Show HOW row SALT LAKE PUPILS AND TEACHERS MAY GET BEST USE OF PACKARD LIBRARY The following paper on the relations between the public libraries and the public schools was rl rend ad at the recent meeting of the Utah Teachers' Teachers association tion by Miss Joanna Sprague librarian n nat at the Salt Lake public library While intended for the teachers especially it itIS itis is is of of interest to the general public as showing what has hu been done and what might ight b be done don by by the Salt Lake public library in m extending its uses and getting getting getting get get- ting the books on its shelves into general gen oral eral circulation in the homes When hen Mr Cross complimented me by byrl asking I me to speak a to you on the e relations relay rela rela- y rl the oro between e the school c and t the p public what library I f I might relied have greatly to ll bring in accepting you ou from on the annual meeting of the American Library li library Li- Li association At this meeting the school and the library and their relations to each other were to be he particularly con con- One whole da day was given up to this question entirely and I hardly went Into a meeting at any time that some phase of the subject did not come up It was most of It of course from the library point of view I was however much interested in an address by Mr J.E. J.E. J.E. J. J E. E Banta representing your our National Educational Ed Ed- association lIe He presented the subject from the point of view of ot the school l. l It was a most o excellent practical tw rr g lenor talk that t sort of to the pont point tc talk which leaves an audience feeling that the speaker has packed even everything thing possible into his time limit and that he sits down with his head full of all sorts orts of other things one would like to hear heal The gist of ot his talk was highly complimentary com com- to the industry progressiveness progressive- progressive ness and general missionary spirit of the accomplished librarian It conveyed however a very delicate and most mOt courteous intimation that possibly the aforesaId librarian was overdoing the thing a little He lie reminded us that the modern teacher is supposed to bring to the attention of ot the child not only the ordinary ordinary ordinary or or- subjects of the curriculum but every other subject under sea and sky from patriotism rl to domestic m c science In He dt reminded nS us that to this the modern Od school adds the physical care of the child taking under r its ci jurisdiction Us its eyesight Its diet det nl Its vaccination Again lne to this it adds a general moral supervision in including In- In eluding instruction prescribed by humane societies audubon societies temperance associations peace leagues and agents of other much needed reforms Is It not Quite possible under these conditions su such was the tenor of ot Mr Banta's remarks re- re marks maiks that the most enthusiastic of teachers may not have an unlimited portion portion por pore tion of ot her time to devote to that object which Is the ambition of every right minded librarian the librarian the making the connection connection tion between the child and the book Librarians Have Poet I think you teachers deserve your poet as we e librarians have ha ours I do not know whether the reputation of ot Mr 1 Sam Foss the library bard has reached be beyond beyond beyond be- be yond library circles or not But It is tois to his is song of the library slap start that we librarians turn after re reflecting on the theby proper qualifications of the library attendant attendant at at- at- at as stated by by- Mr 1 HItchler r These with a few omissions for brevIty's brevity's brevity's itys ity's sake are Tactful subordination of ot her two positive positive positive tive qualities maturity intuition tact good health and strength ability for hard work courtesy cheerfulness good temper temper temper tem tem- per self control enthusiasm and hopefulness hopefulness hopefulness hope hope- unlimited patience knowledge of books and anI a liking for reading sense of humor common sense accuracy punctuality punctuality allty a good memory memon pleasing personality and a sense of responsibility After as I say we ith h have pondered over these requirements it is with a sense of refreshment that we turn urn to o Mr 1 r. r FOBS FOBS' description of ot the same Important Individual individual indi Indi- vidual and It cheers us to see her spoken of ot in the following fo lightsome and Irre Irre- Irresponsible manner s The Desk Attendant See the gleeful desk attendants ever dealing while they can The canned beef beet of the Intellect intellect intellect intel Intel- lect of ot man Dealing out the brains of sages and the poets poet's heart divine R Receiving for said poets poet's heart a two cent fine tine I serene Serene amid the tumult for new novels no new novels out this afternoon but thirty minutes old oM rl or IJ and cool amid the tumult um lt see theR the R jJ desk ae attendant nad 1 stand in ith contentment on her features and a 1 date stamp In her hand As they feed feM beasts at the circus to appease appease ap- ap I pease their hungering rage 9 p b throws isman this is manman man man a poet and she drops that man a sage sae end her wild beasts growl In fury tury when they do not