past, the gifts are coming in the future; and when we are resting from our labors, others yet unborn shall rise up and call those blessed who have strengthened our hands. And we believe that when this comes the prison doors will open less frequently.

THE WORK FOR CHILDREN IN FREE LIBRARIES

In the following paper, read in 1897 before the Friends' Library Association of Philadelphia, and the New York Library Club, Miss Mary W. Plummer discussed some of the "experiences and theories" of a number of libraries and the "requisites for the ideal children's library." Mary Wright Plummer was born in Richmond, Indiana, in 1856, was graduated from the Friends' Academy there, and was a special student at Wellesley College, 1881-1882. She entered the "first class of the first library school," and in 1888 became a certified graduate of the Library School of Columbia College. For the next two years she was the head of the Cataloguing department of the St. Louis Public Library. She was Librarian of the Pratt Institute Free Library from 1890 to 1904, and Director of the Pratt Institute of Library Science until 1911. She then became Principal of the Library School of the New York Public Library, the position she held until her death in 1916. Miss Plummer was President of the A. L. A. in 1915-1916. She contributed many articles to library periodicals, and has written numerous books, several of which are for children.

It is so early in the movement for children's libraries that by taking some thought now it would seem possible to avoid much retracing of steps hereafter, and it is for this reason that even at this early day a comparison of experiences and theories by those libraries which have undertaken the work is desirable and even necessary. It is as well, perhaps, to begin with a few historical statistics, gathered from questions sent out last December and from perusal of the Library Journal reports since then.

Many libraries, probably the majority, have had an age-limit for borrowers, and the admission of children under 12 to membership is of comparatively recent date. The separation of children from the adult users of the library by means of a room of their own was probably originated by the Public Library of Brookline, which in 1890 set aside an unused room in its basement for a children's reading-room. In 1893 the Minneapolis Public Library fitted up a library for children, from which books circulate also, where they had (as reported in December, 1896) 20,000 volumes, the largest children's library yet reported. In 1894 the Cambridge Public Library opened a reading-room and the Denver Public Library a circulating library for children. An article on the latter undertaking may be found in the Outlook for September 26, 1896. In 1895 Boston, Omaha, Seattle, New Haven and San Francisco, all opened either circulating libraries or reading-rooms for children, and in 1896 Detroit, Buffalo, Pittsburgh, Pratt Institute of Brooklyn, Everett (Mass.) and Kalamazoo (Mich.) followed suit. The libraries of Circleville (O.), Milwaukee, Cleveland, and Helena (Mont.) are all projecting plans for the same, and probably this year will show a notable increase. The new Public Library of Chicago has made no especial provision for children, from the fact that its situation in the heart of the business district of the city will prevent many children from coming to it, but provision of some sort will be made for them at the various branch reading-rooms throughout the city. In the new building of the Providence Library considerations of cost made it necessary to give up the addition of a children's library, a matter of great disappointment to every one.

From all these libraries except the last two, reports were received by us in December, 1896, on comparing which we found considerable similarity of usage, though as there had been but little in print on the subject up to 1896 this probably arose not from communication between the libraries but from the fact that like circumstances and causes produced like effects in different places.

Of the 15 libraries reporting, 11 circulated books from the children's room, three making an age-limit for this, while the four remaining contented themselves with giving the children a reading-room, in which a number of books--about 300--were placed, for reading on the premises. The temptation for a child who becomes interested in a book, to carry it off when closing- hour comes, in order to finish it, is a strong one, and of these four libraries one reported 35 books missing in its first six months, or over one-tenth of its stock. Two others which circulate from open shelves to all borrowers lost 100 children's books in a little over 12 months. A number of others reported that as yet they had taken no inventory of the books in the room, and were evidently willing that ignorance should remain bliss a little longer. Several report that very few books are unaccounted for, and one or two that not a book has been taken. Free access to the children's books is allowed in all the 15, and in about half of them the room is open all day, and in two cases in the evening also.

The number of volumes shelved ranges all the way from 300 to 20,000, the average number being from 3,000 to 4,000. An age- limit for the use of the room is set by seven libraries, three of these making the limit for circulation only, while eight admit children of any age, and doubtless make provision for the very youngest The circulation of these rooms that lend books ranges from 65 to 350 as a daily average, frequently exceeding this. As a rule, one attendant is kept in the room, with assistance when necessary, two libraries only reporting two regular assistants and the Boston Public Library three. The Detroit Library has two attendants in order to give the children personal attention. The library at Kalamazoo has for one of its assistants a trained kindergarten. Eight libraries report no reference-books on the children's shelves and the majority of the others only a few such works. The largest number of periodicals taken appears to be our own list of 10, though by this time the libraries reporting in 1896 may have increased their number. Instead of taking a variety of periodicals, they seem to prefer duplicating a few favorites. One library reports a number of copies of Puck taken for children, the wisdom of which I should doubt, and two subscribe for Golden Days. The Minneapolis Library circulates 10 copies of St. Nicholas. The Boston Public Library, having a large foreign clientele among children as well as adults, takes one German and one French periodical for them. In the Detroit Library the Scientific American is on the list, and in our children's library we take a copy of Harper's Weekly.

