Evening star. [volume] (Washington, D.C.) 1854-1972, 1884-04-26


OF TIE PLAS-OPINIONs OF THE TEACHERS.
If visitor to this city should ask the ques-
tiOn what sort OF literature do the public
school children readE" the average citizen having
in mind the prevalence Of blood and thunder
literature would probably reply trash" The
average citizen. however. is not always well in
formed on all subjects and is apt to mistake
general impressions for facts reply like the
one given above is an illustration. IT. however
such question was put to a person who is
familiar with what is being done In the public
schools the inquirer would probably be re-
quested to step inside one of the school rOSG1s
In any of the school buildings scattered through
OUT the city. and consult a catalogue of books
which will be found hanging in a convenient
place By running the eye over the list Already
answer would be found to the question. III is
not probable that very many citizens. even the
most intelligent. would be able to make such
suggestion TO an inquSitiye stranger for the
reason that they not aware that library
and q catalogue is now one Of the adjuncts to
every school room in the city above the first
grade Suclf, however is the fact. The prob
lem of how to provide reading matter of
sound, healthy character for the boys and girls
now growing up is being solved in "a way that it is
thought Will prove not only successful but ben
efcial. The plan is so simple that it is only a
wonder that 1t was not thought of long before
THE ORIGIN OF THE SYSTEM
Prof j. OTmOnd Wilson. the superintendent Of
the public schools, as he sat i'm his office in the
Franklin building, the other evening, told a
STAR reporter OF the inception and establish
ment Ofthis system OF school libraries
my attention had frequently been called by
the teachers" he began, ito the reading mat
ter which they found in the desks of the school
children For Instance, such trash as this. and
going to case he brought out pile of dirty
dog eaTciS paper covered books. They were in
the same style as the Seaside Library" only
smaller. and were printed badly on cheap paper
with wrCtched WOOD cuts. The price of these
publications, which was plainly printed on the
front page. was only FIVE cents, and they were
evidently intended for Juvenile reading. The
pictures represented fierce conflicts with In
dians, the rObbery.Of mail trains and other SEN
satiOnal topics. They were good specimens of
what is known as blood and thunder litera-
ture"
Finding this class of reading matter contin-
ually IN the hands of the pupils of the public
schools, continued the professor lied me to
believe that this was an evil of growing maGni-
tude- have always appreciated the impor-
tance of good literature, especially during the
formative period OF child's mental life, and
don't think that its importance can be Oyeresti-
mated. But where Was the remedy? That was
the question thought over the matter great
deal while was ont on the sands Of Nantucket
Il
TO read at that time the memoirs of Robert
Chambers, the great publisher of Edinburgh,
Scotland. He had begun life
AS \ POOR BOY.
and by his industry and energy he had gradu-
ally worked his way up until he became provost
OF the city OF Edinburgh and the head of a large
publishing house He had done much towards
placing within the reach of the people cheap,
but good. literature. | thought to myself if
the boys and girls Of the public schools of the
District could read the record of such a life
what an inspiration it would be in making their
lives honorable and useful.
'rEen the question again required to me-"
continued the professor, How can good books
Dc placed within the reach of the pupils of our
public schools: l thought over the matter a
great deal. knew that We had no public
library in this city. and that We had no money
available for establishing one. Besides the
formation of such a library would require years
Il have always found that in the management of
The pubic schools that it is necessary to prac-
tise economy. so as not to increase the burden
OF TAX payers Finally. hit upon a plan and
thought it all out. When returned in the fall
Mr. a. :. SpOffcrd the librarian of Congress
read "A paper before the teachers of the public
schools on How 10 Read What to Read, When
To Read The ideas presented by Mr.. Spofford
made a great impression. and then communi-
Gated 10 the teachers my plan"
III was simply this: A library association was
10 be formed in each school in all the grades where
The pupils could read and write. All the scholars
in each school We're to be members and they
were to manage the affairs of the association
themselves. underline supervision of the teacher
Then three sources tor obtaining books were
specified; First, BY lending; second, by dona-
Hons; and third, hy purchase. The scholars
were asked t0rCOntritfute what books they could
obttih from their parents. II they did not wish
10 give the books outright. then they could be
lent FOR the school year OuIy. If the scholars
wished to contribute money, that would be used
III the purchase of books.
ADOPTED WITH ENTHUSIASM.
The plan took like wild fire." said the
professor with pleasant smile 'In a
short time libraries were formed. placed
in Eeat bookcases and catalogues pre-
pared In the few months that this plan has
been in operation / estimate that the total
number of BOOKS in these libraries amount to
10Ot0 volumes The libraries average some
foTtE or fifty y0iuIrcs each, and viii. OF course
grow. NDT tEp=e books are taken Out by the
schOi.re and are Tcal Is them and the teachers
tell re that the parents in many cases evince
great interest IN the books that are brought
hcn@ by Their children. IL Elany homes there
are hut few books and the OPPORTUNITIES for
getting hold OF a good book are but meager
In such homes these school libraries insufficient
n they may seem and at this time really are
open up a new world of Thought ard the bene
SUne time ago" resumed the professor ssl
asked several of the teachers to report to me in
writing how the system had worked in their
schools Let me read You one Of these reports"
THE VIEWS OF A TEACHER
The professor then read "a follows:
We have what We call a Library association the
members OF Which are ali the pupils OF the school
The members have equal rights whether contribu-
directed by the teacher but makes It's own rules,
and governs Itself entirely. All voting Is done nv
ballot. ana Is conducted In strictly orthodox
manner There are two officers, the librarian
through whose "Open Sesame" alone the books
can ~ procured, and a treasurer whose duty it IL
10 take charge Of the money aecruing from fines
ana the voluntary contributions Two months ia
the term OF Office OF both. Our library self con-
slstS oil forty loaned volumes, mostly the works of
standard authors, such Hawthorne Dickens
Dean swift. Thomas Hughes, Oliver Optic &c
Th-S, books arc ell carefully covered and num-
nered A catalogue numbered in TIE same way
hangs in view Those pupils whose gentlemanly
conduct for one week has fnerited the approval of
me teacher. are privileged to receive book FRI
DAY afternoon The names OF such pupils are
placed upon the board Friday morning During
the diy they report 70 the librarian the number OF
the book desired, and few minutes before d. m.
this officer quietly distributes the volumes We
are mu pleased with this piaI as there Is no con-
fusion whatever attending the distribution OF the
books Each boy Is privileged 10 keep a book one
week, but at the expiration OF that time IL he
should fan 20 return II. fine OF five cents Is In-
money. and II IS devoted 10 the purchase OF new
BOOKS This flea originated with "A boy who forgot
10 return a book at the proper time and was
enthusiastically carried by the association. There
FAR, however, no evil has resulted from the rule.