Mrs. Anna C. Bronsky, Chippewa Falls, Wis.
We have had only a few occasions when it was necessary to deny pupils the privileges of the library. In such cases, the suspended one may come to the library for any books needed in school work, but is not allowed to remain longer than is necessary and may not go in to the reading room. This has been found helpful in most cases. I dislike very much to send a child out of the library, and only do so when it is imperative; for while they may be trying at times, they are the very ones who need the help that the library can give. Often the mischievous mood is of short duration, the attention is arrested by something in one of the books before him, and suddenly, your noisy boy is transformed into a studious youth. It is a great satisfaction to know that while the small child is in the library, he is not only safe from the evil influences of the street but is deriving a double benefit—the enjoyment of the book that absorbs him for the time being, and the habit of reading that is unconsciously being formed.
Mr. R. Oberholzer, Sioux City, Iowa.
If a real disturbance is made which seems clearly intentional, a quick dismissal follows. Reproof is never repeated—once speaking in that way is enough. Reproof is always made in an undertone, and the command to go home, while imperative, is in a few words and followed by absolute silence until obeyed. This is much more impressive than any amount of talk. Dismissal is only for the day. I have never suspended anyone, and only once did I write to the lad's mother that it would be better if her son did not come to the library for a time. If a child really wants to come to the library he learns to conduct himself so as not to offend the people who are in other ways such good friends of his. If he only comes for mischief, he soon concludes that the game is not worth the candle. The desire to "show off," always a strong element in a mischievous child, is not gratified, and the whole atmosphere is against him.
To keep things going in this way is not easy except by eternal vigilance, both for the public who have to be taught some things over every day, and for library workers who have to learn to be good natured but unyielding, obliging but arbitrary, eternally patient but abnormally quick.
In short, discipline in a library is, as everywhere, a matter of atmosphere rather than method, and atmosphere always means a group of forces expressed through personality.
Miss Nelle A. Olson, Moorhead, Minn.
Before our library opened, I visited all the rooms of all the schools of the city to talk library. I tried to awaken interest and enthusiasm, and to make perfectly clear to the students beforehand the purpose of a library and what was expected of them there and why.
During the first few weeks I managed to spend a good deal of time in their room, moving about among them, helping them, and ready with a word of reminder the very moment a boy forgot himself. I tried in every possible way to help them to form correct library habits from the first. They all seemed anxious to conform to the library spirit when they understood it.
Now, when a boy does something a little out of the way, I try to pass over it as much as possible at the time, then when he comes in again some time, perhaps having forgotten his feeling of irritation, I try to talk kindly with him about it and I find he usually takes it kindly then, and does not trouble again.
I have tried always to take it for granted that the boy did not mean to annoy but forgot himself or was a little careless. I have no set procedure, but try to settle each little difficulty as that particular case seems to warrant and never to let it go on until it becomes a great one.
Miss Kate M. Potter, Baraboo, Wis.
The burning of our high school, two years ago, made the library the only place of general meeting for the scholars. While it was an added trouble at the time, I am not sorry for the experience either for the scholars or myself. Classes were held downstairs and study periods in the reading rooms. The children were made to realize they were under the same discipline as in the assembly room and while it took our time, it taught them the proper use of the library and we gained in the experience.
First:—In regard to the children coming in such numbers as to keep the older readers away. The older people make such little use of the books in comparison, I believe in giving the time and room to the children.
Second:—As to their making it a meeting place. In smaller places the children have no other place to go. Is it not better to attract them to the library?
Third:—As to discipline. We find one thing essential—not to let them get started in the wrong way. A boy or girl spoken to at first, generally does not repeat the offense.
While this all takes the librarian's time I feel that it is spent, in the greatest good to the greatest number, after all.
Miss Gertrude J. Skavlem, Janesville, Wis.
The Janesville Public Library is so arranged that the desk attendant has almost no supervision over the Reading and Reference Rooms. The matter of discipline in those rooms was a source of considerable trouble until an attendant took charge there in the evenings. We find it necessary to have this attendant only during the winter months, when more High School students use the library than at other times.
It is not the policy of the Library Board to enforce any strict rules as to quiet in the rooms. Rules are very lenient and the enforcement more by inference than in any other way. An attendant if she has the requisite personality, may, simply by her manner ensure quiet and orderly conduct, at least that has been our experience during the past year.
