3. Instruction in use of books.
In the school library far better than by sending classes out to the public library definite and systematic instruction can be given by librarian on the uses of books. A regular schedule for this work is prepared by principal or head of English department and lessons, lectures, quizzes and problems are given by teacher or librarian as a part of the school work. By working in this close touch with teachers, problems will relate directly to their every day class work.
4. The library as a social center.
Here the librarian in the school finds boundless opportunities not possible in public library work. Parents' receptions are held in the evenings in the large and beautiful library room and the librarian acts as hostess. Here come rich and poor of all nationalities,—learned and unlearned and the librarian meets them all, talk over with them, the boys and girls, shows them what the library tries to do for them and goes over the parents' problems with those who read too much or those who are reading trash,—and last but not least those who do not like to read. The librarian suggests good books and good editions for parents to buy and the number of note books and pencils at work show how eager many are for this help—they delight in the beautiful illustrated books almost as much as the boys and girls.
The noon hour offers great possibilities to the school librarian. Here she is "at home" to all students who want to talk about books. Around her desk is held a daily "book symposium." Absolute freedom and frankness is encouraged. She is aided in her recommendations by the pupils' own comments of approval and their word goes farther with a doubting soul than any word of hers. If a pupil returns a book with "I don't like it," the librarian tries to find where the trouble was. If it was the first page or chapter which seemed uninteresting she points out the place just ahead where it begins to be most interesting, gets a student nearby who read and liked the book to tell just enough to show the doubting pupil what he is missing by not reading it. Or, if on talking with the pupil it seems he would not like that particular book she assures him it is nothing to be ashamed of if one does not like all great books,—that we have to grow up to some, that some may never be interesting to us while absorbingly interesting to others. The personal equation has to be considered.
Library reading clubs are a great power for influencing the reading of high school pupils. It is the age of clubs and organizations. In the books the pupils choose while browsing the librarian finds a point of contact and by the reading clubs can direct the voluntary reading. Interests unsuspected by teachers are revealed to the school librarian. An interest in art by a pupil thought hopeless in mathematics and physics and only a fair student in other things. The librarian in the school has expert aid in this club work. For the library reading club on art she selects the most inspiring and sympathetic art teacher on the faculty. For those who are reading Darwin and Spencer and Huxley, the finest teacher in biology who thoroughly knows the literature and can make the reading mean much. For those interested in civic and social questions, clubs for discussion and debate are formed with English and history teachers for advisers, but all center in the school library and meet there after school. After school, also where the library is large or there are two rooms, students may stay to study,—tenement homes and apartments are often difficult places for quiet work. For our own school a biography reading club has been a great success, the students reading interesting biographies of famous women, Alice Freeman Palmer, Carla Wenckebach, Jane Addams, Florence Nightingale, etc. Also lives of great explorers, artists, musicians, statesmen, etc.
5. Vocational guidance.
This is coming to mean great possibilities. If the librarian is sympathetic and has won the hearts of the students they will come naturally to her as a source of information on what a boy or girl can do to earn a living. It is a serious problem to the high school pupil,—often there is no one at home to help. The librarian must be ready with books, pamphlets, clippings to lay before the student the many possibilities in choosing a vocation. The books on these subjects are the most popular books in the library of a large boys high school. Catalogs of technical and trade schools, etc., should be on file for reference for students desiring to plan special courses in high school to meet their entrance requirements. Where there is a committee of teachers on vocational direction the librarian can be of great service in aiding in collections of books, magazines and pamphlet material.
These possibilities of the high school library make it a most tempting field for any one interested in work with the older boys and girls. The librarian has the opportunity of making the school library: (1) A great working laboratory for all departments which will meet their needs for reference and serve to stimulate interest or awaken interest in the work of class room or laboratory. (2) A preparatory school for the best use of college or public library by training students in the use of a library during the four years in school. (3) Compensation to the students for the lack of a home library. Carefully selected, largely a collection of the best books on the subjects which high school pupils would be interested in and containing all the really great things in the world's literature it affords a browsing place which should mean that inspiring and stimulating contact with books which many have felt in their home libraries, and it should mean also that personal guidance of the reading of the individual which in more fortunate homes parents give to their children. And perhaps quite as important as any other is the possibility of opening up to the high school students and teachers the great resources of the public library. The success of the high school library of the future will depend largely upon its relation to the public library. We are just at the beginning of things today in this matter of co-operation and shall probably see important developments along this line during the next five years.