A number of libraries report crowding and lack of time and space. In one no periodicals can be kept in the children's library, because there is no room for the children to sit down to read them. Another reports as many as 75 children frequently in the room at once, a third that the room is so full children have often to be sent out, and a fourth, which at the time was only a reading-room, that the attendance was so large very little could be done except to keep order. Most of the libraries report a fair proportion of foreigners among the children, and one speaks of having many colored children among the readers.

Turning from these reports to a general consideration of the subject, we must admit, first, that a definite decision as to the object of a children's library is the first thing needful.

This decision will doubtless vary in different libraries, and the results will differ accordingly, but almost any decision is better than none, since one cannot be arrived at without giving much thought to the subject, and the desirable thing is that the work should be entered upon thoughtfully.

We have passed the time when reading in itself was considered a vast good. The ability to read may easily be a curse to the child, for unless he be provided something fit to read, it is an ability as powerful for evil as for good. When we consider the dime-novels, the class of literature known as Sunday- school books, the sensational newspapers, the vicious literature insinuated into schools, and the tons of printed matter issued by reputable publishers, written by reputable people, good enough in its intention but utterly lacking in nourishment, and, therefore, doing a positive harm in occupying the place of better things-- when we consider that all these are brought within a child's reach by the ability to read, we cannot help seeing that the librarian, in his capacity as selector of books for the library, has the initial responsibility. Certain classes of the printed stuff just spoken of do not, of course, find their way into children's libraries, since they are barred out from all respectable shelves; but we are still too lenient with print because it is print, and every single book should be carefully examined before it goes into a library where children should have access to the shelves.

But given an ideal selection of books, or as near it as we can get and still have enough books to go around, is just the reading of them--that is, the passing of the eye over the types, gaining a momentary impression--the most desirable thing to be got out of them? Are there not here and there children who are reading to the lasting detriment of their memories and powers of observation and reflection, stuffing themselves with type, as it were? Nearly every observant librarian knows of such cases. Are there not days when the shining of the sun, the briskness of the air, the greenness of the turf and of the trees, should have their invitation seconded by the librarian, and the child be persuaded AWAY from the library instead of TO it? We are supposed to contribute with our books toward the sound mind, but we should be none the less advocates of the sound body--and the child who reads all day indoors when he ought to be out in the fresh air among his kind, should have our especial watching.

But, granted the suitable book and the suitable time for reading, what do we know of the effect our books are having? We count our circulation just the same whether a book is kept two days--about long enough for the family to look at the pictures-- or a week. Whether it has been really read we do not know. Sometimes I think those pencilled notes on the margin, recording the child's disgust or satisfaction, should have more meaning for us than they do. At least, they prove that the book has taken hold of the reader's imagination and sympathies. Don't let us be too severe with a criticism written in the honest feeling of the moment (if it be in pencil); we are really gathering psychological and sociological data for which the child-study clubs would thank us, perhaps.

I see only one way in which we can be enabled to estimate fairly the value of what we are doing, and that is by so gaining the good-will and confidence of the children as to get them to answer our questions as to their reading or to tell us of their own accord what they get from it. From this information we may make our inferences as to the value of our books in themselves, and may be enabled to regulate their use. A child whose exclusive diet is fairy-tales is evidently over-cultivating the imagination; a girl who has outgrown children's books and dipped into the premature love-stories that are written for her class needs our most careful guidance; a boy whose whole thought is of adventure, or who cannot read anything but jokes, is also in a critical condition.

In short, the judicious regulation of the children's reading should be made practicable for the librarian, if the children's library is to be the important agency in education which it may be made.

In regard to the desirability of amusements in the library, I own that I am somewhat sceptical. The library has its own division of labor in the work of education, and that division is the training of the people to the use and appreciation of books and literature. An argument in favor of games is that they draw in children who might not otherwise come, but I should fear they would be drawn in finally in such crowds as to be unmanageable. Books properly administered should have the same drawing power, and their influence, once felt, is toward quietness and thought, rather than toward activity and skill with the complications of dispute and cheating that may arise from the use of games. Children are natural propagandists. Let one child find that at the children's library he may select his own books from a good-sized collection, may find help in his composition-work, the news of what is going on in the world in the shape of an attractive illustrated bulletin-board, different every week--and tomorrow 10 children will know of it, and each of these will tell other 10, and so on. The library will have all the children it can attend to eventually, and they will have come gradually so that the assistants shall have been able to get a proper grasp of the situation, while the earlier children will have been somewhat trained to help, like the elder brothers and sisters in a family.

