Show TRAINING FOR FR WORK IN LIBRARY TOPIC OF MISS LUCILE fARGO L Larger Possibilities for Work in Schools Forecasted i for Future The great cry in time the modern high school Is 19 for the practical sold said tad Miss Mis Luclie Lucto Fargo largo in an hu address before tho the closing session of ot the library department department depart depart- ment of tho National Education association tion ton at Unit Unity hall hail hal yesterday morning MinIs Fargo's address was waa O preceded by the tho of tho the committee report on normal normal nor nor- mal school chool libraries mado made by Ida M. M Mendenhall of ot New York chairman of ot tho committee The report leport was based on a study of tho the existing conditions In the normal school libraries of or the United States in 1913 Comparisons also are arc made of tho present day li libraries Ii- Ii 1 with tho those of sever several yc years rs ago gO anu to toe IDO report me im improvements un- un and ad additions to libraries which have havo been made mado in the tho last few tew years have hn e been most gratifying The Tho report urges that tha this part tart of oC school schoolwork schoolwork work worl bo be given more attention tenton than has ha been accorded it i in the pa past t and calls cans attention to the necessity of havID having hav hay ID lag ing thoroughly trained persons in charge of ot the school libraries Miss Fargo took tool for her liar subject Training High lUSh School Students dents St in the Use of or a Library and said First Scholarly Epoch The history o or library works like Gaul ma may be divided Into three parts Or better beter It may be considered as having three thre epochs each characterized characterized character character- r- r b by certain distinct ideals each closely related to the tho educational ideas of ot Its Hs time each fragrant with culture and the devotion of ot tho time book- book lover Time The he first of or those these I may call cal th the tho scholar scholarly epoch the time timo when the library was a care carefully Culy clothed a carefully housed and a carefully guarded guard guard- ed collection of books Keep your our books behind stout gratings says saS the theOld theOld theOld Old Librarians Librarian's almanac and In no nowIse nowise nowise wise l let t any person come at them to take them from the tho shelf shelt except your your- our self Belt Have Havo in mind the tho counsel of ot Master Enoch Sneed that most worthy librarian who says It I were better beter that no person enter the tho library save the librarian himself himself and that the time books be kept in safety safet than that one book be lost or others Guard Guad well wel your our books this books this is always your our foremost dut duty And a little further further fur fur- ther thor on So far ar as your authority will wil p permit of ot It I exercise great discrimination tion thi as to which p persons parsons shall Rhal be admitted ad ad- to the use of ot the library For Forthe Forthe Forthe the treasure house of or literature is no imo nomore nomore more to be thrown open to the ravages ravages ray ray- ages of or the time unreasoning mob than Isa is isa isa a fair garden to be laid unprotected d at atthe atthe atthe the merc mercy of ot a swarm of ot beasts Question Question Ques Ques- tion lon each applicant closely See that he bo be a a person of or good reputation scholarly habits habis sober and courteous demeanor Any An Anmer mere mera trifler a person that would woul dally daIly daty with wih books or seek in them shallow amusement may be dismissed without dela delay That was as the tho time when hen our great grandfathers wore cocked hats and carefully recorded record record- ed d tho the list of ot births and deaths In tho the bl biggest est book of or all time all the al-the the family Bible The second epoch came Free schools were established Public high schools began to take the tho place of ot seminaries and academies s. s The first free tree public libraries were organized Then began a period of ot marvelous li library Ii- Ii 1 bran development development-a. a sort ort of ot Lady Bountiful perIodS period In which buildings and equipment multiplied and the tha library became a missionary and went ent out into the tho highways and arid byways to carry the good news of ot free tree books to the time lumberman in the mountains and the foreigner in the tho slums Weare Wo We o are still sti lvin living in that p period period period-a a a time when the time public library comes to the tho school with wih Its Is classroom connections its ita Is lists of or books for summer readIng reading read read- real real- Ing its duplicate reference sets for hl high h school chool stu students and even its Is br briefs for time the high school debat debater r- r sl signed ned sealed scaled and delivered and with witha wih a bibliography attached Still Larger Larer Glimpse But we are arc beginning to catch a still sti larger glimpse of or the possibilities of ot library work The Tho third p period is InIs in iii its Is Infancy but bitt it has haa be begun un I hesitate hesi hesi- tato tate to toise use ise a word which to many minds means only teachers teachers' examinations examinations examina examina- tons and perspiring hours spent Inthe in inthe inthe the pursuit of oC knowledge via Ia Whites White's School Management But tho the third epoch is the p pedagogical one The Tho library the peoples university is Js a phrase that slides easily from front the time pen pon of the time reporter And so readily does docs it i write Itself Iselt that only a few tew arcs are arc s Its Is real significance The great cry cr- cr crIn in the tine modern high school is for tho the practical I Library training makes of tho the school library a labora laboratory tor and