The Sauk Centre herald. (Sauk Centre, Stearns County, Minn.) 1886-current, 1935-01-31

many of the discussions in present
day teaching Of social sciences, his
tory, geography and civics. The IL
brary brings together the eNperienc-
es of the race and invites the child
to explore.
Reading Is the subject which,
more than any other, continues af.
ter the formal training is over to
contribute to mental development.
If a child has acquired the habit
Of reading, the love Of good books,
his education need not end and will
not end when his association with
the public school is over. How do we
develop this reading habit? After
the mechanics of reading are mast
cred, children become good readers
by reading. But they must constant
ly be surrounded with good books.
Love of reading is induced by ma
tural exposure to books in early
childhood. The first contact be-
tween the child and the library may
be said to begin with the story
hour. This is given primarily for
the children who are learning to
read, in order to acquaint them
with the world of books and stim-
ulate in them the desire to learn
more of the stories. Colorful pic
ture books also neip at this time
Through the elementary grades, it
is of vital Importance to guide the
child's selection of books-books in
which life approaches reality,
where the characters are real,
whose information will widen the
child's interests.
In the 5th and eth grades the
reading program becomes inte-
grated with history and geography
Books of travel, stories of children
of other lands make the teaching
more effectual, more interesting.
School work is supplemented by the
books, pictures, maps. encycloped-
las. Supervision in book selection is
very important at this period.
In the Junior High School and
the Senior High School, the stud
ents are allowed to select books
from the adult collection. High
school students know what type Of
books interest them. At the begin
ming of each school year library in
struction is given to the high school
classes. They learn Of the arrange
ment of the librarv. reference
books, the catalog, the classified
ton system, and other time-savine
devices. In this wav students are
able to find their own books and
look I'D their town reference uues-
lions. During these years the stu
dent Is constantly developing his
reading ability. His interests are
branching ont: he is becoming ac-
nuainted with vario". subjects. He
Is preparine himself and fortifv-
ing, too, his contacts with the out
side world. The teacher presents
problems which call for consulta-
ton with many authorities. Pupils
are taught to think and to form
their own opinions. which they re-
ceive from various sources. They
must weigh the information in one
book AGAINST the information in an
other. They are learning to test this
information for accuracy Of state
ment and to evaluate the state
ments made by different authors.
Pupils are encouraged to find more
material than one book gives on the
subject. to use the library to find
fuller information. The library
brings everv diversification Of
KNOWLEDGE To the child.
But when the child leaves school.
his education must not stop. Then
the library plays the same import.
ant part in his education. Here Is
an opportunity Of continuing self
education: here Is the literature Of
all ages; here is a means Of recre-
ational enjoyment With more leis-
ure time there Is a greater need for
adult education. Through school
and library this education will be
realized.
The schools and the library are
working hand In hand, in close CO.
operation, to give the best possible
to the young people. We realize
that there is a need to equip our
young people. in this rapidly chang,
ing world, so that they may meet
the complex situations with critical
judgment, serenity and poise. They
need all the knowledge they can
get, and from many sources. Their
lives must be filled with beauty and
significance. THE hope Of the
xxrorIl L. l., ol.,~~ss-. wv 49, "a