teachers the authors of all lands and all ages. This school teaches on a liberal plan what the ordinary day school gives in more intensive fashion. In view of these facts, it would seem that the librarian should be selected with reference chiefly to natural fitness for teaching and should be trained with strict reference to effectiveness as a teacher.

HOW THE TEACHER CAN HELP THE LIBRARIAN

MISS MIRA JACOBUS, LIBRARIAN, PUBLIC LIBRARY, POMONA, CAL. There is much that might be said about the theoretical relation of the library and the school. But as to this, in the words Mr. Hale put into the mouth of his immortal double, "There has been so much said, and on the whole so well said, that I will not occupy the time." So, not laying again the foundation, we will adopt the distinction already laid down by others, that "the library's mission is to continue the work of the schoolroom along new lines," "that the school should furnish an impulse to individual tastes, and the library the means to direct that impulse into systematic lines of reading."

We may go at once to the heart of the matter: how best can the teacher impart this impulse ?

First, she must herself read books and love them. Nothing will take the place of this "invincible love of reading." The reading she does to get information must be supplemented by that she does because she would starve without. And this again must be supplemented by what acquaintance she can get with children's books.

So much for the preparation of the heart. What is she to do in the classroom? She may first systematically train her pupils in the use of books as tools. The primary requisite is a knowledge of the alphabet. This is, I believe, no longer fashionable, but it is handy to have.

The boys and girls should be taught the makeup of a book, the special use of title-page, contents, and index. We find many a person who does not know these things. You will help them greatly if you do no more than this.

When they have learned how a book is built, tell them that as books have indexes so have libraries. If you can, explain the use of the main bibliographic aids, the shelf lists, the catalog, the periodical indexes, etc. But at any rate, let them know that a library is not a trackless wilderness. It has guideposts and guides, in the persons of the attendants. Encourage them to learn the main trails.

Teach them the proper care of books, and respect for library property. Handle books carefully, and insist that students do the same. If you have a loan collection of library books in the schoolroom, have a formal record of those who borrow them. If the class is free to pick up a book and carry it off, as some advise, the books will indeed be picked up, and not laid down again. A business-like record will save the trouble of replacement.

So much for the use and care of books as tools. They are that, but to

you and me they are more than that, they are friends. Shall we not introduce them to the children? The schools of Elgin, Illinois, have (or had, for I am not sure just what they are doing now) a very good plan for this. Lists of books are copied on the blackboard of each room. The children are urged to read five, and encouraged to read more before they are changed at the middle of the year. No compulsion is used, but each pupil is credited with the number read. The books are freely discussed after reading.

In Pomona we use a plan which we think excellent. A list of recommended books is made out for each grade from the third to the eighth. These books are all in the library. The children become members of the library, draw their books like any other citizens, and use them in the reading classes. Each child keeps a record of the books he reads. He may read as many or as few as he chooses, and just what he chooses, within the limits of the carefully selected list. I need not point out what opportunities such a plan gives the teacher to direct and inspire the child's reading, to teach him the use of the library, to make him a lifelong friend to books.

What about the teacher in her direct relation to the library? How can she help the librarian and herself?

First, you may acquaint yourself with the local library, its rules and its tools, its limitations and its resources. It will not take you very long to get an idea of its scope in your own field. Ask to see the shelf lists and the catalogs. Even if the shelves are not open to the public, you can probably get permission to examine them. Ask the librarian what other material is to be had along your line of schoolwork. If the library issues a bulletin of new books, keep

up with this. Then when you send your class to us, you will not bewilder them and drive us into a frenzy by bidding them read what is not there and never has been.

Learn to ask for the specific subject you have in mind. Let your culture demonstrate itself in your clearly defined requests. A man once came to me and asked for books about fruits. I gave him some general works of reference, and asked what fruit he was especially interested in. He replied, "What I want is the onion." I ran down the odorous vegetable, and set before him a new lot of books, but after examining them he still did not look satisfied. "You see," he finally said, "what I really want is the effect of the onion on the human system." This is about the way most people present their needs. The skilled and patient librarian can ascertain your real object. We develop an intuition about it. But it takes time, and not always do we have time, and not all of us are patient, I am sorry to say.

