Library Work with Children

by Alice Isabel Hazeltine

For example, the public library ought not to furnish young persons with a means of avoiding parental supervision of their reading. A regulation making the written consent of the parent a prerequisite to the registration of the name of a minor, and the continuance of such consent a condition of the continuance of the privilege, will take from parents all cause for complaint in this regard.

Neither should the library be allowed to stand between pupils in school and their studies, as it is often complained that it does. To remove this difficulty, the relations of the library to the school system should be such that teachers should be able to regulate the use of the library by those pupils whose studies are evidently interfered with by their miscellaneous reading. The use of the library would thus be a stimulus to endeavor on the part of pupils who would regard its loss as the probable result of lack of diligence in their studies.

Again, it must be understood that to the young, as to all others, the library is open only during good behavior. The common idea that children and youth are more likely than older persons to commit offenses against library discipline is not borne out by experience; but were it true, a strict enforcement of rules as to fines and penalties would protect the library against loss and injury, the fear of suspension from the use of the library as the result of carelessness in its use, operating more strongly than any other motive to prevent such carelessness.

If there are other objections to the indiscriminate admission of the young to the library, they can also be met by such regulations as readily suggest themselves, and should not be allowed to count as arguments against a judicious and proper extension of the benefits of the library to the young.

CHOICE OF BOOKS

But when the doors of the public library are thrown open to the young, and they are recognized as an important class of its patrons, the question comes up, What shall the library furnish to this class in order to meet its wants? If the object of the library is understood to be simply the supplying of the wants of the reading public, and the young are considered as a portion of that public, the question is very easily answered by saying, Give them what they call for that is not positively injurious in its tendency. But if we regard the public library as an educational means rather than a mere clubbing arrangement for the economical supply of reading, just as the gas company is for the supply of artificial light, it becomes of importance, especially with reference to the young, who are the most susceptible to educating influences, that they should receive from the library that which will do them good; and the managers of the library appear not as caterers to a master whose will is the rule as to what shall be furnished, but rather as the trainers of gymnasts who seek to provide that which will be of the greatest service to their men. No doubt both these elements enter into a true conception of the duty of library managers; but when we are regarding especially the young, the latter view comes nearer the truth than the other.

In the first place, among the special requirements of the young is this, that the library shall interest and be attractive to them. The attitude of some public libraries toward the young and the uncultivated seems to say to them, "We cannot encourage you in your low state of culture; you must come up to the level of appreciating what is really high toned in literature, or we cannot help you." The public library being, however, largely if not mainly for the benefit of the uncultivated, must, to a large extent, come down to the level of this class and meet them on common ground. Every library ought to have a large list of good juvenile books, a statement which at once raises the question, What are good juvenile books? This is one of the vexed questions of the literary world, closely allied to the one which has so often been mooted in the press and the pulpit, as to the utility and propriety of novel reading. But while this question is one on which there are great differences of opinion, there are a few things which may be said on it without diffidence or the fear of successful contradiction. Of this kind is the remark that good juvenile books must have something positively good about them. They should be not merely amusing or entertaining and harmless, but instructive and stimulating to the better nature. Fortunately such books are not so rare as they have been. Some of the best minds are now being turned to the work of providing them. Within a few months such honored names in the world of letters as those of Hamerton and Higginson have been added to the list which contains those of "Peter Parley," Jacob Abbott, "Walter Aimwell," Elijah Kellogg, Thomas Hughes, and others who have devoted their talents, not to the amusement, but to the instruction and culture of youth. The names of some of the most popular writers for young people in our day are not ranked with those mentioned above, not because their productions are positively injurious, but because they lack the positively good qualities demanded by our definition.

There is a danger to youth in reading some books which are not open to the charge of directly injurious tendencies. Many of the most popular juveniles, while running over with excellent "morals," are unwholesome mental food for the young, for the reason that they are essentially untrue. That is, they give false views of life, making it consist, if it be worth living, of a series of adventures, hair-breadth escapes; encounters with tyrannical schoolmasters and unnatural parents; sea voyages in which the green hand commands a ship and defeats a mutiny out of sheer smartness; rides on runaway locomotives, strokes of good luck, and a persistent turning up of things just when they are wanted —all of which is calculated in the long run to lead away the young imagination and impart discontent with the common lot of an uneventful life.

Books of adventure seem to meet a real want in the minds of the young, and should not be entirely ruled out; but they cannot be included among the books the reading of which should be encouraged or greatly extended. In the public library it will be found perhaps necessary not to exclude this class of juvenile books entirely. Such an exclusion is not here advocated, but it is rather urged that they should not form the staple of juvenile reading furnished by the library. The better books should be duplicated so as to be on hand when called for; these should be provided in such numbers merely that they can occasionally be had as the "seasoning" to a course of good reading.

But the young patrons of the library ought not to be encouraged in confining their reading to juveniles, of no matter how good quality. It is the one great evil of this era of juvenile books, good and bad, that by supplying mental food in the form fit for mere children, they postpone the attainment of a taste for the strong meat of real literature; and the public library ought to be influential in exalting this real literature and keeping it before the people, stemming with it the current of trash which is so eagerly welcomed because it is new or because it is interesting. When children were driven to read the same books as their elders or not to read at all, there were doubtless thousands, probably the majority of all, who chose the latter alternative, and read but very little in their younger years. This class is better off now than then by the greater inducements offered them to mental culture in the increased facilities provided for it. But there seems to be danger that the ease and smoothness of the royal road to knowledge now provided in the great array of easy books in all departments will not conduce to the formation of such mental growths as resulted from the pursuit of knowledge under difficulties. There is doubtless more knowledge; but is there as much power and muscle of mind?