Various other means were tried before the one which we now find so successful. Talks were given in the High School by the superintendent, and at one time a police officer had the Library on his regular beat. None of these methods were permanently successful.
Miss Jeannette M. Drake, Jacksonville, Ill.
I have never hesitated to take what measures seemed necessary to have a quiet library, otherwise how near can we come to fulfilling the purpose of a library?
Since the first few weeks that I was here as librarian I have had no trouble in regard to the discipline. I feel sometimes that I am too strict, but I cannot have patrons say "I cannot study at the library because of the confusion, etc." The only solution of the problem that I know of is to ask every one not to talk, unless he can do so without disturbing others in the least. When it is necessary for people to talk about their work, except to us, we give them a vacant room in the building and often have people in every vacant space and the office at the same time. We encourage such use of the rooms; try to be courteous in our demands; interested in all; do everything in our power to get material for patrons and the result is that they feel that the library is a place of business.
The boys who used to come "for fun" come now and read for several hours at a time and are always gentlemanly and are our friends. I know of none who ceased to come because of the order we must have. At first, if we had spoken to anyone and they still were not quiet, we asked them to leave the building and to come back when they wanted to read or study. We always saw that they left when we told them to do so, and no one has been sent from the building for unruly conduct for two years. If I needed help I would call on the police as I would not want either teachers or students to feel that we could not manage our patrons when they were in the library. Of course we are always on the alert as we realize that the matter would get beyond us if we were careless for a time. It is not easy for librarians to carry out these rules, but it pays in the reputation of the library.
Mrs. Alice G. Evans, Decatur, Ill.
We have had very little trouble with discipline since moving into our own building, the rooms being so arranged that excellent supervision over them is possible from the loan desk. Then too, the children's and reference rooms have their own attendants and any disturbance may be quickly settled.
Perhaps the most disturbing element comes from the boys preparing debates, who often forget and talk somewhat above a whisper, and it is sometimes necessary to request them every fifteen minutes, to lower their voices.
As to making the library a meeting place, this is done, I suppose, to some extent but we rarely have any particular trouble from it.
I think the main reason for the order in our library is the separation of the different departments, as we used to have a great deal of trouble when we had but one room for readers, students and children.
Miss Elizabeth Comer, Redwood Falls, Minn.
When I first came here, I sent both boys and girls home; it was seldom necessary to send the same child twice for the same offense. Some of the boys tried a new tack after being sent home once and were then told to stay away until they could conduct themselves properly on the library premises, with the result that I have not been obliged to send a child away from the library for months.
Miss Marie E. Brick, St. Cloud, Minn.
The question of discipline has always been such an easy matter with me and never a problem that it seems rather difficult to state just how the good results are accomplished. We have none of the disfiguring printed signs of warning about; we do not need them. A glance, a word, a motion, at the least sign of uneasiness or noise, and all is quiet.
Any good disciplinarian will say that her methods are the same. It is not what she says or does, but her entire attitude, her manner, her commanding personality, that secure the desired results.
Our High School pupils never give us any trouble. They enjoy too many privileges as students to abuse them. The school is in the next block, so near that the teachers almost daily excuse a number of them to do supplementary reading in the library during school hours. They hand me a printed slip or pass on entering, which I sign with the time of coming and leaving. These are returned to their respective instructors on returning to the school room. This pass acts as a check on anyone disposed to loiter by the way.
Miss Ella F. Corwin, Elkhart, Ind.
We never have had a great deal of trouble with the discipline. We try to make the children and young people feel that we depend upon them to assist in keeping up the standard of good behavior.
We reach the younger children partly through the children's hour, not by talking to them on these subjects, but by winning them to us through the stories we tell and in our treatment of them.
With the High School boys and girls, it is more difficult. The suspension of two boys had a beneficial effect, but the principal of the High School is our greatest help with them.
Miss Bertha Marx, Sheboypan, Wis.
The matter of discipline has not been of sufficient importance in our library to be classed as a problem. This may be due to two facts: First, the atmosphere discourages rowdyism, loud talking and visiting; secondly, an unwritten rule is that there must be quiet in the library but not necessarily absolute silence. It seems to me where the order in a library is not what it would be, the staff is lacking in its sense of discipline.
