Edwards High School Libraries ‘in [tlinots ia et Sane Return this book on or before the Latest Date stamped below. University of Illinois Library L161—H41 ~ HIGH SCHOOL LIBRARIES IN ILLINOIS BY FORREST GLENN EDWARDS A. B. Lombard College, 1907 THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS IN EDUCATION IN THE GRADUATE SCHOOL OF THE UNIVERSITY OF ILLINOIS 1922 URBANA, ILLINOIS s ee. The author would be lacking in even the elements of common courtesy if he failed to exe _ —- «press his appreciation to all those who have _ gfide@ him in thie work. Most of the work on ; ~ this thesis wae done uniter the supervision of _ She late Dr. C. H. Johnston. Many valusbdle | tions have been received from Mr. P.be Ww Director of the Library Sehool of the ipa Fg of Illinois, and his staff. The. sai sliso fesis indebted indeed to Dr. 6.2. “: Dean of the College of Education, Re _ thivaralyy of Illinois, without whose kindly + @ounsel this thesis could not have been fin- 4i . The basal iden of this thesis is threefold. It ie attempted i e108 tire, actual soniitions in the high eghool libraries of 3 ae with aotual gonditione as @ basis, to offer sug- eotione a improving the high school library eAtuation; and | atra, an attempt is made to aid in thie improvement by compiling mw rollable beck list. The preparation ef the book list waa the ajor problem of thie investigations ~For tale compilation, all the proourable atate liste issued y atate departments of edueation epeoifioally for high school t aries were usede State manuals gonerally represent liste plied from standard sources, euch a6 the AsbeAs lists, liste sued by the federal Bureau of Eduoation, eto. Alec every etate 4 ist hae been ravised and checked by the teachsre of that state, a > Gepaee these lists represent not only the opiniones of profeestonal a but alao of. aotual high seheol teachers ag to what books “are found most useful in their school works It should ve noted The asoond part of this thesis is based on what was considered : a the most significant cenditicne revealed by the questionnaire sum- a 1 @earised in Part One. Most of the suggestions offered are not ; 4 ‘original, but were collected from sources mentioned in the bibli- ZABLE OF CONTENTS PART I SUMMARY or QUEST? ONNATRE SENT TO ILLINOIS HIGH SCHOOLS THE HIGH SCHOOL LIBRARY BrOMUOtLONs ses ee see rseresseeeeeceeeseccccsenesece sees . The aim of this inveatigation - Copy of the quea- tionnaire used + Methods used in tabulating this ar ~ Critioisom of the method used - Heasures Ue8ae & TV nb ote bh 649664568544 046s 09846006 0 S54 OR ODR OEE SES Number of reports used, average enrollment, number of booke in the library and yearly additions = Annual ap- propriations « Seleotion of books «- The length of time the library remains open « Profescional and academic training of the librarians <= Subjects taught by the _ 4ivrarian « Does the teacher consider herself a . teagher or a librarian?~ Yhat assistants has the li- brarian? « Ie the library in a asparate room? Por- gent of the enrollment seated in the library, area of . flecr space, dimensions of the library room - The fia turea of the library roome Has the library a card file ize the publicationg of the federal and state govern- monte? « How many magazines does the library subseribe for? = How much ie the iibrary used? - How is it used by the different high school] departments? = Cooperation _- betwaon the high schoo] and publid library - Which te the most used, the public or Sich school library? Group POC TUTTE TTTITELOT TT LIL TT LTT Suamarized under same tepics ae in Group IV. Group TD cen san ser eeen esse rene senareaerrrencurssenvenes zs Summarized under same toples as in Groupe ITI and ‘Iv. Group Fore POOR eRe DERE HESEHEHESSEEREH EOE RERHOES ORES SOO NEES: ye Sumsarised as in preceding groups. Table ee ee ee eee eee es ees oe eee ee es BS Showing the number of soheols considered in oaoh we group = the average enroliment - the average appro- ae 4 priation per pupil fer library books = the averae wid number of volumes in the high scheol library = the a per gent of booke for references only» ae numbor of books in the high echeol llbrary and the ) eoet of the hich sohool library in POOP ALecesaees - General resume of important pointe disclosed by the QUOBSTLONMNAL EG ere seerseeersereeurereesraneneneesare Sumnariged for each group separately. iid Page 1 and a olipping or picture file? = Does the library util- 17 23 ol 32 < 3 ? It eS ee) Vas ¥L LIBRARIZS OF ILLINOIS a: sgeations in ie hyd 4 hs vee ou ab hk he sélection OL DOOKSscecsvessncccnases finimum number of boeks which should be found in the ALS BONOOL LADTATY ccc csc cccccvesssnserevsseses Phe yearly appropriation for the library and how it SHOULE OO Spanbercrcencccveavevesses oe eo eo eee Hetaaeseuneae , The library room; fixtures, shelving, GtoO.rcerceseecces *. The relationship bdetween the public and sah acheol ee re see eb @ . 8 e*@#e@e8e erat eue Tacksesiin of the bigh sohoo] Librarys..ecseresseceees ‘ Course of atudy for pupils learning how to use the LADLOPV ccrccceccreeues oo 2 a eeeeeevsv ave ° ‘Pinad summary of suggestions for Illinois high school | RRS 3 ey re eee ee ee ee ee o*eseoemeweeeesees MAVLAOREGDDY sce civecreeesseecenereeesesererssasensesens PART III Mas. BOOK LIST “Desoription of the state lists from which this list was BOMPLLSWe ces cevece reeves escereeseseecerereesesesece Metnod by which tais iilat was BOLCOCCUD se eereeeeraececes a eedetwagauas Index to publi snerse aseeaeaepeaesweeeeseeereeoevsve eae esanev esa ea7e ee 6 @ Book OS Ee eee eee ere ee a ee#e#e®e@¢ees e»oaeeceese#e#etées#teeeeet#e#e#steeeee Sumsary of all bocka wentioned five tinies or mores...e- PART If SUGGESTIONS FOR IMPROVING CONDITIONS IN HIGH SCHOOL | iv Page 49 Sl 56 61 63 65 69 2038 Ok ee we ey! er i Z rai a Io 4 a * ss HEGH SCHOOL LIBRARIES | PART I | | SUMMARY OF A QUESTIONNAIRE SENT TO ILLINOIS HIGH SOHOOLE OW THE NIG! SCHOOL LIBRARY | ATM The aim of Part I. is to show exact practices in the high — echool 1ibrarics of Illinole. To seoure thie data a question- naire wae gent out by the dapartnant of education of the Uni- versity of Illincie to 400 high schools of the state, during the latter part of the year 1916+ A blank copy ef the questionnaire is inserted at tho end of this paragragh. When the replies were ail in, it was found that about 80% of the entire number ef four- year high sshocls in the state had reported. In tabulating this n umterial, after a preliminary eurvey it eecsed wies to separate saad achoels into four eroupe. COPY OF QUESTIOUSAIRE What is the enreliment of your o 4 .2 bd 2 , i P< ‘S i . Li fhe - : - srt is ais bs - ; , - ’ 5 Be % ¥- ‘ 7 Iwo a / ‘si —_ . = i * , 4 o 7 je riage) on 3 ? q* > * , ' ty Z x sy 3 oe J ‘ ei. ied ‘ ° ¥ " . . o or Sot a + t.2 5 og fh ae | ey win 2 Os : ; F a : “ : . = o ha Ae tee» et - ay a ie” , * ‘ oi = " 3 - “> i y .." ¥ y 4 ARPS gee & - e stl. egowe diate ms ? wl ’ 4 P a. i® Ned Re Ee A eae | 42 though the number of books issued for circulation ie net inereas- ing ' There seems to be ® tendency for "Licht® readinc, such as fiction, to be drawn from the public library rather than the school library. Little use of these high school libraries by pupila at- “tending @ranear school is reported. Only one school finds grammar gchool students using the library and this amounts tc only an hour a week. . Only one-half ‘the @Ghoela feseue borrower's carde to either studenta er adults of the community. HOW IS THE HIGH SCHOOL LIBRARY USED BY THE DIFFERENT DEPARTHEETS OF THE SCHOOL? It is interesting to note some of the waye in which the library ie used by other icpartmentea of the hich — sehool. j