The number of volumes shelved ranges all the way from 300to 20,000,the average number being from 3,000to 4,000.An age-limit for the use of the room is set by seven libraries,three of these ****** the limit for circulation only,while eight admit children of any age,and doubtless make provision for the very youngest The circulation of these rooms that lend books ranges from 65to 350as a daily average,frequently exceeding this.As a rule,one attendant is kept in the room,with assistance when necessary,two libraries only reporting two regular assistants and the Boston Public Library three.The Detroit Library has two attendants in order to give the children personal attention.The library at Kalamazoo has for one of its assistants a trained kindergarten.Eight libraries report no reference-books on the children's shelves and the majority of the others only a few such works.The largest number of periodicals taken appears to be our own list of 10,though by this time the libraries reporting in 1896may have increased their number.Instead of taking a variety of periodicals,they seem to prefer duplicating a few favorites.One library reports a number of copies of Puck taken for children,the wisdom of which I should doubt,and two subscribe for Golden Days.The Minneapolis Library circulates 10copies of St.Nicholas.The Boston Public Library,having a large foreign clientele among children as well as adults,takes one German and one French periodical for them.In the Detroit Library the Scientific American is on the list,and in our children's library we take a copy of Harper's Weekly.
A number of libraries report crowding and lack of time and space.
In one no periodicals can be kept in the children's library,because there is no room for the children to sit down to read them.Another reports as many as 75children frequently in the room at once,a third that the room is so full children have often to be sent out,and a fourth,which at the time was only a reading-room,that the attendance was so large very little could be done except to keep order.Most of the libraries report a fair proportion of foreigners among the children,and one speaks of having many colored children among the readers.
Turning from these reports to a general consideration of the subject,we must admit,first,that a definite decision as to the object of a children's library is the first thing needful.
This decision will doubtless vary in different libraries,and the results will differ accordingly,but almost any decision is better than none,since one cannot be arrived at without giving much thought to the subject,and the desirable thing is that the work should be entered upon thoughtfully.
We have passed the time when reading in itself was considered a vast good.The ability to read may easily be a curse to the child,for unless he be provided something fit to read,it is an ability as powerful for evil as for good.When we consider the dime-novels,the class of literature known as Sunday-school books,the sensational newspapers,the vicious literature insinuated into schools,and the tons of printed matter issued by reputable publishers,written by reputable people,good enough in its intention but utterly lacking in nourishment,and,therefore,doing a positive harm in occupying the place of better things--when we consider that all these are brought within a child's reach by the ability to read,we cannot help seeing that the librarian,in his capacity as selector of books for the library,has the initial responsibility.Certain classes of the printed stuff just spoken of do not,of course,find their way into children's libraries,since they are barred out from all respectable shelves;but we are still too lenient with print because it is print,and every single book should be carefully examined before it goes into a library where children should have access to the shelves.
But given an ideal selection of books,or as near it as we can get and still have enough books to go around,is just the reading of them--that is,the passing of the eye over the types,gaining a momentary impression--the most desirable thing to be got out of them?Are there not here and there children who are reading to the lasting detriment of their memories and powers of observation and reflection,stuffing themselves with type,as it were?Nearly every observant librarian knows of such cases.Are there not days when the shining of the sun,the briskness of the air,the greenness of the turf and of the trees,should have their invitation seconded by the librarian,and the child be persuaded AWAY from the library instead of TO it?We are supposed to contribute with our books toward the sound mind,but we should be none the less advocates of the sound body--and the child who reads all day indoors when he ought to be out in the fresh air among his kind,should have our especial watching.
But,granted the suitable book and the suitable time for reading,what do we know of the effect our books are having?We count our circulation just the same whether a book is kept two days--about long enough for the family to look at the pictures--or a week.
Whether it has been really read we do not know.Sometimes I think those pencilled notes on the margin,recording the child's disgust or satisfaction,should have more meaning for us than they do.At least,they prove that the book has taken hold of the reader's imagination and sympathies.Don't let us be too severe with a criticism written in the honest feeling of the moment (if it be in pencil);we are really gathering psychological and sociological data for which the child-study clubs would thank us,perhaps.
