Miss Maude Van Buren, Mankato, Minn.
I make occasional visits to all the schools, and the first talk of the year usually includes a word on conduct, but I am careful to have the young people feel that I know their shortcomings in this matter are only those of thoughtlessness, never of mischief nor meanness; that the only reason for requiring perfect quiet in a public library is a consideration of other's rights. It is all a matter of the librarian's attitude.
Miss Grace D. Rose, Davenport, Iowa.
When the children's room was in the basement in a room much too small for the numbers which came, there was a great deal of noise and confusion. Since the removal to the large, beautiful room on the second floor, the order has been much improved. The children seem impressed by the dignity and quiet of the room, and even upon days when they come in large numbers, there is no confusion and very little of the former playing.
At present, we have several children who are allowed to draw books but must transact their business as quickly as possible, and cannot exchange them under two weeks.
Miss Ethel F. McCullough, Superior, Wis.
The question of library discipline is not so much a question of troublesome and disorderly patrons, as it is a question of library administration. Given a quiet, attentive staff, a building arranged for complete supervision, noiseless floors and furniture intelligently placed—given these five essentials, a well ordered library must be the inevitable result. With any one of these lacking, the problem of discipline becomes a complicated one.
Mrs. Grace K. Hairland, Marshalltown, Iowa.
The matter of discipline, in a small public library, where the loan desk with its unavoidable attendant confusion, is so near the Reading Room as to furnish a cover for the whispering and fun—is not the easiest problem in the world to solve. There is nothing we desire more than to have every man, woman, and child love the library. To wet blanket the enthusiasm with which they seek our sanctuary the instant school is over, surely would not be good administration. The majority come to do serious work; it is only a few who use it as a trysting place and who disturb the "Absolute silence" which we profess to maintain, (and of which we have tangible reminders conspicuously posted) and yet we realize that those few irrepressibles may prove most annoying to serious readers. Tact is necessary and methods must be devised to correct this without using so much severity or nagging, as to drive away the thoughtless. Often we have arranged to do some reference work, looking up material for club programs perhaps, at the hour just after school when the older children flock into the reading room. This can be done at the tables and "sitting in their midst" has a salutary effect. Of course it could not be done with a staff of one or two.
During this last winter the high school arranged for seven debates. The unbounded enthusiasm of those taking part resulted in a total ignoring of the rules; groups of debaters stood about hotly contesting points, causing consternation to the staff until the plan of giving over to them the newspaper room, (not used by the public) was carried into effect. Every effort is made to keep the good will of the older boys and girls, and it is only with these that there is any suggestion of trouble. The children's room, especially since we have had a children's librarian, is under perfect discipline. There are dissected maps, quiet games, and stereopticon views on their tables beside Caldecott's and other picture books and they are so well entertained that there is no occasion for mischief.