In 1904, the library came into possession of two large, bright sunny rooms and a smaller one adjoining in an old-fashioned house next door, which belonged to the Athenaeum and had been released by the removal of the Hartford Club to a large new house across the street. We opened rooms in November, just before Thanksgiving, and from then till New Year's Day we received gifts from many friends: a pair of andirons for the open fireplace, several pictures, a check "for unnecessary things" from one of the women's clubs, another for wall-decoration from teachers, students and graduates of the Albany Library School, fifty Japanese color-prints of chrysanthemums from the Pratt Institute children's room, a cuckoo clock that is still going, though it demands a vacation about once a year, and a Boston fern that is now in flourishing condition. A large Braun photograph of the Madonna del Granduca came later from the Pittsburgh School for Children's Librarians.
The furniture is of the simplest kind. We used some tables that we had, and bought one new one, some bentwood chairs for the older children and others such as are used in kindergartens for the younger. Pratt Institute lent us that first winter the very attractive illustrations by the Misses Whitney for Louisa Alcott's "Candy country." Some friends who were breaking up housekeeping gave the room a case of native and foreign stuffed birds with the hope that they might be as great a source of pleasure to the children as they had been to them in their childhood. Another friend sent us two trunks of curiosities from Europe, Asia, Africa and North America, which are shown a few at a time.
The next summer, 1905, the book-talks were about pictures in the room, most of which had been bought with our friends' gifts. Windsor Castle, Kenilworth, Heidelberg Castle, The Alhambra, St. George, King Arthur, Sir Walter Scott, the Canterbury Pilgrims, some Shakespeare stories. On the Alhambra afternoon, a girl who had spent her first year out of college in Spain described the palace and showed curiosities from Granada. One day a Civil War nurse who happened in was persuaded to tell the boys and girls in the room about the three weeks she spent in the White House, taking care of Tad Lincoln through a fever. Some years later we were fortunate enough to hear her again in the room above, on Abraham Lincoln's hundredth birthday, when she held the attention of a large number of boys and girls for more than an hour.
The next summer "What you can get out of a Henty book" was used as an excuse for showing books and pictures about the Crusades, Venice, the knights of Malta, the Rebellion of the Forty-five, the East India Company, the siege of Gibraltar, the Peninsula war, and modern Italy.
That summer we had a puzzle-club to show younger children how to work the puzzles in St. Nicholas and other magazines and newspapers. We held our first Christmas exhibition that year, 1906, in the room itself, for one day only, before the hour of opening.
After an exhibition of lace in the Athenaeum the next spring, the specialist who arranged it held the attention of her audience of girls between ten and fourteen, giving a practical illustration of the making of pillow-lace, showing specimens of different kinds, pointing out the use of lace in old-fashioned costumes for children, and exhibiting a piece of Valenciennes which had been stolen by a catbird and recovered before it was woven into a nest. This talk was given at my request, because we could find almost nothing on lace in books for children, and the exhibit was then attracting much notice.
That year our first children's librarian, who had given only a part of her working hours to the room, the rest to the loan- desk, left us to be married. The school work had grown so fast that it had become necessary for us to find a successor who was equal to it, and whose sole time could be given to that and the care of the room, which is open only from 3.30 to 6 on school- days, except on Wednesdays, Saturdays and in vacations, when we have all-day hours. The children in vacation-time may change story-books every day if they like—practically none of them do it—but in school time they are allowed only one a week. This is not a hardship, for they may use their non-fiction cards, which give them anything else, including bound magazines.
Our children's librarian makes up for lack of library technique by her acquaintance with teachers, and experience in day, evening and vacation schools, that have brought her into contact with children of all sorts and conditions.
The summer before her coming I had charge of the room for a part of every day, and observing that children under fourteen were beginning to think that they had read everything in the room and were asking to be transferred, I made a collection of books, principally novels, from the main library, marked them and the bookcards with a red star, and placed them on side shelves, where the younger children soon learned that they would find nothing to interest them. This keeps the older boys and girls in the room until they are ready for the main library, and when they are transferred they are sent to me in my office, where they are told that some one is always ready to give them help if they ask for it. The list of books for the first year after coming into the library is handed to them, and they are also referred to the high school shelves, to be mentioned later.
We insist on a father or mother coming with a child and leaving a signature or mark on the back of the application-card. This is placing responsibility where it belongs, and as we always have at least one of the staff who can speak Yiddish, and others who speak Italian, the parents are usually willing to come.