like Uke her meat When hen l the sage e Is tough and fibrous and hent i t the eb bard n not over sweet r Aid some retire in frenzy lashing wrathfully wrathfully wrathfully wrath- wrath fully about I ihen When hen the Intellectual spare sparerib rib that they I most affect Is out 5 gut But she feeds em and she leads em and 5 r beguiles em with sweet guile S. S a And wounds em with her two-cent two fine and heals em with her smile sm J i With Schools r. r So Eo you see we librarians have troubles 1 of our own And we dont don't o really y want to add du to yours Only et to convince f y you that of the many phases of your our most Important Import Import- A ant ant work nonea none ies Is more more than n or SS this c connection between the school and J the library the library the library and the school As you have no doubt often heard the Uthe public library is an integral part of public II education It should UI UIs s supplement r the work o of the schools o It t will most certainly do so if school and library work together each understanding the activities activities ties es and possibilities of tire the other It is my part today to speak peak of the way ay In which the library may operate co-operate education the with the school In the of pupil Undue modesty shall not prevent my roy speaking also aleo of ot the ways In which the school may operate co-operate with the library Suggestions for Co Cooperation You have the child for a period of some somo eight or ten years earll You teach him 4 among a great many other things how to read You teach him to a cert certain ln extent ex extent extent ex- ex tent what to read The next step should to be-to be to encourage him to read w Idely widely and to urge him to use the public library for that purpose We all know that the pupil pu pu- pil pH 11 who has a not read t the standard d m Eng Eng English t fl lish h works by the er time l e he I is 17 will probably probably ably never read them The reading t habit and skill in reading are both acI acquired ac ac- I by much reading and in almost almo t S S r no Bother o way The young g child re s should ts g read a books of imagination ai G Gilbert t Chesterton Chesterton Ches Ches- r- r erton Says Bays I I left the fairy airy tales lying Ir q on the floor of ot the nursery and I have not found any books so sensible since f. f Who Who- can Imagine a a. childhood without Robinson Crusoe and the Arabian r. r Nights Nights' And these days there are beside besIde beside be be- side most charming collections of folklore folklore folklore folk folk- lore through which the child gets quite In Inadvertently or not at all glimpses of I customs and scenes in other lands TheS The S story hour in the library is the present method of interesting children here Tell your our teachers to tell their children that e- e there Is a story hour at the public library tom every Saturday morning at halt half past 9 Tell you g them think hink k f fairy wise rest stories mention are n e t that told stories stories and Iel if k i from eluded I dei legendary for such 1 is Greek 1 the c case history But ut are do A not In Included ink in- in t. t r Jt prejudice them unduly we have used r f the a story hour In our library now for three winters and feel that It has passed v t t the e experimental rl children rJ stage tin tf in ea a a Its certain results r n I lino no In of I In Interesting of reading and of interesting children who S 'S could not before be Induced to read at all aU pas has been beyond our expectation The jj 1 stories are all aU told with an object that object that t Of If t Interesting the child In to the books from which they are taken The story teller gives elves V It verbatim from t the lle book look learns leams m r Ft it by h heart i that Its literary q quality may not be In any way ay impaired Why might not the library and auel the lower grades trades of the school unite on this work ork Why might not our stories be along the lines of your history or r gf geography geography work it tines would O llo be perfectly feasible If we knew just what you were doing doing- What out Such pOints you would like brought an an arrangement as this however must be strictly entre One of the lire charms of ot the library to the child Is that there he is a free agent The childrens children's room and the books are his to command Books and stories then are suggested not prescribed prescribed- os i g Older Olde pupils should f be sent to the IIa 11 II- J 1 a t u 4 with their lists of ot standard books which they should be required if not to read lead and they should most certainly read some of ot them at least to examine and handle A short account of the book ought might I ht t be required required its Its S publisher r date some ome td d description eg of Its lt c contents r ren enough i ito to show that the pupil has found It on en its shelf shelt has examined It it and probably others on both sides of and about It This ma may seem very superficial but It would nt lit and ind dl least titles iJ l give and ri a subject u familiarity j matter matter re r with 1 We e eIl Il authors should J f have lave fewer r pupils I asking I us S for Mores More's tto fn and and might I hope p to eliminate II entirely the class of delvers represented by the boy who wanted Charles Dickens by y