The English and History departrents almost always furnish pupile, or the librarian, with a list cf books to be consulted. As o frule no extra credit ia alioved pupils fer thie sort of zork; it ie taken as & part of the remular foutine of school sork. Papera ere often recuired in Botany, Zoolocy, Commercial Geography, Drawing, Aericulture, ete.; and the aaterial is eollected in the ‘Library by the pupila under the direction cf the achool librarian. Not auch is being done by the Librarians in. the way of yvoeational guidance, although some beginnings have been made. A few of the more recent books on the subject have been ordered. COOPERATION BETWEEN HIGH SCHOOL AND PUBLIC LIBRARY: There is elose cooperation between the hich sohool library and the public library aaa rule. Ohly three schools out of the entire nuxber - Feport toner. In fact, five of the high school libraries are gimply a ef the public library. A hieh echool teacher or librarien is eiven the privilege of drawing fifteen volumes from the public library at one time for the use of classes, and is » 7 \ ‘ A “on P “gi ) eae, leas “a J v4 ae. ae ee allowed to hold these books six wonthe if necessary. SHICH IS USED WOST BY THE PUPILS, THE HION SCHOOL OR PUBLIC LIBRARY? The conrensue of opinion among the majority is that the high school library is used more as a reference library, while the public library more for light reading. | GROUP III (240 to 880 PUPILS EXROLLED BUMBER OF REPORTS USED - AVERAGE ENROLLMENT - HUYPER OF BOOKS IN THE LIBRARY - AND YEARLY ADDITIONS: Forty-one reports - @fe usable in this group. The averace enrollment is 428, the medion 360. One-half the group would be included in schools ranging from three to five hundred supile. The average number of books in hich scheol libraries of this group ia 1753 volumes} the median 1600, Fifty-two cer cent rance from 1000 to 3000 volumes, and three-fourths from 00 to 3900. Prom 10% to 12 1/24 of the total nurber of volumes are added as new books each year. Only fifteen esch¢cls report any donations from outside sceneies; the average for schools reporting zac about forty volumes, or fifteen to thirty books in a majority of the casea. APPROPRIATIONS FOR THE LIBRARY: Note that annual sppropria- tions are made by every school in this sroup. In about 75% of the hbo s the vorlation if from thirteen to fifty-eight cents per pupil enrolled; the averace is thirty-six cents. | SELECTION OF BOOZS: The choice ie made by the teachers and Principal im conference in one-half of the thirty-nine schools re- porting on this subject. Among 134 the teacher, the principsl, and the school librerian sork together in seleotiMS books for the library. There is no cual arency like the Chicaroe Board of a L. wee - uit W " , § Ge = = ee RA 13 Eduoation, or the Public Library, to which lists must be submitted for final approval as in the previous groups. Indigations are that in this Claes of schools the selection of books for the hich soheol Library ia in the hunde of the prinoipal and teachers, | PROM BHAT SOURCE ANE THE BOOKS SELECTED? Fortunately every soheol has anawered this questions One-third use no liste whate ever, Those who do use liste consider the A.L.A, liste and the bidDlicgraphy given in textebooks as the most important. ext in importanoge Gomes the liat of books for high aghcol libraries iIceued by tho federal Burcau of Eduestion. Schools have mentioned the following Bourees at least two times: reports of the Illinois high eohool gunference, books asuggssted by the National Council of the Teachers of Zoglieh, and the list selected by Martha Wilson of the Wisconsin library gomaission. | THE LENGTH OF TIME THE LIBRARY REMAINS OPRY: The popular time in tiresefourths of the sohocls is from eight or nine in the morn ing until four or five in the afternoon. The minimum time is one and one-half house, the maxioum twolves Zhe average timo is seven and one-half hours. | PROP ESGIOVAL ASD ACADEMIC TRAINING OF LIBRARIANS: Only half the schools of this class have « full-time librarian, and 65% of theese have po professional traininge Twenty-seven per cent have GA AsBs. degree, two have atiended nomal school, four the univer- gity, and two some college. ine (35%) report themselves aa sen- fore in high school. In sehcole of Group IV we found about 37% ‘without professional training in librarianship; in Group III about 7h. This te the most significant statement which could bo made in comparing conditions in the two groups. OT ee ete : ? * ne x ee 14 AMOUNT OF TIME THE LIBRARIAN SPENDS IN THE LIBRARY: The amount of tine varies from three to eix hours. The average ie three and one-half hours.s Only about twoethirde of the echools eoneidered in this group reported on this question. But in this two-thirds, the following cubjects are taught? English, History and Givies. In about half the schools the librarian does no teaching whatever, that is, out of the antire forty-one sehoolsa Gonei dered. | ‘BOBS THE LIBRARIAN CONSIDER HERSELF MAINLY A TEACHER OR LIBRARIAN? In about one-half of the forty-one achools, the lie Drarian considers herself paid for what she does aa a librarian, and not se 4 teschers Among the remaining, thoes reporting thoucht they were teaghere mainly and net ilbrariane; what they aia in iibeary work was seeondary in importance. : VHAT jibes HAS THE LIBRARIAN? Teenty-six schools, 60% of the forty-three in the group, give definite information con- cerning the number of teacher ond student assistante. In this division s total of thirteen teachers and thirty-four students help care for the library. The main duties of the assistants are: the care of the library, charging and discharging books, assisting pupils in locating reference booke, labeling books, ete. The time given by jobbher-abaioranta varies from one-half to two and one-half hours o day, one-half to one and one-half houre<4n a majority of cases. There ia no data on the qualificatione nor the pay of student assistants eufficient te be recorded. ; IG THE LIBRARY IN A SEPARATE ROOM? In 574% of the schools of this class the anewer is yes. Twiee it is eentioned as a@ part of the asesendly, sites as a part of the ptuay hall, and once as = ~ wee a , oe gf ee a] * "? ‘ nd Sf pie ih. Ry, * « rie uf eae > 3 Sa a — i7 times, in the thirty-five replies received. In answer to the question "What vooational guidance is done thru the library" twenty- six replies were reoeived, nineteen ansvering "none?, Two achoole have provided about a dozen booke on vocational ruidance. One school does ite vocational gvidanes in its agricultural classes, or 80 it is reported; another, in the manual training classes, and still another school reports thet this is a part of the teacher's work in the conference hour. COOPERATION BETWEEN HIGH SCHOOL AND PUBLIC LIBRARY: Nearly every high school ia in a city having a public library. Close co- operation is found between the public and the high school library. . All teachsrs have special privileges as far as drawing books is concerned. In purchasing magazines or booke all needless dupli- cation of the high school library is avoided, as far as is possible, by the public Library. Over tro-thirds of the schools of this division report the public library used by pupils even more than the high school library for light reading. 