If by chance, a group of people happens to make too much noise, we never hesitate to step up to them and in a courteous manner request them to be quiet. Such disturbance is usually caused through thoughtlessness, not from any desire to break a library rule, and after people have been cautioned they rarely commit the offense again. I will admit this must be done in a tactful way, for a grown person does not wish to be dictated to in the library as though he were a child in school. There are a few old men and women who persist in talking in a loud tone of voice; we know it would hurt their feelings if they were told to be quiet and therefore we wait upon them quickly, even ahead of their turn and so get rid of them as soon as possible.
The boys and girls of the High School have to be spoken to quite frequently as they are so imbued with a sense of their own importance that they have very little regard for the order of the library. The most effective appeal which can be made to them is to suggest that every one has equal rights in the library and that when other people come who wish quiet in the reading rooms, the High School pupils have no right to deprive them of it.
One evening the pupils were unusually noisy, we had cautioned them in vain to be quiet, and finally I ordered them all to leave the library. They were simply aghast for they were to have a test in history the following day and the material could only be procured from our reference shelves. I was aware of this at the time but felt drastic measures must be taken to show them that the three readers who shared the room with them had a right to undisturbed order. They plead with me in vain, and finally admitted that they deserved their punishment. It is needless to say that their history teacher approved my actions and that for weeks afterwards we had no more trouble with High School students.
The library is never used as a club or meeting-place by people for we discourage all attempts at visiting among our patrons.
It is not often found necessary to discipline the children in their reading-room as their behavior is on the whole, very good. When they become mischievous or noisy, it is generally because they have remained in the library too long and have grown restless, so they are advised to go out-doors and play for a time. We have practically none of the rowdy elements to deal with and when such children do come, we find that the attractive surroundings seem to have a quieting effect upon them.
Miss Mary J. Calkins, Racine, Wis.
The problem of discipline in the Library, is one which is "ever with us," and I do not feel sure that I have solved it to my satisfaction. We have tried "signs" and no signs; gentle persuasion and stern and rigid rules; and still we cannot always be sure of order, and a proper library deportment on the part of either children or grown people. I have come to the conclusion, that the character of the individual has everything to do with it. Children who defy rules both at home and at school, will also give trouble in the library, and nothing but a complete withdrawal of privileges will do any good. We have had very little trouble during the past year, but the children themselves seem to be different, the rougher class not coming to the library to make trouble, as they did formerly. The High School students are much more of a problem than the younger children; and cause much more disturbance, as far as my experience goes. When they are engaged in preparing their debates, it is necessary to have one of the staff sit in the room with them, and keep constant supervision, or the whole library will be disturbed.
Miss Margaret Biggert, Berlin, Wis.
During the past winter, for the first time since we have been in our new library it has been a question how to manage the situation without antagonizing the offenders, for it seems to me a librarian must avoid appearing in the guise of ogre even at the expense of perfect order. Scholars from the schools use the library constantly in their school work—including reference work for their three debating societies and it is with these pupils that the problem has been, the reference room becoming quite noisy— though more from thoughtlessness and high spirits than otherwise. I feel certain a cork carpet would help to solve this problem in our library—with the unavoidable noise of heels on hard wood floors, it is hard to make people realize they are disturbing others.
My own system of dealing with the problem has been to warn them as pleasantly as possible that they are forgetting themselves and then to impress on them individually as the chance offered, the necessity of remembering that the library is a place for reading and study—not a "conversation room" as an irate gentleman one day said a group of ladies seemed to think. Though it is very seldom that people who meet friends, either by chance or appointment cause any annoyance by remaining to carry on conversation. No signs enjoining silence are in evidence. The younger children have their own reading room and have given very little trouble. This I believe to be in a measure due to the influence of their teachers, who keep in close touch with the work of the library. One lad of about ten, the ringleader of a group, was sent from the library for misbehavior. I was pleased but surprised to have him appear at my home one morning and say: "I am sorry I cut up at the library and I'll never do it again." He never has and he comes regularly.
We were at one time troubled with boys gathering outside the library evenings, making considerable disturbance with malicious intent. I was forced at length to call a police officer, who took the names of the offenders and walked through the reading rooms effectually quelling any budding aspirations toward hoodlumism in the children seated at the tables and we have had no trouble of that kind since.
Miss Molly Catlin, Stevens Point, Wis.
The matter of discipline has not been a difficult one with us, of course we have a good deal of noise, the adults are very apt to forget and talk noisily but as far as real trouble is concerned we have not had it.