The New York Public Library has arranged lists of books for each week, to correspond with the schoolwork. The books are set aside between the dates given. Other libraries would do the same and gladly if you would tell us what you are to need. So if your plan book calls for the life of John Adams the last week in October, why not notify the library and ask that it be reserved, or purchased if not already on the shelves. This will be a help in several

ways. Library funds are usually limited, and we buy first to meet real needs. Second, we usually have some necessary red tape which prevents bookpurchase at very short notice. While for an occasional emergency the tape may be cut, such a practice is unbusiness-like, and, if a little forethought be used, not often necessary. Third, and here is where your bread on the waters returns to you, you will thus be reasonably sure of having the book when you wish it. Knowing it is needed on a certain date, it will be picked out from the other new books and hurried thru or it will be reserved from general circulation. Or, if old and disabled, it will not be sent to the bindery till after you have used it.

If you can not make out a list so far ahead, you can at least let us know a few minutes beforehand if a class is to be sent in for study. Send a boy ahead, or telephone in the morning that they will be in for material on the tariff or industrial arbitration, or Arbor Day. It takes little of your time, and it helps us wonderfully. See how it works. At 4:30, when everybody is asking for the last novel, and all the club women are getting up papers, in come twenty-five youngsters, each with a hazy but urgent demand for something on arbitration. It takes some time to translate their request into its original form, that in which you gave out the subject. It takes a while longer to get together twentyfive good articles. In the meantime, the children are wandering aimlessly about. Our caustic old gentleman-every library has one, and he is a fine mirror for librarians asks you if you are conducting a kindergarten, and why these children are allowed to disturb real workers. Or, maybe the class does not all

come at once.

One or two canny ones do, quietly, draw out the best material, and keep it. No one else has any show. Now look at this plan: word comes in that the class is to use the references on industrial arbitration between the dates named. May the books be held at the library? The books are collected, marked non-circulating, and placed an a special table. A list is made. The boys and girls settle down at once, and the fiction-reader, the club woman, the caustic old gentleman, and the timid stranger, all get their meed of attention.

Apropos of reference work, please look upon me as pleading with you in the name of all the librarians of the country, when I say this. Don't draw out all the books of the library on a subject, and then send your class to the library to look up that same subject in those same books. This is the universal crime. When the class comes in we may explain all day that the books are out. The answer is ever the same, "But Miss Smith said we would find the books in the library." I wish this was an unusual thing. But it happens daily. Please, please don't.

Familiarize yourself with the possibilities of books, and do not send children for information which cannot possibly be had. An infant once came to me for statistics of persons killed by fire and flood since the beginning of the world. Not very long ago a youth was sent in for a statement of the private capital of United States citizens that is invested in foreign countries. The World's Almanac will do wonders, but it cannot help there.

There is a curious I do not know why.

Remember that "sources" are not always to be used. prejudice among some people against the encyclopedia. Most questions asked by most people are answered to their best satisfaction by either the encyclopedia or the dictionary. But many a pupil who hardly knows the order of the alphabet is sent in with instructions not to use the encyclopedia. You will say, "This research work is to teach the use of books." True, oh king! So is a college exercise in the method of least squares to teach mathematics, but you do not assign it to a sixth-grade boy.

It is not so very long ago that a little girl in the eighth grade came in for something about kitchen middens. The child was from an unlettered family, and of no very great intelligence. Knowing this, I gave her Champlin's Young Folks' Cyclopedia of Common Things. It contains a simple account of kitchen middens, all that could possibly be required in gradework. The child refused to use it. "Teacher said not to use the cyclopedia." The only other material we had was in archaeological works just as intelligible to her as so much Greek. In the name of common sense, what was gained here by using "sources"? It would have helped that child, that teacher, and myself, if I had been allowed to give her the book best suited to her.