110 to 224 pupile enrolled NUMBER OF REPORTS USED=* AVERAGE ENROLLUENT + NUMBER OF BOOKS IN THE HIGH SCHOOL LIBRARY - AND YEARLY ADDITIONS: Thirty-eight repliss dere received from schools of this clase, The average enrollment is 144, the median 134. Three-fourthe of the schools enroll between 110 and 157 pupils. While thirty-cight reports were used, the answers to questions as a whole were muoh less usable and complete than in the third and fourth groups. The average number of beoks in the high school library is 1419 volumes, based on usable replies. In eleven jedivere - that is 30% of the RE i8 echools considered im this croup - those sho filisd out the cuse- tionnaire had no idea how many books were in the high school library, at least the number ef volumes was not stated; fifty-five per cent contain betrees 1000 and 2317 volumes, the range for 754 being from 534 to 3008 books. From 0 to 7% are aided se nen books each yeare Practically no donations are reported, for among | thirty-sight achools, only five schools received any new books as eifte. Among these five the average was teenty-tzo books. APPROPRIATIONS POR THE HIGH SCHOOL LIBRARY: The amount of money available for the library is about seventy-five centa per pupil each year, the maximum being 21.70 and the minimum thirty- ome cents, or from thirty-one cents to aeventy-nine cents in three- fourths of the scheols. Twenty-five report a regular sppropris- ~ tion; this is only GO@ of the schoole in thie clase. In sroupe threa and four every high school in @ach division made annual ape propriations for the library. | es 3 | SELECTION OF BOOKS: The selection of books is made by the same agencies mentioned in Grovp ITI. One-third of the schools report the books selected by the teachers and principal jointly; 114 atate that the selection is made by the tesohers alone. In @ix achools (17%) the Board of Education selects the books directly. Only once is the librarian mentioned ae having anything to do with the selection of books. SOURCES FROM @HICH BOOKS ARE SELECTED: Eight echools make no anaver, and sixteen state outright that no liste are used. This makes twenty-four echocls out of thirty-eight, or two-thirds, sene tioning no sources for the selection of booke. The moet frequently mentioned scurces, amons those «ho mention any source at all, are -——_ aa. 2 us fi ra pt A ial “Te 3 / i i ae Ss a . ia SNe <= * a 863 a tet : as te wt theden: bf aN ig in order of the frequency of mention, the high school manual ia- sued from the office of the high echool vieitor of the University of Illinois, the list issued by the federal Bureau of Education, high school cenference lists suggested by the teachers who attend the high school conferences at the University of Illinois, and the A.LeAe lists. One superintendent mentions MeClurg's catalog as the list that is used in his school. LENGTH OF TIM® THE LIBRARY REMAINS OPEN: Generally speaking, the school library isa open from nine in the morning to four in the afterncon. The statement is made. twice that the length of time the library remains open depends solely upon the option of the teacher. It appears that the library ia open all day, but only about one-sixth of the time is a teacher in charge. PROFESSIONAL AND ACADEMIC TRAINING OF THE LIBRARIAN: There is not a single full-time librarian in this group! In thirty schools, or nearly 80% of the entire class, the questionnaire reveals the fact that the librarian has had no professional training for her position whatever. Twice the professional training consiats in @ single course in the library school of the University of Illinois. In four schools the librarians are simply studente attending school. In three schools the librarian is the high school principal. Cone eerning the academic training of the high school librarian, 45% of these schools make no anever. Thirty-six per cent state that the librarian has an A.B. decree. The remainder of the group do not make significant answers. AMOUNT OF TIME THE LIBRARIAN SPENDS IN THE LIBRARY: The actual number of hours per day the librarian apends in the library can be deduced from the following: * no stated timd in eighteen echools ~ this is about one~-half the group; "varies greatly"in three schools; \ +s ae ts ? 3 4 wee q * # 'S & : La EN eee io Le f . Yr ial ; éteeautat’ ena t2:aa sen ote hs nbea ick rig % a ; bie aes ioe lal a Us the ihe nas ila iain : eee el epee * tan Beeteex wee: >t sas a ce Me itmitne 228. ei tees St a t Fa ot'¢ - 2 3 . e v n we vel ah “ a oe Your ot Wee 3 Z 5 ‘ ) aT - , ’ -* ‘ . n & we & ~S8 e234 7 :; ey . ,. : é x ge a t ci 3 cee ; pee ag alias Lt ok cp _ oe Ri ~ eu , ; re ‘ Z P 4 r eo ae at Sik s i? “3 Ys cee q in ~ > ce dd . : : 5 5 , - ae iy ‘ i ’ ir ia % 5 3 - $ oH 5 ir os » ¥ - “ e - 3 1 i | a A oe Ses —s 3 4 a4 i <4 t ia « vf * we , oy 4 J ; i Bis S&S &2 v rue 4 Ben. ‘ ; HAE OF ER BaelPriss . [ ‘J ; Z Sate Oa q ‘ i ae . a) alban wat 2: eaotiass : ; ; ha = « eeehed tee eer en #f90) senate . ao aQ averaged about an hour 4 day in six cohcole, and varied from cne- ; half to two hours in eleven. The librarian must almost necessarily - | be a teacher in schools of this class, it would seem, and yet when the question is asked "Hew many hours 4 day dogs the librarian pend in teaching and. what does she teach?® four schools reply nothing at all, and eighteen allow the aneser to remain blank. ; This leaves but sixteen usable replies in the group. From thease, the person having the Librarian's duties is most often the English or History teacher. About all other possible combinations are mentioned, however. The librarian is somatimes the Domestic Scit- | enee teacher, somstimes the Latin-German teacher or the Latin- . _. &Pithmetic-Geography teacher. It is 4 wonder that some one hae not reported a librarian as , eS = a 82 HAS THE LIBRANY A CARD CATALOG? The snewer is no in over half af the schools. One sohool maintains a picture file and one «a Clipping file. DOES THE LIBRARY UTILIZE FEDERAL AND STATE PUBLICATIONS? Seventeen schools make no report and eight have received none. ¥e have, then, replies from about 40% of the group. The average nusber of state and national pulletins received is ninsteen per aohool. These are not generally bound for future use. HOW MANY MAGAZINES DOTS THE SCHOOL SUBSCRIBE FOP? vost schools eubsoribe for at least one magazine. Nine of this division do not, and eight make no report. It seems, therefore, that the anewer. is practically none in sof of the schoole. For the schools re- maining, the average is five mugasines per schecl. This ranges from treo to eicht in three-fourths cf the schools. The macazines are very seldom saved for future use. HOW MUCH IS THE LIBRARY USED? No record or report of circula- tion of booke in 86% of the schcols of thie group. Wo record of borrower's cards being issued is given by any echool in this class, and there is no record of aversre daily attendance in the library. There seems to be pretty general agreement that the library is a referance library mainly, and it is little used by grammar school purile or the community in general. 