The Boys' Club room is a great help, in that the boy who just comes down town for fun and not to read goes into that room from preference.
The girls and little children are often times noisy but with a glance or gentle reminder of some kind, they seem to be all right.
The discipline of the Boys' Club Room is, however, a different matter, it really is hard to discipline, but the reason is that we never yet have gotten just the right kind of an attendant to care for the room, we need one who is interested in boys, who can mingle with them and teach them games, etc. We now have a young man, well educated and a good man but he is lax in discipline and careless about the room. Nevertheless I think the Boys' Club room a success, for during the months of February and March we have sometimes between fifty and seventy boys in attendance at one time and they seem to enjoy it.
Miss Ella T. Hamilton, Whitewater, Wis.
I suppose I have found much the same difficulties as others in regard to discipline. Our High School pupils, especially when working on their school debates, for which they get much of their material from the library, do sometimes find it easy to work together to the annoyance of their neighbors, but as they are, on the whole, well intentioned young people they usually take kindly the reproof. I do not mean to say that they do always after remember and act accordingly. Who of us do? And my experience as a teacher has taught me that some lessons have to be often repeated. There is, however, a kindly feeling between the young people who use the library and those who have charge of it, for we try to help them to whatever they need and they appreciate the fact; and this fact I think helps in the matter of discipline. The main reading room seems sometimes rather full with them, but there are places for but sixteen at the tables and that partly explains it. I have had occasionally the difficulty of young people making the library a meeting place. Only two weeks ago, I told a young Miss and her attendant, that we could dispense with their presence in the library; they have both been back since, but not in any way to our annoyance.
We were at one time much troubled by some boys from ten to fourteen. Sending home didn't help for very long, and I finally went to the parents of the ring-leaders with very good results. Perhaps the fact that complaints came to them from several other sources helped. But I am sure parents can aid the librarian as well as the teacher. The only notices I have ever had up in my library in regard to order are two neatly printed signs, "Silence is golden." I think they have been more suggestive and effective than the ordinary sign.
Miss Grace E. Salisbury, Whitewater, (Normal School.)
In answer to your circular just received, I hardly know what to say. We have practically no disciplining to do. Of course conditions are not the same as in a public library. At the beginning of the school year every evidence of disorder is nipped in the bud, and after a few weeks we are entirely freed from any annoyance from visiting or other disorder. The children from the model school some times show a little inclination to talk too much in getting their books. If a word does not quiet them, the ring leader as it were is sent down to his department room which is the worst possible punishment as they love to come to the library. This never happens more than once or twice a year.
The greatest help I have at the opening of the school year in creating the spirit I wish in the library, is the small work room opening out of it. If students visit, or get to talking over their work, I ask them if they will please take their work into the work room where they can talk things over without disturbing any one. They never resent that, when many times they would resent almost anything else in the way of reproof. If they talk too loud in there or seem to be still disturbing, I call attention to the fact that others are trying to work, and find it difficult to do so under the conditions.
After the first few weeks of the year, I think I have to speak to a student not oftener than once in several weeks if that.
I think the student body recognize the library as a place where they can find absolute quiet, and welcome it in that light, and most of them are glad to help to keep it so.
Mrs. Alice A. Lamb, Litchfield, Minn.
Our library opened four years ago. An acquaintance, through teaching, with most of the children of the town has been of great assistance. Possibly, mature years with a reputation for strict order in school have been of value.
At any rate disorder is almost unknown. We started with the idea of perfect quiet in the building. The text "Be gentle and keep the voice low" was given a prominent place on the walls of the children's room for the first year and I'm sure was helpful.
If the little children get to visiting, usually a glance or a shake of the head is sufficient. To the older children it has been necessary a few times to say quietly, "We must have perfect quiet here." This of course is said privately so that no one but the offender hears.
Sending home seems a legitimate punishment and if judiciously used ought to produce good results.
The good will of the children, with good nature and firmness on the part of the librarian would seem the chief essentials to good order.
If disorder has once become a habit the problem is a serious one. In small libraries with but one person in charge it would seem wise to hire an assistant or have an apprentice to do the desk work during the evening hours or whenever disorder is likely to occur, and let the librarian be free to go about the rooms and use her best efforts to establish order, by every tactful means possible.
