books, 23 per cent.; (c) clandestinely seeking information, 64 per cent. The depth of meaning involved in this subject of secret reading cannot be revealed here. Parents and teachers have erred in the past. The time for giving knowledge came, and knowledge was not given. Then the curious mind turned to secret, and oftentimes to evil, resources. 9. The value of early cultivation of a taste for good literature as the best preventive of a desire for the bad. 10. The important office of reading aloud in forming tastes. The adolescent loves companionship. He finds it in the voice of a good reader. II. Imitation and suggestion powerful over adolescence as over childhood; indeed, powerful thru life; hence the influence of suggestions about books as well as the influence of book contents. 12. The relation of interest to the selection of reading matter for individual readers. The vantage ground is present interests, provided such interests be neither immoral nor debasing--the right books at the right time to the right reader. The proper moment being passed, the value of the book is often gone. The fickleness, and yet the intensity, of adolescent interests is well known. The educator must know the value of the book, and must be quick enough to recognize the moment of the fleeting interest, or strong enough to excite new interest when the old has flagged, or when all interest lies dormant. 13. The absolute necessity for intelligent and sympathetic guidance of young people in the choice of reading; the hunger of adolescents for such guidance; their quick response to sympathy and personal influence. 14. The need of educative centers where instruction may be given to parents and teachers in the proper choice of reading for young people — book ignorance lying at the basis of much wrong leadership, or of absolute neglect. 15. The great educational aim in reading, as elsewhere, "to utilize the tempestuous emotions of adolescence"-to turn the flood of emotional and intellectual activities into ennobling channels; and— 16. Finally, to reach, thru the aid of well-selected reading, that noble end, the building up of character. This summary of observations lacks the satisfaction of definite conclusions as to ways and means of satisfying adolescent needs. A rich end will be gained when we can answer these questions: What is the normal adolescent appetite for reading? How shall it be fed? What are the disease symptoms? What is their remedy? At present our knowledge is insufficient. Certain large investigations must be pushed. Such questions as these must be answered: What are young people actually reading? How far may individual tastes be employed to develop a love for pure and ennobling literature? How stimulate a desire for reading when there is no native desire? In what way lead young people on in the choice of better reading, working always from the standpoint of present interests? How avoid the danger of overstimulation and at the same time arouse enthusiasm? What amount of independence to allow in the choice of books? How shall we anticipate the temptations to secret reading? How shall we meet the demand for religious culture? At what age should the Bible be put into the hands of the reader? What should be our attitude toward love stories? How far shall we restrict them? Should immature boys and girls be allowed to read the recent, so-called realistic, literature? Shall we prohibit any reading matter? What should be our attitude toward indiscriminate reading of the newspaper by boys and girls? These are a few of the questions waiting to be answered. The importance of this subject no one can deny. Reading matter for the adolescent, when well chosen, may be the salvation of his body and his soul; or, if chosen ill, may lead him "down, down, down," as Carlyle says, "doing more and more, wilder and wilder mischief." DISCUSSION A. R. SPOFFORD, Washington, D. C.-The intimate connection between libraries and schools is of national importance, for very few schools have enough books accessible. A step has been taken in this city to popularize libraries, by opening the National Library from 9 A. M. to 10 P. M., so that government employees and all residents and sojourners of Washington may have access to the books during the day and evening. After years of hope deferred and long and perilous delay, the library of Congress has moved into its new home, built from the appropriation of $6,000,000, so wisely expended that every dollar tells. The building represents the flower of modern architecture, the triumph of modern art. It receives almost unanimous praise. In this casket are accumulated jewels worthy of so magnificent a setting. In one of the upper halls is an exhibit of rare American books. We are now trying to make this the most representative library in the world. It may not be generally known that here in Washington there is a school of library science, with twenty-one students, organized in 1897 at the Columbian University. Instruction is given in every department of library economy and administration. The attendance is praiseworthy, and the proficiency of the pupils has exceeded all expecta tions. F. A. HUTCHINS, Wisconsin.- It is the duty of the teacher to train pupils to go to the library habitually. The trouble with the school library is that the school is closed during vacation and the teachers change. The public library, however, is permanent. Part of the work of this department should be to explain to teachers the value of the public library to the school. J. H. VAN SICKLE, Colorado.- It seems to me there is use both for the school and the city library. The school library trains children to an intelligent use of the city library. Children cannot select from lists; even as low as the second grade they should have books to see and handle. The city library should, therefore, provide each room with from fifty to one hundred books to be kept during the year. In June they should be sent back to the library for use there during vacation. F. A. HUTCHINS, Wisconsin.-To use Mr. Hardy's example of a class studying London, why not send books on this subject to the school? O. F. BARBOUR, Rockford, Ill.—Over a year ago we organized a library section of the State Teachers' Association, and have been working on these problems. We find that many times a taste for reading is formed after the pupil has read surreptitiously. A movement is on foot to help children to read much younger than formerly. SHERMAN WILLIAMS, New York. The problems of Miss Chase's paper would largely be answered by the proper use of school libraries. MR. MCGINNESS, Pennsylvania.- I know a graduate of Harvard who has let his children read all sorts of romances. The result is he has developed, but not his children. S. S. GREEN, Worcester, Mass.-I recommend the use of the public library by means of cards issued to teachers and pupils. J. H. VAN SICKLE, Colorado.