4 HOW IS THE LIBRARY CSED BY DIFFERENT DEPARTYINTS OF THE SCHOOL? It ie most used by the English department, and next the History de~- partment. The nature of this use consists in assigned readings on vorious topica and book reports. The domestic acience classes, those in commercial work, end the manual training and agricultural clesses dc not use the library as much as the Enclish and History ly Nye i af en ay x ‘ # toga. ts - ee Sow. oN astibeoy a 4 . « x ; , # >. “Lee 2 oh ae yy +? erg ‘ bere md +, ve < Raed ¥ wus eee Ne ae Me itt he j bs eR OP Se Pee - , Fy i F — ) sn, > ; « ci - y Fes Chas , Dl 4 2 rife * - es ed F < ty Pax: ye 2 i > reac? ; a - P ‘ Wh. a3 departments. As to vooational guidance done thru the Library, twenty-nine achoole - three-fourths of the division + report that thie phase of aehool work is not taken up at all in their school. Only seven schools report anything at all being done along this line. All thet is reported is .a few books on vocational guidance purchased, and supile encouraged to read them. COOPERATION BETWEEN THE HIGH SCHOOL AND PUBLIC LIBRARY: There is a public library in twenty-five comeunities in which the high echool is situated, containing on an average of 4023 volumes. The cooperation tetween the hieh school and the public library is quite close. Tzxice the high echcol librarian is the public 1li- ‘brarian; teachere are allowed te draw out books and kaep them for the use of their clagsees aa long as they wish; classes are some- times tazen to the pubiie library. In one case the Board of Zdueation has actually purchased books for the public library. The public library is usd wore than the one in the hich echool in Mineteen reports, sainly for fiction. Y , | GROUP 1 ’ 31 to 110 PUPILS ERROLLED NUMBER OF REPORTS USED - AVERAOE EVROLLMENT - WUYBER OF BOOKS IN THE HICH SCHOOL LIBRARY « AND YEARLY ADDITIONS: This group is composed of seventy-five echools with an averaze enroli- ment of. seventy-one pepile. Three-fourthe of the schools have betseon fifty and one hundred pupils im attendence. nite re have seventy-five reports of this class, the answers to questions are very vague and indefinite ae compared to the oreceding groups. The averarce aeiber of volumes contained in the library is 563. A little over half the schools have from 200 to 625 volumes in $ ¥ 2% the library, and a range of from 175 to 829 books would include three-fourths of the group. From © to 6% are added as new books each year. Donations are reported in eishteen schools of the seventy-five averaging about twelve books per year. | APPROPRIATIONS FOR THE HIGH SCHOOL LIBRARY: Only forty-four schools in thie clase report regular yesrly appropriations by the Board of Education for the high school library. Thies is only 86% of the division. Where appropriations are made, the average is eighty-one cents; three-fourths of the sohoolsa reporting - this ie about thirty-three schools in this froup- epend somenhere be~ _, tween siaty-one cents and 41.14 per pupil. Twenty-one per cent of the schoois of this class actually report no high school library at all. *The library is maintained by donations of money and books by teachers and cupils® is reported several times sore than in any cther clase. | SELECTION OF BOOKS: The books are selected by teachers and ' princivals in teenty-one schoole; by the teachers in twelve schools; by the principal» in seven schools; and by the superintendent in eleven achcols. They are selected by the Board cf Education di- rectly in two achcols. The hish sehool librarian is never men- >’ tioned as selectins the books. This may seem strange, but it is partialiy explained by the fact that not a single school in this group has & regular fulltime librarian whe dses nothing else but attend to the library. | SOURCES FROM @HICH BOOKS ARE SELECTED: One-half the schools do not state that they use any source whatever in selecting bocks. Among the piedinine. the high echool manual issued by the State University is mentioned as the standard fifteen times; the list » . 8 . vs ’ « Pt be i . J a ; e.g 2" ie a te ath ay a J ’ 2? Sq Ti ie | Assued by the federal Bureau of Education is reported eight times; the Illinois state list, which is realiy not a list at all but simply a few sugzestione concerning what poexs micht be bought, is mentioned siz times. Such common standard lists ae the A.L.A. lists and the Minnesota State List of Books for the High School Library are not mentioned even once among the entire class. In- dications are pretty clear that nine-tenthe of those selecting books knew nothing of some of the really reliable lists which have been published. LENGTH OF TIME THE LIBRARY REMAINS OPEN: The library remains open ell day in about one-half the schools. In eight schools of this group the library ie in the study hall and the librerian'’s duties fail te whoever happens to be in charre. Ae to the tice the librarian remaine in the library, it is eirenificant to note - thst over half the schools allow tals question to go unanswered. In eleven instances those who filled out the questionnaire felt wuneble to state any definite time, saying that 1t denvended more than anything else on the needs of the pupils. PROFESSIONAL AND ACADEVIC TRAINING OF THE LIBRARIAN: To thie question thirty-two make no answer and thirty-five more reply "None whatevyer*®. Thie ie the reply from sixty-seven echools out of seventy-five, or 90% of the division. When school librarians have had training, in two schools the librarian had an s@lesentary course in the library echool at the University of Illinois and in teo schools the professional training eas the experience gained in helping care for the school library at a norzal school. In acadenio training, as would be expected, most of the librarians - or rather teachers who ect a8 librariane = are collere graduates. . = sd : i, p oats a \ va ie ; » ge a: , < : ‘ eee “7 “ Fix % rh; = > oe » 29 - ‘$: 2 > - one yf ay 7 ¢ -1 = * S : z ts . J } od 2 ge | AS 3 te ; r fa? pid a " . qo > | 2 AS e i 35 are mentioned tro times each. Ag ta wko does the selecting every peseible combination of teacher, principal and board of education is found. 5S. In bot ton achcols + one-fourth of the division - is the library in a room of its own. It is generally a part of the study hall or the assembly. As a rule, chairs and tables are the only extra equipment. The library has s card catalog in about 50% cf the achoole only. It provides space for betveen 1000 to 3317 books,and ssata 5 to 10% of the school enroliment. 6. The library ie mainly a reference library. 7. Good ccoperation beteeen ths hich sehool and the cublic Library is reported. SUMMARY OF FINDINGS IN GROUP I Data ecllected from seventy-six schools representine 21% of tne high schools of Tliincis enrolling from 31 to 110 pupile. ie There is a wide variation in the number of volumes the litrary conicins. Generally epeakine, schools of this clase have between 200 and 650 volumes in the library. Txenty per cent ef the schools of Group I report that they have no high school library at all. . 2. Only one-half the schoocle report yearly sllowances for the library, varying betreen $.61 and $1.14 per pupil. Be In the eslection of books, about the same conditions in this respect prevail as mentioned in the preceding group. The high school librarian is not mentioned as performing this duty in & single instance. ; . db 7 Pad ne eet be.) Cae «6 4. The librarian is a hich seheel teacher vith even less professional training in library work than in Group II. Only seven soheols out of ecventy-five, report any one in charge of the | library eho has had any training in librarianship in the slichteat degree. | | | a i The library is in & separate room in 85% of the group reporting (forty-one schools). A card catalog is found in one- third of the seventy-five schools. The tibrary 18 open while gohool ie in session, but only about one-tenth of the time te any- one in charge. From 0 to 20% of the enrollment can be seated in. the library at ona time. & The library is a reference library. 