If you are able to speak one or two languages besides English, the way is open for you to the foreign mothers' clubs. I have frequently been a guest at the Italian mothers' club, where in a small way I have been able to tell them about the library and the books—English and Italian.
Not often do these mothers come to the library, but they are sure to send their children, and through these useful little citizens I hope some day to see the mothers frequent visitors at the library.
I would not have you think that these mothers are not interested because they are not able to come to the library. It is strange and they are often too busy. When I go to the store or they meet me on the street they will ask about the books and express their appreciation of what we are doing for their children.
Three-fourths of the mothers, regardless of nationality, social position or education, have no definite idea as to the kind of books their children ought to read.
If you would succeed in this movement, be interested, know your books, and be ready to have a human interest in every child's mother, be she rich or poor, American or foreign born. Success will then attend your efforts.
REFERENCE WORK AMONG SCHOOL CHILDREN
The importance of reference work with children is indicated in the next article by the fact that "the subjects on which children seek information are as varied as those brought by older people, and the material is equally elusive." Miss Abby L. Sargent contributed this article to the Library Journal for April, 1895.
Abby Ladd Sargent received her training under her sister, Miss Mary E. Sargent. She reorganized the Wilmington Library Association Library in 1890-1891. From 1891 to 1895 she was librarian of the Middlesex Mechanics Association. In 1895 she became reference librarian and classifier of the Medford Public Library, where her sister was librarian. In 1910, after her sister's death, she became librarian of the Medford Public Library. In 1900 she organized and purchased books for the Owatonna, Minnesota, Public Library. She has been instructor in the Expansive Classification in Simmons College Library School since its opening. Miss Sargent was joint editor and compiler of Sargent's "Reading for the young," and its supplement.
Let us suppose that the momentous problem is solved of persuading children to use the library for more serious purpose than to find a book "as good as 'Mark the match boy,' " and that we are trying to convince children that the library is infallible, and can furnish information on whatever they wish to know about—whether it is some boy who comes on the busiest morning of the week, to find out how to make a puppet show in time to give an afternoon exhibition, or some high-school girl who rushes over in the 20 minutes' recess to write an exhaustive treatise on women's colleges.
It is unnecessary to say that the fewer books the library can supply the more must those few be forced to yield. A large library, with unlimited volumes, meets few of the difficulties which beset smaller and poorer institutions.