Certain freedoms may be granted in the children's library as an education for the adult constituency of the future; for instance, the guarantee may be done away with, thus putting the child on his honor to pay his own fines and damages--the only penalties for not doing so being those which society naturally inflicts on offenders--the debarring from privileges and from association. If there is nothing injurious or doubtful on the shelves, freedom in choice of books may be allowed to the smallest child, only he must know that help and guidance are at hand if he wishes them, and if a tendency to over-read in any one direction or in all is noticed, the librarian should feel at liberty to make suggestions. And as to freedom of action, the maxim should be that one man's liberty ends where another man's begins. No child should be allowed to disturb the room or to interfere with the quiet of those who are studying, for many children, more than one would think, really come to study. But the stiffness and enforced routine of the school-room should by all means be avoided. There should be no set rules as to silence, but consideration for others should be inculcated, and in time the room will come to have a subduing, quiet atmosphere that will insensibly affect those who enter. Whispering, or talking in a low tone, where several little heads are bent together over picture-books, is certainly admissible, and the older heads are very soon quiet of their own accord, each over its own book or magazine.

After the selection of the books themselves there is nothing so important as thoughtful administration, a practical question, since the employment of assistants comes in under this head. Educators have for some time seen the mistake of putting the cheapest teachers over the primary schools--kindergartners have seen it--and it remains for the library to profit by their experience without going through a similar one. If there is on the library staff an assistant well read and well educated, broad- minded, tactful, with common sense and judgment, attractive to children in manner and person, possessed, in short, of all desirable qualities, she should be taken from wherever she is, put into the children's library, and paid enough to keep her there. There is no more important work in the building, no more delicate, critical work than that with children, no work that pays so well in immediate as well as in far-off results. Who that has met the fault- finding, the rudeness and coldness too frequent in a grown-up constituency, would not expand in the sunshine of the gratitude, the confidence, the good-will, the natural helpfulness of children! And it rests partly with the assistant to cultivate these qualities in them, and so modify the adult constituency of the future.

I say THOUGHTFUL administration because the children's library is no sooner opened than it begins to present problems. Some of these are simply administrative and economic, others take hold of social and ethical foundations. There will be scarcely a day on which the librarian and the children's librarian will not have to put their heads, and sometimes their hearts, together over puzzling cases--cases of fraud, of mischief-making, of ignorant evil-doing, of inherited tendencies, physical, mental, and moral-- and sometimes it will seem as if the whole human creation were incurably ailing, and the doctrine of total depravity will take on alarming probability. But at this point some sound, smiling, active boy or girl comes in with a cheerful greeting, and pessimism retires into the background. And all this reminds me of one more quality which the children's librarian must have--a sense of humor. It is literally saving in some circumstances.

Our own experience has led to the following suggestions, made by the children's librarian in our library to those who come in at given hours from the other departments to take her place or to assist her. It will be seen that most of them are the product of observation and thought arising from the daily evidence of the room itself:

"Always tell a child how to fill out his application-blank, even when you are busy. Tell him just where to write his name in the register and stay near him till it is completed. Whenever it is possible, go to the shelves with a child who has just received his card of membership. Show him where different kinds of books are to be found. Ask him what kind of book he likes. Show him one or two answering to his description and then leave him to make his own selection.

"Explain the routine carefully and fully to children just beginning to use the library.

"Let no child sign the register, look at a book, receive or present an application, with soiled hands. Soiled and crumpled applications are considered defective and cannot be accepted.

"Do not expect or demand perfect quiet. Frequent tapping upon the desk excites the children and betrays nervousness on the part of the person in charge. Let the discipline of the room seem to be incidental; let the child feel that it is first and foremost a library where books are to be had for the asking, and that you are there to make it easier to get them.

"Never call children's numbers, but use their names if necessary, though a glance of recognition pleases them better. Do not force acquaintance. Children like it even less than grown people. Be sympathetic and responsive, but beware of mannerism or effusiveness. Remember, too, that questioning is a fine art, and one should take care not to offend.

"Speed is not the first requisite at a children's desk. Children have more patience with necessary formalities than grown people.

"Let some of the children help in the work of the room, but do not urge them to do so.

"Avoid stereotyped forms of expression when reproving a child or conversing with him. Let him feel you are speaking to him personally; he will not feel this if he hears the same words used for 50 other boys."

For evening work, when there is no circulation of books: "read to them sometimes; talk to them at others; and sometimes leave them quite alone. They are more appreciative when they find you are leaving work to give them pleasure than they would be if they found you were making their pleasure your work."

These are a few of the instructions or suggestions consequent upon daily observation and experience. Doubtless every children's librarian could supplement them with many more, but they are enough to show what I mean by "thoughtful administration."

Occasionally the librarian who serves children will have to take account of stock, sum up the changes for better or for worse in the use and treatment of the room, in the manners and habits of the children and in their reading. She will have to retire a little from her work, take a bird's-eye view of it, and decide if on the whole progress is making toward her ideal. Without identifying itself with any of the movements such as the kindergarten, child-study, and social settlement, without losing control of itself and resigning itself to any outside guidance, the children's library should still absorb what is to its purpose in the work of all these agencies. "This one thing I do," the librarian may have to keep reminding herself, to keep from being drawn off into other issues, but by standing a little apart she may see what is to her advantage without being sucked in by the draft as some enthusiastic movement sweeps by. Must she have no enthusiasm? Yes, indeed; but is not that a better enthusiasm which enables one to work on steadily for years with undiminished courage than the kind that exhausts itself in the great vivacity of its first feeling and effort?