workshop putting into the time hands of or the time pupil pupi the necessary necessary sary ar r tools for further achievement ement In his ills chosen en field Iel It I is practical At Atthe the time s same ame time nothing Is lost on the site of ot culture We can cart still make the school library the tho most moat beautiful ful tho most alluring spot in the building building build build- ing we can encourage e the time bo boy who likes to browse and the girl who ho has his taste We Wo shall have havo time to do so for In learning to help e themselves our boys bos and girls will have made it lt more mon possible for us to help them Following is time the report of or the li library 11 1 brar committee lleo and nd recommendations r for tor the betterment of ot normal school libraries r Existing Conditions A I covering the training of ot 4 the librarian administration i or f the library Instruction in the time use ule of or books and library operation co-operation co has been s sent nt since January Januar 1313 1913 to 13 13 normal and city training schools over time the country countr cl anti and ant the tue following report of or conditions Is based upon time the replies rellies received lecel ed from of ot these schools Fifty one one graduates of ot library are distributed as tol follows ow Inthe in inthe the normal schools of ot tho time United States States- Maine 1 t. t New York 3 two to of or these being In th the timo Now No York City and Brooklyn training schools school New Jer sey e. e 1 Pennsylvania 3 3 Ohio I 1 Iowa 2 7 7 Michigan 3 Wisconsin 6 North Dakota 2 2 South Dakota 1 North C Carolina 1 South Carolina 1 Georgia 1 Alabama 1 Olt Oklahoma hom 1 I 1 I Arizona 1 Idaho 2 2 Washington 2 Ore Oregon on 1 Kansas 3 l Nebraska 3 j Colorado Col Col- Col- Col orado 1 1 Seventeen librarians have havo had i a summer course ci eighteen tho time experience of oC a school or public library arid and y r I. I very small smal number have hud had a n correspondence correspond correspond- from a ence enco course or private lessons ons trained librarian Many Ian of or these normal school li librarians librarian's hi- hi 1 training and ana have college ha e teaching experience In college h high St school chool normal school or grades rals Most ot of the tho librarians in iii tho the modern organized organ organ- zed libraries have tho time rank of a n teacher eacher though one reports socially but not otherwise One librarian has the time rank runk of assistant professor and a. a a small number rank as grade teachers Tho Time salaries reported range m fr from rein to 2500 50 a it I year ear most of or them then beIn being be being be- be In ing near 1200 OO and ani though tho the librarian libra rian nan has faculty rank sue Mho has Imas In man many cases not the time salary of or a teacher or head hend of department Thirteen libraries report aa as at being In charge chargo of a teacher clerk cleric or student student stu stu- dent and arni It I would could seem that tho the largo large Ingo number of schools leaving this question question ques ques- tion ton unanswered are arc provided for Cor In intine th tine th same wa way isay Twelve assistant librarians are arera graduates ra u. u of or a 1 library bran school distributed dis tiis- as rol follows OW Indiana 1 1 I. Illinois 2 Michigan 1 1 Town Iowa Iowa 1 I 1 North Dakota 1 Idaho 2 2 Washington ton 1 I Kansas 3 3 Nebraska Ne Ne- te- te braska l. l Several of or the tho us assistants hu have had bad ad e experience in a u school or J college library and a n few are college graduates with teaching experience In In Wisconsin most of ot the assistants Dt have had the summer library cour course e at MadIson MadIson Mad Mad- ison and and in Illinois two assistants have had one year year In the tho Illinois library school six nix assistants In Emporia Kan Karm have vo had imad the tue course ot of library trainIng training train train- i ing offered by that normal school and three are library school graduates graduate Tho The majority of ot the libraries report student help paid by the hour or no help at all In ln one school practically all al the time work worl of oC the library Is done lone gratis by a teacher grats 1 Recommendation Submitted lt I 1 That of or and first Prime primo Importance Import Import- ance aneo Is Js the appointment In every normal normal nor nor- mal and teachers teacher's training school of ot a trained librarian having a n rank and salary of ot the head of ot department 2 2 That library lessons leson hould should be given In the grades and high schools school In order that normal schools may specialize on library courses for pros pros- p teachers 43 3 3 That normal colleges and state universities should give library in instruction in- in to the end that tho the leaders loaders of or the educational world may recognize time the value of ot the school library 4 4 That Tha normal schools in their required library lessons should place the tho emphasis on childrens children's literature and practice lessons given by the prospective teachers and arid that technical cal library instruction be reserved for elective teacher librarian teacher courses 6 6 That hat a a hand-book hand be compiled I and an effort cHort mode made by the organized normal school librarians of nf Ilin h ri States to secure secure Its publication oi and d free tree distribution among normal schools b by tho education d department at Washington 6 That an effort be made mado to se sc- curn cure the tine publication In educational magazines of ot some of or the best beet articles on normal school library Work 7 That an effort b be made mado to bring mae about centralized supervision of school libraries through a school supervisor Ruper for tor each state and for the whole of ot tho the United States |