The Indianapolis journal. [volume] (Indianapolis [Ind.]) 1867-1904, 1897-12-12

dren say they much prefer it so; they get
more and better attention, can go right TO
the sneIves and feel an ownership in the
books and get a knowledge of what is writ
ten, even if they cannot read at the mo-
ment The average number of books in
some as high as 10000
Teachers seem to be everywhere recog-
nized as coworkers with the libraries in
helping to put the youth in contact with
the best there is to read. In every library
heard from but three teachers were al
lowed eight books, two on their Individual
card and six on their teachers card. In
San francisco teachers may get as many
books as they need. In Cleveland they may
draw five books for themselves and fifty for
their school. The tendency is towards free
access to shelves for teachers and stu
dents. Gathering books into alcoves for
special use is almost universally done, and
teachers are notified of valuable accessions
to the library. Nearly all the libraries re-
ported two card catalogues, one for the
use Of the public in the delivery room and
card catalogue for their juvenile reading
room. Los Angeles has several hundred
magazines in circulation and weekly and
monthly lists placed in an attractive way in
the delivery room to call attention to what
is best. In many sections occasional eX-
h1bits or rare texts and prints are given.
Boston makes especial mention of its ex-
hibits of plates illustrating paintings. archi-
lecture and historical art.
DAYTON METHOD.
Mr.. Foerste, of Dayton, O., in following
Miss Miller, gave an interesting account of
Dayton methods, and showed that library
to be working along progressive lines. Mr..
Foerste said, in part:
Zone of the methods adopted by the public
library at Dayton in order to secure in
formation of a definite character on books
considered desirable for children is the dis
tribution of what is known as evauation
cards. Upon these the teachers and others
interested are requested to give the follow
ing information card concerning each book.
Is it suitable for a boy, or girl; for what
age, or grade? What is the subject of the
book mot the title of course. if this is not
descriptive), in what locality do the chief
events take place, and within what period
of history? Is it especially valuable as CIV
ing information on certain topics? What is
the degree OF excellence of the language
employed? What is the general moral ten
dency of the story? What can you say Of
the abundance, artistic value, and teaching
qualities of the Illustrations? The filling cut
or such evaluation cards is solicited both
with reference to books already in the IL
brary and to books not yet secured The
cards are filed away. They are a guide in
ton of old ones, in the selection of books
for the individual reader. The critical in
formation of those who know the book is
preserved. 1t is made available to Others.
DO you doubt for one moment that your
power of influence would be UNNECESSARILY
increased II you had the information thus
secured within your reach? If each teacher
IN Indianapolis We're TO examine twelve
chlldrens books in each wear for TWO years
and to record this Information. and if the
mass of material thus brought together
were correlated by some committee and
published by the library. the appearance OF
this evaluation report would mark a red
letter day in the history of the library and
the schools
1T is instructive to compare the lists
chosen by the teachers for the pupils with
the lists chosen by the pupils for them
selves. tFor the pupils are allowed 10
choose any book from the list selected by
the teacher and sent to her room) / un-
| fortunately have not the time to make
| fuli comparison, but it certainly is in
structive TO learn that the choice by the
! pupils has beer wiser; that they have vol
| books than their teachers thought would be
| desired. The following facts will give an
/ idea Of the results obtained. The 2100 books
/ in these Schoolroom libraries circulated
/ 1900 times in four months: 1856 of these
| were histories. 1862 were books of travel,
\ Gal were biographies, &02 related to- the use
| full arts. and 1863 were works OF higher lit
| erature such as poetry. thus making total
! of 6.029 books on history, travels. biog-
| raphy, useful arts and general literature, as
compared with 6,937 works of juvenile me-
ton. Certainly a remarkable and encour-
| aging record. Notice the figures again
/ 6.029 and 6937. Moreover, from the 6,sSI
works of juvenile fiction just mentioned
] must be subtracted 1000 books of fairy
i tales. most delightful class of literature,
4 which occupy in the child's mind the place
occupied by another. type of imaginative
/ literature in the adult
| At the next meeting of the society, Jan.
/ Cultivation of the Musical Imagination.