7. There is not nearly so much eooreration betweeen the hich _ seheol and the public library as in all the other groups. In these asumnaries an attempt is made to summarise just the iesins which would give a clear idea of conditions in the school libraries of the different groups. And insofar as possible, con- trasts were pointed out when thie could be done «ithout interfer- ring with the significance of the sumeary. In other sords, an attempt ie made to portray conditions, and not prirarily to make ‘comparteons. e | | saudieciek ak eaten re lh ate Mat i iG aes ont a,¥ oft aa PART IT SUGGESTIONS FOR IMPROVING coNDITIONS IN TRE NIGH SCROOL LIBRARTEs OF ILLINOIS * ‘ie ay ee ee oe aes ane F } 4 or. 37 GENERAL SUGGESTIONS FOR THE IMPROVEMENT OF HIGH SCHOOL LIBNARIES IN ILLINOIS The first and greetest need of our hich achool libraries is for boards of education, principsis, superintendents and teachers to realize the fundamente] importance and neceasity of « well- organized library which high seheol pupile have been taught te ‘use intelligently and with discrimination, Until the high school library ite generally recarded as the aout important leboratory of the school, adequate improvement of eonditione is not probable. Hodern hich sehcol education ie no longer mere cororization of facets in the textbooke; the ability to collect evidence and pags @gane and well-considered judemente from the data thue collected ie the fundamental aim. This oan never be fully achieved until the importance and necessity of the high school library is firmly established. The library must become the gensral work shop of the sehool, not an adjunct merely of the English or History de- partments. SELECTION OF BOOKS: Our questionnaire revesled a wide di- - vergence of practice in Illincis high schools ae to sources for selecting books. This, notwithstanding the fact that the ef- ficiency of the library depends more than anything else on the decks that 4t contains, and that s number of standard lists might have been had almost for the asking. We should have in Tilinoia, as they do in Oregon, Winnescta and New York standard lists prepared by the etate Department of Edveation from whioh books must be selected. The liatea issved by the American Library Association, those published by the federal Bureau of Education, and ce etate lista published by the Departments of es ae Sea val a me * . ae ¥ ; : * Edueation in Oreron, Winnesota and New York are standard in every respect. . ee, There ia one important point which must not be overlooked in the sclection of books. # The hich school library is a tool to be used by pupile; it ie neither a fixture nor an ornament. Every book that ie sdded to the library shovld be carefully lave stigated: An actual examination of the book is the safest plan, but if this is not feasible, there sre reviews and summaries of the book in . question in the 4.L.A. lists, or in hich school book lists men- oe tioned in the creviocus paragraph. | All dead wood must be eliminated from the library, but thie is essier said than done. Por oxample, when the state low sent into effect in Oregon requiring all ae- credited schools to have at least 300 booke mentioned in the state manual, some of the hich seheol libraries who boasted proudly of having 2000 volumes found they couldn't qualify under the new act. ‘Those who have the selecting of booke for any high echool must Yemember that they ara selecting tools, end that these are to be tools for hich achool pupils fer the most part, rather than tools for the teacher. The Librarian must ask not only ®Ia thia a atendard book I am about to add to the library?*® but also "Fill it be used by pupils after it is purchased", | o All booke purchased should be substantially BeuAd and itlus- ss . trateds Ae to type used and size of book, these should be the same as the ordinary hich eschoél text books Booke larger than an the ordinary textbook do not last «ell, The sadivice of teachers i: and the principal ehou!4 always be sought in selecting a new book, but the final choice should be made by the librarian, presupposing of gourse that the librarian of the school has received training Nie ic by ® yal gf ‘ 7 pa BD eX a ote bteedn fe SS tory of Lege eo? peo ge ea on Oe f « | eee. * er fae. ek = 3 in a reputable library echools : MINIMAL HUMBER OF BOOKS REQUIRED: There is no uniformity of procedure in respect ‘to this and ae yet no adequate evidence for setting a minimum, Oregon requires at least 200 books selected from the high school library list. Texas requires at least *300 invested in library books; Ohic requires at least sixty books in _ selence, reograrhy andi travel. Iowa requires 355 books in the ~~ «high sohool library before the school is allowed to collect tuition» a. from pupile outeide the high school district. Missouri surcests 622 books ac a minimum and Wisconsin 500. All these lists are - exclusive of fiction. The three minimum lists which follow are only meant to be ‘ 4 demguatite. &t best they #111 only suffice for a working basis. The minimum number depende upon other factors, suoh ae the course of atudy pursued in the high school, whether there is a public “library, ete. The firat table ehich follows showe the minimum - sugvested for each subject taucht in any high echool in Missouri, Tova and BViseonsin. 3 a ee ¥ b. + a Zz Lt . ’ ey < «J ‘ ‘ - - j +s ‘ 4 ' a -& ? - a Be Ug : ee * - ® «=Bxolusive of fiction for circulation not as a part of the «English course at A Sil ion bey P ror a : ¥ i” i a e's) be. Ip F . ee ay o ! ‘ © Nae aan “uy * Al oe Jy s ™~ in ty rk General Reforence ae a5 op Apoient fie sos = (6 id 83 ony pied heros ern History 50 | ieee 30 . ite ators 38 16 aS “Unites Wess istory es 30 " . = © oe wo by oO i : WWD Mwy rh $i - o tw bt ne o oa i) o ce) ee RIa3 VR GD eew bod fod 2 (A cH 611 355 500 461 ° — eo » -. ay. % a CS Aes vw > - sit > ae Dy LA wd : afk = >) . —- a ~. be a $e 41 In a bulletin on high echool libraries issued by the hich gohool visitor's office of the Univereity of ITllinoia, the follow- ing standards are sugresteds Minimum for a foureyoar hich school of fifty pupile or less: General 2 fk amp dictionary, snoyclopedia, ete. English e and Literature History, oie vies, Sengeneny Foreign . _ Physical and Biolozioal Sciences Mathematics HYueic Periodicals (annually) Professional books LPI adie © #100 12:4 Sg yet Domestic Science, “anual Training or Commerce is ta » *25 should be added for Domestic Science and Arriculture, and. a8 for Commercial or Manual Training courses. If there is no “public library in the community, #100 should be aided for rood treading materiel of ceneral character. This brings Yo re of a three-teacher school of fifty pupils up to %450, showld be added each year *50 to dy 00 in carefully selected books. For every trenty-five additional pupils the amount should be in- cressed by ct least one-third; for each additional fifty pupils the amount should be increased by $200 to $400 sith corresponding edditions for each new voostionsl subject added as shown by this SOG, Aecording to the feijeral Bureau of Education the averace high school library conteins 738 volumes. Pollowine the pro- Yaxioum Pe nooks cortiona given for public libraries this would meant Yinimam guan’ History and Literature Me books to to csteea vere eg * . Travel 73 © Science 53 2 ® Fiction 147 «(8 General Reference 37. —=«* Useful and Pine ar 7, * ® Sociology, heligice or Philosophy 26 ® a 101 102 7% 176 59 If one is willing to accent the averare practice in the onthe ous-sised high sehcols ef Tllinois as a sufficient baeis, the . nusbor of books which should be found in any particular high school . Jsheery con be estimated by referring to the table given after the Sumeary of the part of this thesis dealing with library conditions im Tllinois high schocls. 