Our building is so arranged that every part of it can be seen by the librarian at her desk. This doubtless is a very great aid in discipline, and perhaps explains why we have never been troubled by the boys and girls making a "meeting place" of the library.
Miss Agnes J. Petersen, Manitowoc, Wis.
Reading over your questions on the subject of discipline in the library, brought back very vividly to my mind, the first years of our library work.
From the first day of opening, absolute quiet was made one of the rules of the library, and many boys and girls went home early in the evenings before they would recognize the rule. The fact that no disturbance of any kind would be tolerated was so impressed upon everybody, but, especially upon the children, that now, though the supervision is not so strictly kept, the same good order is easily maintained. A word or look of warning is at most times sufficient now to keep a roomful of 75 children in order except on rare occasions. We did practically I believe what every librarian does. The offender was warned concerning his conduct, and if, after several warnings, he still "dared us" he was sent home, not permitted to return to the library, nor draw books for a week or two as the case might be, only returning after promising good behavior in the future. When, as it happened a few times, the offender did not respond to this treatment, the president of our Library Board sent a note by the chief of police to the offender's parents, and that inevitably ended the matter. Only one boy was suspended for two weeks during this past year, and he gives a great deal of trouble at school, also.
The function of the story hour as a recognized feature of library work with children has been variously discussed. The five papers given below represent these different points of view, and the experience of several libraries is included in the report of the Committee on Story- telling given at the Congress of the Playground Association of America in 1910.
Another group method, which has been adopted as a means of introducing children to books and of securing continuity of interest, is that of the reading club. The three articles given show the influence of the direct, personal effort of Miss Hewins, and the carefully organized work of somewhat different types in two large library systems.
The early history of home library work with children as conducted by the Boston Children's Aid Society and a consideration of the place of this method in extension work of libraries in general are included.
Library work in summer playgrounds is one development of cooperation with other institutions. The first article included may be supplemented by a statement made by Miss Frances J. Olcott in an article on "The public library, a social force in Pittsburgh," printed in the Survey magazine, March 5, 1910. She states that "Perhaps the most important phase of the library's work with children which is being developed at present is that of playground libraries. … Now that the Playground Association is establishing recreation centers for winter as well as summer, arrangements have been made with the library to supply books, the Association providing the necessary reading rooms in its new buildings." Practical difficulties in administration are discussed in the second article.
The last group of articles brings together several unrelated phases of work. Two special kinds of children's libraries are mentioned, one a type—the Sunday School library—and one a library organized for specific work in connection with the Children's Museum in Brooklyn. Work with colored children in a colored branch library is described. The last paper gives a vivid picture of work with children in a foreign district of a large city.
The paper by Edna Lyman Scott, printed in the Wisconsin Bulletin for January, 1905, was said to be introductory to a talk which she was to give at Beloit at the Wisconsin State meeting, February 22, 1905. The author looks upon the inauguration of the story hour as but the grasping of an opportunity in working with children in the library, as a means of cultivating the love of literature and of introducing the child to books.
Edna Lyman, now Mrs. Scott, was born in Illinois, educated in the schools of Oak Park, Ill., and at Bradford Academy, Haverhill, Massachusetts. At the time this paper was written she was the children's librarian in the Oak Park Public Library, then known as Scoville Institute. Her work in story telling became known outside the immediate field of its activity, and in 1907 Miss Lyman severed her connection with this library to give time to special preparation, and later to become a lecturer on literature for children and story-telling, and a professional story-teller. She spent portions of three years as Advisory Children's Librarian for the Iowa Library Commission, and during that period published her book "Story-telling: what to tell and how to tell it." She holds the position of non-resident faculty lecturer on Work for Children in the Library School of the University of Illinois, and the Carnegie Library School of Atlanta, Georgia, and lectures regularly in other library schools, before teachers' institutes and normal schools, women's clubs and study classes throughout the country.
When we touch the question of guiding the reading of children in our libraries we have opened the consideration of a subject which is one of the great arguments for the existence of public libraries.
All about we see and feel the utter indifference of parents to what their children are reading, or whether they are reading at all, and the results of this indifference appear on every hand, in the character of the books which content the child, or in his determination to bury himself in a book to the exclusion of every other interest.