Scott and when we were unable to meet his wishes in that regard expressed himself as entirely willing to take Scott b by Charles Dickens instead It might help out the girl Irl who wanted Don DonJuan DonJuan DonJuan Juan but couldn't for the life of her remember whether Keats or 01 Shelley wrote it it I mention these Instances not lot because they are funny but because they hey are true tru and because they show the ignorance norance I possible among students students students-stu- stu- stu lents dents t who O may be and probably arc 3 g gw w work In n their Tiel grades grades in f In liea regard i to o t the very classics of English ls literature t gt aJ this f ted Of course u s students of this sort o do not i come from homes where books are owned or books are talked But there h s seems to tobe tobe g be many such hta homes s. s Bill It I is the hee the hees business e of ot the school and the public library to see that there are fewer of ot these In the next generation Get Library Habit To sum up up as far as we have lave gone Kone We feel that a child should begin In the first grades to be tau taught ht what to read and to be sent to the library for read- read Ing ng That he should be referred to the library constantly by the school and should know when he leaves school at possibly the age of 16 not the names of books looks but the books themselves should have lave the library habit know how to use the he catalogue and be equipped as far asboth as asboth both joth the library and school can manage to o continue his education by means of the public library In this connection I 1 would like to mention a leaflet that came cameo cameto cameto to o me a day or two ago called Dont Dontje be je a quitter It is published by a library 11 li- supply house and Is for dIstribution distribution tion lon In the schools by way wa of Ing ng pupils to continue their education C tI after after af af- f ter leaving school I will r read a couple u of paragraphs from It Again g o the en library h can gg operate co-operate with n th he the school not only in connection with the students' students general reading but In his d studies And the first point I for tn the student student stu stu- dent to master i e in the library is the e Sl use of ot reference books Mr Hopkins of the Michl Michigan an library commission has put this so well well that I will quote him f I How to Use Library No high school should be willing to send its pupils to the university without giving riving them the power of self direction to In n the use of ordinary reference tools such as a card catalogue Indexes to sets ot of f books periodical Indexes or even en the intelligent II t use of an n ordinary dictionary t W its Its ta a appendix n x If the high school oc pupil who Is to continue his education under direction In college needs this trainIng how much more valuable should It t be to the pupil whose guidance ends with his high school course and who must be je wholly who dependent upon self direction for tor his future education The helplessness helpless helpless- ness of ot even intelligent people to use a library 1 Independently I is a common corn com o nl y av W plaint In all libraries A very slight h efort ef ef- Fort fort ort on the part of our high schools could do much toward remedying this defect This Is all Mr Hopkins Hopkins and and I do not altogether agree with him as to the re reQuIred required re- re effort on the part of the high schools being slight t But I do think h works a. a g rl J reference short course o on the use se of reference e e works rk for which credit would be given would more than repay the time given it in excellence ex excellence excellence ex- ex of ot other work If It any of ot you are are Interested In such a course and are not familiar with one there is at your disposal at the library a little pamphlet called Course of study on the use of a library It is a course Intended as it says chiefly for normal school 1 pupils high g school 1 pupils P and li library library li- li b fU apprentice classes I E It was asan made a out by t the the e Newark public library and has been beel in use there for three years both inthe Inthe in inthe the library and the high school You may have ha such a course or 01 you may possibly possibly pos pos- sibly not being librarians consider it unessential To Find Information n. n All of you however will agree with me that there are a few general facts about reference books that every eighth grade and d high g school O p pupil should shoud know of rl up pt od Probably b you think h all of your pupils do know them If It they do many of them are singularly reticent on the subject when they arrive arrhe at the 11 library bran For Instance As a beginning every student should know that the most logical way to get material on an unfamiliar subject Is first to investigate the general reference books Many of these contain the best short biographies obtainable on the subjects subjects subjects sub sub- treated And it is the short biography biography biography raphy that the average student finds most helpful He lie should know the best dictionaries dictionaries- how they differ He should know something something something some some- thing about the new English Oxford dictionary die dic not yet complete He should know the best |