43 As a matter of fact, there is, a2 yet, no sufficient data at hand to warrant fixing minimum standanis, The data given hereto- fore cn this point muet be considered rather ae suggestive and ‘tentative. Bot until the library begina to funetion as a work shop for all departments in all Tllinots high schools, ond in other atates as voli, and not until this has been the policy of the mijority of high sehools for at least ten years, «ill it be posetbie to set reliable standarde ase to the minieum number of ‘books the high echool library should contain. The best rule of thuad we can use until that time comes is, perhaps, "the hich school library ehould contein all booke pupile use continuously end intelligently in their school work". _/ JHE YEANLY APPROPRIATION FOR THE LIBRARY AND HOW IT SHOULD BE SPENT: Yo waintain o library at ite present statue requires thet at least 10f of the total number of volumes be added as new books gach year. To provide for rerowth, ¢.C. Certuin in his re- pert om the high schcol libraries of the southwest recomenis ‘that at least 15% of the totel number of voluzes the library contains be asded as nes booke each yenr. The Ohio atate sanusl recommends 10%; the Texas manual 7%; and Wisconsin 10% a year at least. Evidence on this point is feirly uniform and peinta to between 10 and 15% ae to the eeaeenteus of new books #hich should be added each year. | he to the eanan’ per pupil per year to be spent on the li-+ “brary, thet varies inversely as the enrollment of the school. In the report on the high school libraries in the southwest made by ¢.C. Certain, fifty cente per pupil is given es the everaze, “which does not include the arount to be spent on magazines or .- “ ~*~ - : "> eer | ray eet \ a : i | t ‘ \ - . : < =k : . . - e ~ ‘ t = . \ ‘ , .- > o4 Fe. os Sie Cl a eee ; head 7 . } . ‘ . ; 4 additional expense for fixturea. Then too in fixing this andunt, ¥ | the question of whether or not the community has a public library q must be token into consideration. All needless duplication of : bocke in the public library bad the high echool library should be ; carefully avoided. 3 On the basia of the questionnaire the following expenditure a per pupil ie suggested: Schools enrolling from 30 to 100 pupils $1 for each papi m4, . # 100 °* 850 ag 89%. * .. " » 260 .*1000 ™ way 8's ° * ” ® 4000. *2000 " 030% " 8 About one-tenth of the total appropriation should be epent for aa atandard magazines, weeklies, ete. A very good list from which to select. mages ines may be found in the federal Bureau of Education ; Ng Ro. 41, year 1917, "Library Books for High Schools® by Marthe Wi leon. 7 KY _ It ig a most vital ocneideration that the annual appropriation ; for the high schodl library be continuous from year to year. Regularity of appropriation is almost as important as amount of appropriation. Both depend upen the ability of the achool super- “intendent or principal to show the absolute need of a vell-organized 5 well-equipped library in the high sehool, Boards of Education are . not liable to develop a library goneetovanane unless the school surverintendent hae it first. bees LIBRARY ROOM, FIXTURES AND SHELVING: The library room should be in a place easy of gceess, in a quiet pert of the building, and it should not be so chosen that it 19 necessary to pase thru the library to get to class rooms. As to size, the figures given in C.c. Certain's investigation are twenty square feet for each person ’ the library will seat. The figures given in Part I of this thesis ‘ae % ahs » a a wee. * 7”. * . i) me . <, SF 2 PEGS ‘ a : he i 3 + ainet,” oo 7 i oh ea 2 Cieme? a os. ee BOni a sab ein ite the es PAGS RY he 4 Andieate twenty to toenty-five squares fest per seating capacity in high schools enrolling between 240 and 2000 pupile. A convenient ba “Pule for smaller schools to follow 1s to allon enough space to seat the largest clase in the school, vith a liberal allowance for future growth. The general conssnaue of opinion sesma to be that the li- -ppary should seat from 5 to 10% of the enrollment of the school. Our investigstion showe that in the majority of the hich beaduke ‘enrolling from 830 to 1700 pupils, as & Tule the library accomto- dates from 3 to 4% of the pupils enrolled; in schools of from 240 ‘to 880 pupiis, 4 to 7%, ‘ena in schools having 110 to 240 pupils enrolled, 5 to 14% in most cases oon be seated 14 the library. The library muet be so situated in the building that spats, aa can Ye. nade for ifs grovth. . The library shovld always have a card catalog of the books it Sania’ Part I shows that in schools enrolling from 110 to 224 ‘pupils only seven tn thirty-eight hed eard catalogs; in schools en- ° rolling less than 110, trenty-four achoole out of seventy-?ive re- ported card eatalogs; in schools of 250 to S80 supils teerty-nine out-of ‘thirty-eight; and in schools of 880 and over, trenty out of sy twenty-two reported catalogs. | Open shelving should be provided if poseible, having 411 books “within view and reach. Shelving may be built under the Windows, —4f the space is not already occupied by radiaters, The stondard height for shelving is about 7 feet 2 inches sllowing a six-inch base, six shelves one inch thick, with ten-inch epaces between and a twelve-inoh space for ‘he bottem shelf. helves, should, Be .aRayt bi. and not over 3 yard long; ionger t signe inened S09?! | : | 45 liability te saz. If the library contains some books that mst be under lock, secure a book case with glass doors. ‘hen the wall space i¢ limited and the room sufficiently wide, short double~faced stacks may be used. In placing book stacks, care mist alvaye be taken not to interfere with the lichting snc discipline cof the room. If the double stack is used projecting from the wall, at least a four-foot lane should be allowed between stacks. ery Besides a card catelog and shelves the reading room of the li- ” rary should contain a desk or table for the librarien, sufficient i chairs to accommodate the percentage of the enrcoliment who #ill use ae the library at the same time, a magazine rack, bulletin boards and @ charging desk. “8 ‘The minimum essentials of equipment have been given. However, Z statuary, potted plants, rare editions of beoks should be sdded ie whenever pogsible. Congenial surroundings have an influence in @ attracting pupils to the Sibrary. | ‘THE RELATIONSHIP BETVEEN THE HIGH SCHOOL LIBRARY AND THE PUB« LIC LIBRARY: One pleasing thing which came from the questionnaire in Part I was the indisputatie evidence of cooperation between the high school library ani the public library. In Pittaburgh and eel Boards of Education have made 411 hich schscol libraries & part of the public library and under the joint control of the Board of Ziuoation and the Library Board. Oregon state superin- tendent, Mr. JeA. Churchill SayS, *The high. school library ie never a problem shen sdministered by the public library aystem*®. A large part of the literature on she subject of the hich school library is a report on specific instances of cooperation between the treo organizations. The following «sys are frequently mentioneds a (2) Collections of books are lent to the high school library; (3) the city librarian aeeistes Sigh school pupile in finding particular . referonces or to prepare a bibliography, (3) the city librarian gives training to high sehool pupile in the use of the library, @ithor individually or in olassee; (4) the high school library is a part of the oity library, or at Least under the control of the public libvary. j§ Ayrea,in the Cleveland Survey, shows a food | example of cooperation between the publio and the schoo] library. ORGANIZATION OF THE SCHOOL LIBRARY: Directions as to oatalog~ = . ite, secesctoning, eharging, rules for borrovers, binding and sending, O80, are found in most estate manucls, particularly in the Winnesota, P Tennessee, and in Part 1 of the Oregon state high sohool iiete. =. The adaption of the Dewey system of classifiestion mentioned in the | bulletin ieeudd by the federal Bureau of Education in 1017, "Library Books for the High Sehools®, compiled