Again, please remember that the library has its rules, and that the library board has scorned delights and lived laborious days adjusting them to bring about the good of all. You who inculcate obedience should not reckon our laws as naught. If we do not renew books for you, it is because someone else needs them. We try to look all around the circle. Will you not look with us, and away from your own tiny arc?

Remember, too, that the library likes order. We like to preserve the atmosphere of quiet, of dignity, that befits the place and its purpose. You can help us in this if you will remember not to break our rules yourself. We like to have teachers work with their students in the library. But when a teacher treats the reference room as if it were her own schoolroom, and disturbs its calm by long and loud lectures, that is a violation of our rules and of the rights of others. If you wish to show your class how to use Larned's History for Ready Reference, or to discuss a passage in the Lady of the Lake, ask if there is not a room you may use. There is usually some place to be had, and many libraries have special rooms for no other use. How can we silence two young people who are noisily whispering if at the same time the teacher is doing the same thing? Now I can understand how the teacher may be drawn into talking about her work in the library rooms; but-horresco referens-what shall be said of the teacher who chooses the library to discuss chiffons with her dear friends? Had you seen, as I have, angry looks from men and women, and surprised looks from pupils, you would never permit yourself this discourtesy. You can help us just here very easily and very materially.

Your

But the wise ladies answer me, yes, I return answer to myself, "All these counsels have most teachers followed from their youth up." It is true. burdens are heavy, but you are always ready to help us with ours.

I take

pleasure in acknowledging our obligation, and in renaming this talk, "How the teacher helps the librarian."

HOW CAN THE LIBRARIAN AID THE TEACHER?

WALTER A. EDWARDS, PRESIDENT OF THROOP POLYTECHNIC INSTITUTE, PASADENA, CAL.

When this topic was first assigned me I thought it so simple and trite as hardly to be worth the effort of my pen. But now after some study of the public library and public-school situation I see my error. Instead of being too easy, the subject is of a difficulty far beyond my powers. Understand me. I do not say I cannot suggest a dozen desirable avenues of co-operation between the library and the school. That is easy enough. I agree with Hotspur that Owen Glendower is not the only man who can call spirits from the vasty deep. Why, so can I, or so can any man. But will they come when you do call for them? Ways in which the library can aid the school are obvious and anyone can point them out. But will librarians and teachers put the suggestions into practice? What is needed is not so much information about what can be done, as inducements to do it. It is not enough to say, "This is the way;" someone with influence or authority must add the injunction, "Walk ye in it."

For, many as are the opportunities for co-operation and great as are the benefits thereof, both to the teacher and to the librarian, it is a fact, astonishing but true, that in a great many towns co-operation is as yet unknown. It is indeed gratifying and encouraging that so many libraries are demonstrating the great advantages that flow from an intelligent and helpful relation with the public schools, and I may add that what definite suggestions I shall make are not original ideas of my own but are borrowed from the actual practice of scores of progressive librarians. A recent issue of the Library Journal declares that," co-operation with the schools has perhaps greater possibilities of development and usefulness than almost any other branch of library activity." But it remains true that in a great many places there is absolutely no concerted action for mutual assistance on the part of librarian and teacher, no recognition of the fact that they have a common problem, that they are contributing to the education of the same children and that each has it in his power to lighten the other's burden and so advance the work each has at heart. Why do they persist in working separately, often at cross-purposes, each ignoring the tremendously important work of the other?

Perhaps one reason for lack of co-operation is the fact that the relation of libraries to the schools, tho often discussed, is still a comparatively recent question. For are not public libraries themselves of comparatively recent establishment, at least on the scale and with the universality we are accustomed to? I refer of course not to those great collections of books long ago established at intellectual centers, such as the great universities, but to that strictly