In English there has been a great revolution recently. Aside from the interesting work in oral expression already mentioned teachers are beginning to realize that training in the power of expression and the cultivation of taste and appreciation must come from extensive reading of good books, rather than intensive reading of a few. Supplementary reading is no longer an "assignment" of a standard work of literature to be taken as a dose of medicine by the pupil with the comforting assurance of the teacher that it "will do him good." With the best English teachers supplementary reading is really an introduction to the best books in school library and public library, books to be read not for marks but for pleasure with the hope that it may mean a permanent interest in good reading, a wise use of the public library and the building up of home libraries. The supplementary reading list of today is a list of many different kinds of interesting books, old and new, which ought to appeal to the average high school boy or girl. There is ample opportunity for each to find something which he will really like and he may take his choice.
The skillful English teacher no longer spoils this reading by requiring an examination as to plot, character development, climax, etc. Instead of this dreaded written report which was warranted to dull the interest in the most exciting novel as it haunted the reader all the way through the book the recitation is occasionally given up to an informal talk about the books the pupils have read and enjoyed—very much such a book symposium as we librarians delight in. The enthusiasm of a pupil in his report on a book will create an immediate demand for it. "I want that book you talked about in class, it must be a dandy one," the librarian hears one student say to another as they browse at noon among the books of fiction. In the more intensive study of the masterpieces of English literature the best English teachers make the study one of training in appreciation and not an "exercise in mental gymnastics" or a process of vivisection. They realize with Burroughs that "if you tear a thing all into bits you haven't the thing itself any more." They have the pupils read other works for comparison,—the Alcestis and Medea and compare them with some of Shakespeare's plays they have been studying. If reading Lycidas, then Theocritus, Shelley's Adonais, Arnold's Thyrsis are read and discussed. In studying Burke, orations by Lord Chatham and Mansfield are read and compared. Students find in this comparative work a great delight and in this work as well as in the debates which English teachers encourage some of them surprise us with their powers of discrimination and their deep thinking. All of this calls for the use of many kinds of books in school and public library.
My third plea for a school library is in the needs of individual students for a guidance in their reading which can be better given by the librarian in the school library than in the busy public library. The school librarian has the teacher always close at hand and can know the problems of these teachers in their work with pupils. Through attendance at the teachers' meeting she can keep in close touch with the school's methods of work and its ideals. She can unify the library work which the school is urging upon the pupils as twenty branch librarians working with groups of these same students cannot do. She comes to know each of these hundreds or thousands of pupils better even than some of the teachers in these large schools who have them in their classes for only six months or a year while she has them in the library every day for four years and comes in close personal touch with them. She knows them through their parents, their teachers, and their friends and can sometimes find the point of contact which certain teachers have failed to find. We must make the school library do for the pupils what the little home library used to do for many of us. In these days of apartment houses and tenements, when families move about so constantly there is little chance for the home library.
My fourth plea for a library within the high school building is that it is absolutely necessary as a connecting link between the high school and public library in our large cities. Wonderful things may be accomplished by the high school librarian, who believes the most important work of the school library is preparation for the best use of the public library and who encourages the use of the public library through all the four years. She can be an excellent "go between" not only for pupils who do not use the public library, but between public library and principals and teachers who have no idea what it can do for them. She can enlighten them on the functions of this institution of the people,—show them how much more it is than what they suppose it to be, "a collection of fiction for those too poor to buy their own books." She can enlighten teachers as to the necessity for giving the reference librarian due notice when material is to be needed by classes on a special topic, and the need for ascertaining whether there really is any available material before requiring reports from students on impossible subjects. She can bring about a personal acquaintance of high school teachers and librarians in public libraries and invite the library workers in public libraries to conferences with teachers in the school library.
She can take a census of each entering class at high school and find how many are not using the public library and why. Such a census shows usually 30% who have no library cards. Some have their cards taken from them by parents when they enter high school lest they read so many books it interferes with their studies. This is a frequent occurrence. In other cases a heavy fine has made a drain upon the purse of some poor mother and she has vowed that not one of her children should have a card in the public library. Many of this 30% have never cared enough for books to have a card in the public library. The librarian who finds these conditions early in the term explains to parents by personal notes and interviews that library cards in the public library will be an absolute necessity for high school work. Students who have never had cards are urged to apply for them at once and they are sent to just the right person in the public library who will take an interest in them, often a personal note of introduction being given to the pupil to make that first visit to the public library easy and pleasant.
In addition to the possibilities in high school library work already mentioned the librarian has opportunities for doing many things not possible or not done so easily in the public library.
1. Creating the right attitude towards the library reading called for by the modern high school.
The old time school library was not a pleasant place. She can introduce public library methods,—an attractive room, plants, pictures, bulletin board, etc. Let them feel an atmosphere of friendliness from the start and bring in the spirit of joy rather than stern duty by making the first visit a delight. An informal "library reception" to each entering class or to groups of 40 or more as they enter the school until all have had this meeting with the librarian, makes a good start. Here the students are shown the beautiful illustrated books, pictures, etc., and librarian and pupils talk over the books they have read and liked. Teacher and librarian call attention to books they may like to read during free study periods and pupils are made to feel that the library reading is one of the pleasures of high school life.
2. The study period.
This has marvelous opportunities for the librarian. Here, every 40 minutes come from 60 to 100 pupils, filling every available seat. Many come for definite reference work, special topics, required reading,—many just to spend a free period in browsing. In our best high school libraries there is as little red tape as possible, even "library passes" being dispensed with at times. Pupils are free to use books as they choose. They crowd around the library bulletin boards for suggestions as to good books to read, interesting magazine articles, a glimpse of the day's news as it had been clipped by seniors and posted in the form of a "model newspaper" under heading, "Foreign affairs, National, State, City, Art, Civic and social betterment, etc." The bulletin boards call attention to special art exhibits in the city, to musical opportunities in the way of opera and concerts, etc. Teachers in the various departments make the department bulletin boards in the library a constant means of awakening interest. The French department posts post cards showing views of places mentioned in their reading. Latin teachers post reading lists on life in the time of Cicero, and pictures of Pompeian houses, furniture, cooking utensils, etc., to make the life real. Often at the close of a study period if all are through their regular work the librarian gives an informal three minute talk on some interesting thing on the bulletin boards, urges the reading of some poem or essay or new book of biography, such as Mary Antin, calls attention to some unusually good magazine article, or to some good edition of a book to buy and own,—Hugh Thomson's illustrated Silas Marner in the Cranford series, Pride and Prejudice in Everyman's series, library binding, as a good edition to take out into the country for summer reading.