by Martha Fileon, should be adopted by all me achoole. Almost any estate manual will be sont upon request. The best books now available for high agheo] librar- fans who have had no training are Mise Hitehler's "Cataloging for mall Libraries" and Ward's “High Sohoeol Library®. These books are published by the Aclede Publiching Board, 78 Bast Vashington Street, Chicago, Illinois. Also the chapter on "Seleotion of Books® by Pays nas Eaton in thoir book *Tae Use of Books and Librarise"® is vsluable. Pur ther aide may be found in the bibliography. iq PROPESSTONAL TRAINING IN LIBRARY PORK: In a previous paragraph beoke were suggested for tho high school librarian who has had little or no professional training. As to the amount of professional ) | training of Illinole high sehool librarians our questionnaire indi-~ * -—ontoas in sohoole of Group IV, 27% of the schools reporting had 47 a some one in charge of the hich ‘erage library who had no profeasion~ al training whatever in library work; in Group III, 55% had no training; in Group II, 80%, and in Group I, 95% were without library tradnings These figures speak for themselves; no comment is neees- | sary. In the writer's estimation, the Statistics in regard to the professional training of the high seheol librarian is the beet oricf suymary which could be given on the high echcol librarics of Illinote. ‘The high eehool librarian should always have professional 1i- brary training from sources acceptable to the Anerioan Library Association. Ho one should be allowed to take charco of a high eehool library with lees than sight weeke! training in a profeseion- od library egheol, or in lieu of that, a year's susesseful experi- onee in a wolleorganized high school library of at least 3000 vol- umes oF evere In addition to this professional training, 4121 bigh aghool librarians should have the general eduoational and personal quslifications demanded for high school teachers in the state of _ *Tiitnotes the Oregon and Texas atate departaenta of education re@onmend that in any eohoeol esploying st least ten teachers, the — tenth teacher should be a full-time librarian who has graduated from a standard twoeyoar library school. This is avery asbitious pro- gfam and would probably sot be clearly within the possibilities in ‘S most states. However, it does seem feasible to require thie in all schools in the state cf Illinois enrolling over cight hundred - pupils. In sohools a@ little emaller ~ those enrolling betwoon five hundred and eight hundred pupile = graduation from 4 one-year | prof sasional iibrary souree should be required. Schools enrolling between five hundred and two hundred fifty pupile should require geome one in charge of the high echool ‘ibrary who has had at leaat Ne y rf “ é ny TAP “ot gp eee. ony a alee 4 —_— eae ae a Dae vie 2 rom. x : : a — oa ae oe cn yeu , : o* nba — training in a recognized library sehool, or a yearte experience in @ large well-organized public library. In the ‘smallest high echools having less than two hundred fifty pupils in attendance, the teacher in charge of the library should have at. _ Least eight wooks* training in a professional library sehool. COURSES OF STUDY POR PUPILS IN THE USE OF THE LIBRARY: In -owblining the work pupile are expected to oover in learning , the - _ gorrect uae of the sahool library no prevision has been made for a - sinimun length of time in weeks or hours per semester. The whole purpose of the course suggested is to teach the use of books and the library intelligently. The time is not the important factor. | Talis surrested gcurse is not necessarily to be a new ®"subject® in sohool. It oan easily be given es a part of the work in Ene- . lish or social sclence. owever, if it is impossible to secure a trained librarian to give these lessens, they should, at lesst, be under the eupervision of a profeesicnal librarian. After the seventn grade, most of these lessons should be given in the soheol or a library. | : Seventh Grade me eonstruction ef a book (actual dissection of a beck before the ‘@lase oxplaining the uses and construction of the yes ta How to oare for books properly to use the elementary dietionary use of an olementary enoyolopecia fhe uee cf maps and atlases Phe oard gard index and ite uses Eights Grade q Study of the organization of a book «~ the significance and use of the preface, tadle of contents, index, appendix, bibliography ‘fhe evolution of the library The present public library and its importance _ The organization of the library 1 cs of Classification. (Dewey deoimal ays tem) 4 49 . a4 lis eal their size and: use tions of the national and state ~ vernments Yinth Grade Methods of testing ¢ the reliability of a book ya = panne, periodicals and preserve them for future use oo greeny and equip an individual library fhe i gs the unabridged dictionary and encyclopedia 7 The preparation of short and simple bibliographies Tenth Grade The preparation of an extended bibliography to use Poole*s index and the Readerts guide. Method of seleoting booke which bear on the subjecot being . invectigated The AcLeAse liete and publications of the various departments of other states and the federal government Inveatigating the contents of the bibliography, what net to include in taking notes PINAL SUMMARY OF SUGGESTIONS FOR ILLINOIS HIGH SCHOOL LIBRARIES ls Selentifio selection of books for the high school geet properly Glaseified, and @ high school library in every high schoo Se Every teacher writing for a firstegrado Gertifioate or better, to pause an examination on the uee, care and adminiatration hy ey sohool library. If oertifieate is granted on the basis of ai po work dona, credit for tires semester houre in sonia | etration raquired, Se No achool library not under the administration of some one havi at least eighteen weeks in some standard library sehcel, in ' g@didition to the other academic and professional requiresentsa set dy the North Central Association of Colleges and Secondary Scheola. Ragular and continuous appropriations fer the high school “.tprary by boards of education, Se Courses in library inatruotion given in ‘each yoar of the high soneci. A state high echool librarian having general supervision of mt “hich eohool libraries. If the writer was required to confine himself te one single sug- stion it would be this: Let the state Depirtment of Education in iinois work out and put in prnatios a system of organization for 4 ti . g & ‘o a \ b! hd a A mm i Sibi Be. Ph Paya rm hl iS Agee “ee Soe. x > 2S Ge wea? Bee Bo x Lia seth my, Certain, CC. fall, VE. High Sehool Librarian'a Rathbone Davie and —¢ Hosic, Jets Springfield Survey 51 BIBLIOGRAPHY A--Coneral Standaré Library Orzanization ond Equivment for Secondary Schools of Different Sises. Ageri- oan Library Association, 7& East Washington Street, Chieaco, Tilineis. Cost price of pamphlet, #.40. Fhat to Read on High School Libraries (Bibli- ograchy). Wilson Bulletin, June 1916. Same topic continued by same author in Filson Bulistin, No. 15, Vol. I, March, 1919. H.