- We begin with the second grade to furnish libraries of fifty books. The result has been a great demand for library cards when the pupil reaches the fifth grade; at the eighth grade many children have cards in both our public libraries. A demand for reading is created by early use of books. SHERMAN WILLIAMS, New York.- How do you make the books go around? J. H. VAN SICKLE, Colorado.- We limit the time to two weeks. J. E. BRANDEGEE, New York.- It is a great mistake to have the public library under the school authorities. The first notion, then, is that it is a school affair, run for school children; also, the school board is called on for all sorts of expenditures, and the last thing is the public library. In New York the state duplicates library money raised from local sources, to the limit of $200. Thrifty school boards, accordingly, spend just enough to get that appropriation and no more. I know of no instance in New York where the school and public libraries have been separated that they are not both better. The expenditure is, then, made in the open. People will give more willingly for a library pure and simple than if it is the tag end of a school appropriation. The library has its educational purpose; it is the university of the common people. When the library is under the charge of the school there is disconnected, disjointed management; but the library can attain its greatest success only by co-operation between the teacher and the librarian. Get the children into the habit of going to the public library. There is education in association with a large collection of books. Some child, perhaps, finds a biography there and gets more from it than from all the history he studies in school. S. S. GREENE, Worcester, Mass.— In Massachusetts the need of free libraries was felt by the state legislature, and one hundred dollars' worth of books was appropriated to every town complying with certain conditions. W. W. DEWEES, Pennsylvania.- Large towns and cities are likely to care for themselves. Interest centers in rural schools. In my county a kind of circulating library has been established to which country districts subscribe, and books are sent out from the county seat in parcels. It is easier to care for the books in this way than to form a number of small libraries. SHERMAN WILLIAMS, New York.-Our library is supported by private funds, but we allow free use of the books and access to the shelves. The latter does much good, and not enough books are lost to force us to discontinue the custom. S. S. Greene, Worcester, Mass.- Access to the shelves is very desirable in smaller libraries, but imagine it applied to the rare portions of the Boston public library! I once arrested a man who went about from place to place taking out cards for rare books. With common sense, however, access to shelves in ordinary libraries is entirely feasible. Whenever there is doubt, let an attendant accompany the reader to the shelves. REPORT OF COMMITTEE ON LISTS OF BOOKS FOR READ- At a meeting of the Library Department of the National Educational Association, which was held in Milwaukee in July, 1898, a resolution was adopted directing the appointment of "a committee to recommend lists of books and editions suited for reading and reference use of pupils in the several grades of the public schools." The committee was appointed early in February of the present year, and has prepared, and herewith presents, two lists of books. One list has been prepared for the use of rural schools which have only meager school libraries. The teachers and pupils of such schools have usually read but little, and they need books which are not only wholesome, but which will interest them. In selecting books for their power to interest children from homes where there are few books, the test of experience must be accepted, and the committee has been guided in its choice by reports from many teachers and librarians. To these books of proved interest have been added a few books of information and inspiration, which will awaken new thoughts and aspirations in the minds of the brighter teachers and pupils. The second list is more extended, and has been made for graded schools in villages where there are small school libraries. It is the opinion of the committee that a third list should be prepared for the schools of cities and villages which possess large school and public libraries; which have teachers with the knowledge and tact to train young people to appreciate and love the best literature, and to read widely to advantage. In preparing the following lists the committee has thought it best to present such courses of reading as will lead pupils to regard books as a means of pleasure as well as of intellectual profit. The books of each list are divided into three classes. Class A includes those which may most profitably be read in classroom, where the stimulus of companionship and the supervision of the teacher will inspire more thoughtful reading. Class B includes volumes which may be read to the pupils by the teacher, who can give the occasional explanations and suggestions which are needed to make the text clear to the average pupil. A large portion of the books of Class C have been selected from those which experience has proved that children delight in reading independ ently at their homes. It is from books of this class that most children must get that habit of reading good books for pleasure which keeps the mind occupied with clean and wholesome thoughts, and safeguards its fortunate possessor against the evils of idle hours. It is evident that lists so brief can include only a small proportion of the books that children may read with profit; but it is hoped that they will be found safe guides for teachers who can spend but little money for books, and who wish to buy only wholesome literature in editions which are suited to school use. F. A. HUTCHINS. CAROLINE M. HEWINS. A. W. RANKIN. LIST OF BOOKS FOR RURAL SCHOOLS WITH SMALL LIBRARIES FIRST AND SECOND YEARS CLASS A Scudder, Horace E., editor - Verse and Prose for Beginners in Reading. Houghton, Mifflin & Co. $0.40. Norton and Stephens, editors Co. $0.25. Heart of Oak Books. First book. D. C. Heath & CLASS B Scudder, Horace E., editor-Fables and Folk Stories. Houghton, Mifflin & Co. $0.40. Poulsson, Emilié — In the Child's World. Milton Bradley Co. $2. Lane, Mrs. C. A.--Stories for Children. American Book Co. $0.25. Eggleston, Edward - Stories of Great Americans. American Book Co. $0.40. Wood, J. G.- First Natural History Reader. Boston S. S. Co. $0.25. THIRD AND FOURTH YEARS CLASS A Norton and Stephens, editors -- Heart of Oak Book. Second book. D. C. Heath & Co. $0.45. Scudder, Horace E.- Fables and Folk Stories. Houghton, Mifflin & Co. $0.40. Eggleston, Edward Stories of American Life and Adventure. American Book Co. $0.50. Andersen, Hans C.-Stories. Houghton, Mifflin & Co. $0.40. CLASS B Sewell, Anna Black Beauty. Lothrop Publishing Co.; $1. American Humane Society; $0.10. Schwatka, Frederick - Children of the Cold. - Cassell & Co. $1.25. Werner School Book Co. $0.50. |