%. Yilson Coe, S86 Univ. AV@., Hew York, H.Y. Pive Foot Sheif. Vol. I, 1919. Kew York, w.Y¥- Sehool Libraries. Edueation®. Wilson Bulletin, No. 15, BE. @ Bilson Co., “58 Univ. Ave., In Wonrceats *"Cyclopetia of B~-The sdministration of the hich school library. Aid in Putting the Hich.Scheol Library on an Efficiency Basis. Wilecn Bulletin, June 1816, pe 117. Cleveland Educational Survey; fection of the Public Litrary and the Public Schools, Chapters 3 and 8. Published by Division of Education, Ruseel caze Foundation, New York, N.Y. Library Aide for Teachers and Seheol Librarians, Published 2016, oy H.3. Filson Cos, S56 Univ. AV@e, Now York, R.Ye Price $.10. Report of Comrittee on High School Library Equivcment for Teaching Enclish. U.S. Bureau of Eéucation, Bulietin Bo. &, 1917. Cost price $.25. ; Report on condition of high school libraries. Publio Libraries, Jan. 1816, Vol. 21, pace 12. sur cit + re . EIBRANT UNIVERSITY OF (LLEINDIS Png o oh ea el t Pk ‘gies i eet: a , | State School Library Lars and Book-lists NR me es wie sem Tome ae: A a Bostwick, AE. Mo Knight, E.B. White, E. Wood, Harriett Eastman, Linda ‘Sunn, Janet #. Fay and Eaton 43 Bibliography o In Zileon Bulletin No. 21, Yol. I. He. “Waleon Co., 958 University AV@e, New York, N.Y. Phat the High School Teather Should Know about the Use of Books and Libraries. Library Journal, Sert. 1915. Vol. 40, Peres 640-41. C--Publie Library Branches in High Scheols. Relationship between the Library and the Public Schools; Reprints of addreesea and papers with notes. H.%. Wilson Co., @58 Univeraity Ave., Sew York, H.Y¥. Cost price $1.50. The High School Branch of the Newark Public se bang 4 Newark Public Library, Newark, B.Y. Priee 2.50 ath | The High School Library as a Branch of the Pubiie Library. Library Journal, July 1°16, Pages 5274-26. Administration of Hich Scheol Libraries as Branch Libraries of Public Libraries. Library Journal. Sept. 1914, Vol. 32, e 659-682. De-The Hich Gohool Library Room snd ite Equipment Furniture, Pixtures and Equipment. Americon Library Association, 78 Bass Yashington Street, Chicago, Tliinois. Price *.20. Plannine and Equipping a High School Library. Public Libraries, Nov, 1915, Vol. 20, p. 406- 403. Also in Library Journal, Dee. 1915, Vol. 40, Pe 825. Use of Bocoke and Libraries. mr. 377-80. Bos- zea Book Co., Boston, Yassachucetts. Price, 2.26. The School Library ) | Room — Im YVileson Bulletin III, 1913. H.%. Filson Co., 958 Univ. Ave., Hew. York, N.Y. . all 4 ™ “7 ‘ i. 2 ee Pay and Zaton Herton, Marion ”“Lavrary Service for Schools State Migh Seheol Book-Lists WAleon, Martha or Connolly, L- Bea School Course vrse, Florence Lamb, Georgs Library Books for High Schools. price §1.50. eubjeot.) 53 The School Library Reom. In School and Edueations JON» 1916, Vole 35, pe A9-50. E--Reocent Aids in Book Sealeotion Materiales on Geography which may be obtained free or at amall cocoate jHoreal School Bulle- tin Nos 54, Oots 1916. Ysastorn Illinois State Normal Sohool, Charleston, Illinois. Selestion of books and magazines for the high echocl gett Be pecee 149-83 in "Use of Booka and Libraries Beaton Book Co., Boston, Hassachucette "price $2.25. Periodicals in the High School Library. ere Journsi, July 1916, Vai. 41, De 5A2— "Ss Bulletin iseued by State Derartment of Bdauca- tion of Maseachuestte for use in the High Echoola of the State by Teachers and School Lidrariang. Addrese the State Superintendent of Education in the following statest=- New York, Minne aota, Fiscoonsin, Tennessee, Oregon. U.&. Bureau of Eauoation Bulletin Ho. 41, 1917. Price PeeLibrary Inetruction of High Schooi Pupils How to use a Library; a Manual of Library Eoonomy. Hels Filson Co., B58 Univ. Av@., New York, N.¥. Ccst prise $2.00. How to use the Library. "ngiiesh Journal, Mareh 1916, Vol. &, pP.e 196@Z01. Reference Guides and How to Use Them. The ee Company, Detroit, Michicane Ccst tA moet important work on the Lessons in the Use of the Library. Library. Sraddook, Pa. Pree. Carnegie Bibliography on Teashi the Use of the Hi a pawente Library h “ Journal 1921, Vols Breck, Ezra Cartain, C.G. Crosa, L.%. , .@hurchili, JA. ee. ‘Dana, 7.0. wr Fletcher, Yabel “ai Rall, YALE. \ Hartcreaves, R.T. i‘ or flercbere Johnston, o.H. Jordan, Alice Leasons on the Use of Books and Libraries Rand MoNelly Co., Chicaro, Illinoia. Cost erice *1.00.. . Library primer for the vse of Hich School Stu- denta in Yissouri. Univereity of Miseouri, Columbia, ¥Yissouri. Practieal Use of Books and Librarias. Boston Book Co., Boston, Mase. Cost price *1.50 ra Surrestive Outlines and Yethcia. Boaton Book Co., Boston, Wasa. Cost price *1.50. G--The Hovewent for Better Hich School Libraries and ita Sirmnifiesrnce in the Development of the Modern Hich Seheol. The Efficient Hich School Library. Enevlish Journal 1916, Yolk. 5, p.10-1%. (One of the best arguments for a modern high school library.) The Status of the Library in Southern Schools. Library Journal, Gert. 1915, Vol. 40, p. 633-27. Library fork with High School Purils. Public Libraries. Yarech 1916, Yol. 21, p. 117-20, The Relation of the Hich School to Nedern Ednoa~ tional Aima. Bational Educational Assoolation Rerorts for 1917; Vol. Sé, pe. 457-52. cat Libraries in High Schools. Newarker, oh. 1915, Yol. 4, pe 75-76. The rt Na Bich School Library. Ene lish Journal, une 1915, Vol. 4, De 257-81. Development of the Bodern Hieh School. Library Journal, Sept. 1915, Yol. 40, .&6?7=5°. The Possibilities of the High School Library. Rational Edueational Aeeociation Procesdinres for 1915, Yoli. 83, Ce 750-34. Supervised Readine for High Sehool Purils. Eneliieh Journal 1915, Vol. 4, ¢. 375-82. Library Work and the Public Schools. Public Libraries, Deo. 1915, Vol. 26, p. 4157-50. Cooverstion between the Publie and the High Scheol Library. Public Libraries, April 1°16, Vol. 21, h. 185-65. ) hi 5S + Keyes, RK. How Ye Use our Public Library. English oN ae een ' Journal, Feb. 1914, Vol. 3, pe 86-82. Logasea, Alannah Some Phases of the Library Study-room Manacement. Fast _ " " S¢heol Review, Way 1916, Vol. 24, pe. 352-28. f - Morgen, Elia High School Libraries in California. ational Educational Aseceiation Procesdinze for 1915, Vol. 535 Pe 1071-73. Nexberry, YA. A Normal School Budget for the High School bLi- at brary. Wational Educational Association Pro- eeedings for 1914, pe. 817=20. Hewlon, Jesse - High Sehool Library Stendardization Aims from a . ; the View point of an Administrator, .f.A. bey hs ae reporta, Yol. 56, pe 450. ‘North Central Report on Colleges and High Schools, Bulletia Association’ Ho. 6, Bureau of Education, Fashinegton, 0.¢. “ei Siege i ' - (Gives a comparison of the number of books in oi different subdjecte. ) a aR re Hig School Bulletin No. 73, Vol. ZIV, University of Illinois. _ bibraries | | | | Fibre y an : Warren, Irene Some High Sehool Problems of Interest to Teachers i, an ec . : and Librarians. Yileon Bulletin for Mareh 1915, be De 19-33. H.9. Bilson COs, 958 Univ. AV@s, 2 New York, W.Y. Se Relation between Libraries and Sohcols ae shown fy | by Current Favoational Publications. Library Journal, June 1915, Vol. 40, ©. 447-50. | | teiaicarnete That should be done in Illinoie. Public Li- Be 3 ‘Ward, G.0. The Hich School Library. Arerican Library ee Association, 7& East Yashington St., Chicaro, te 3 Illinois. Price ten cents. Aha ee “-Walriame, Sherman High Sehcol Library Problems. H.Y. Librarian, ae Feb. 1915. ui ee ‘ ‘ ; e ae: “4 ef "Pe eee, oe, ye } AY ee ore > : : With» ae) yr, ita > ] . a , oe he . ’ «3 fy P ad ; 1 ae ¥ | ¥ hi = i ' Stes < ? J And t 4 7: I > We TURN : ‘ . ‘ ’ il” My. ; ive (ae } , } § ’ es, et ; ~ 4 . i i re ms PAs ik bh / le 1. hy 4 My, ’ ‘ Py % f sgt ee nr : ‘ W H L ee i wi. : ¥ ' Me iene pion i ] M ¢ ae e, ; r Wid A oe of ¢) bi : ha i ° \ ‘ s bal ws> ha Yi iq L ieee hs : ish ve . She. A a y 4 F \ " . * tf m4 “yg } bet \ \ A i] } / ; ' . < an A if Ms é , i Le * a ' bi .] " im ~ ar Te Weal ia! HP . % ,* : i " ’ * 5 = at ae DS F ) . ie Fi iy singh ; pat hw * é : i ‘ ; f ; a ; é Qe x 7 he x a. ie ? he 7 sa ‘ ee : tie Pu ‘ : ; A hin. ys 1 4 5 “en 8 - . fi ’ i AL ee va ar Fes ah od 4 % a . Lae Pam ¥* : ae Wak Waal ee TRA a , at. een ul Th Ore ye ua 1. f ay \ v4 My ey iy P a - - - ied i i : eo it My .. ~~ = « i i _ : he A « | ? 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