The librarian sees this indifference and its fruit and realizes that it adds another responsibility to her already long list, and another opportunity to serve. She may doubt whether her province is to educate the taste of the public at large, but there can be no question that in the case of the children the choice is not left for her to make; the only reason for the child's reading at all is that he may grow mentally and spiritually. There is no way to protect the child against worthless books except by giving him a decided taste for what is good. Hamilton Mabie says that "tastes depend very largely on the standards with which we are familiar," and if these standards are acquired hit and miss, without training, they are likely to be of a most doubtful character.
The love of literature, like the love of any of the fine arts, is susceptible of cultivation and is strengthened by constant contact with the beauty and greatness which can compel it. "They are exceptional children who read everything regardless of its character and come out all right. We do not know that any child is of such a make-up. We must deal with him as though he were not the exceptional but the normal child." The influence of all that he reads upon the mind of the child is sufficiently appalling, but it is not to be compared with the influence on his character. Henry Churchill King says: "It is his susceptibility to the faintest suggestion that makes the child so marvelous an imitator." The significance of this truth lies not only in the fact that he responds to the example in manners and morals of those about him, but equally, and perhaps even more exactly, to the heroes who live within the covers of his books. If the dangers are great, our response must be as forceful and our search untiring for the influence which will most surely lead the child to the best.
And what means shall be found? The answer seems ready to hand in the use of one of the oldest, yet one of the newest arts, the art of story-telling. You may talk to a child about books, he will give a certain kind of response, particularly if he respects your judgment because of previous experience, but tell him a story and you have fastened him with chains he does not care to resist.
The inauguration of the story hour then is but the grasping of an opportunity, first of all to give keenest joy to the child, and at the same time to set his standard for judging the value of other stories by those he hears, to give him a love for beautiful form, to introduce him to books he might never choose for himself and to bind him to the friend who tells him stories, so that he will feel a confidence in her suggestions.
Before choosing our stories for telling it will be well to remind ourselves of our purpose in telling stories, namely, to give familiarity with good English, to cultivate the imagination, to develop the sympathy, and to give a clear impression of moral truth. With this purpose in mind we shall gather our children into groups whose ages are near, and will be reached by the same tales. We must be methodical in this as in all our library work, and have our campaign well planned before we begin.
Not everyone has the gift of telling stories, but if one is not gifted with the art himself, there will doubtless be someone who is, who can be secured for the purpose, if we only feel that the need is great enough.
The way is open to the minds and hearts of the children. Shall we neglect it because it is old, or because it is new, or because we seem somewhat hampered by existing conditions? Why not follow the successes of others, and then find our own?
The above paper by Miss Lyman is offered as introductory to a talk which she will give at Beloit at the Wisconsin state meeting, February 22, 1905. The story hour has been most successfully conducted in a few of our libraries. To be sure every librarian is not qualified to conduct a successful story hour, but it is usually possible to find someone in the community who will tell the stories. The story hour requires a good deal of preparation. In Pittsburgh the librarians who were to tell stories had special training under Miss Shedlock, a well-known English story teller, and gave thorough study to the subject before attempting to interest the children. This library has published a pamphlet on Story telling to children from Norse mythology and the Nibehulgenlied. This pamphlet contains references to material on selected stories, an annotated reading list for the story teller and for young people, a full outline of a course, and many valuable suggestions. The same library published in its bulletin, October, 1902, the following outlines:
LEGENDS OF KING ARTHUR AND THE KNIGHTS OF THE ROUND TABLE Story 1. Merlin the Enchanter Story 2. How Arthur won his kingdom and how he got his sword Excalibur. Story 3. The marriage of Arthur and Guinevere and the founding of the Round Table. Story 4. The adventure of Gareth Story 5. The adventure of Geraint. Story 6. The adventure of Geraint and the Fair Enid. Story 7. The story of the dolorous stroke. Story 8. How Launcelot saved Guinevere; or, The adventure of the cart. Story 9. Launcelot and the lily-maid of Astrolat. Story 10. The coming of Galahad Story 11. The quest of the Sangreal Story 12. The achieving of the Sangreal. Story 13. The passing of Arthur.
Story 14. The adventures of Ogier the Dane. Story 15.More adventures of Ogier the Dane. Story 16. The sons ofAymon. Story 17. Malagis the wizard Story 18. A Rolandfor an Oliver Story 19. The Princes of Cathay. Story20. How Reinold fared to Cathay. Story 21. The quest ofRoland Story 22. In the gardens of Falerina. Story 23.Bradamant, the warrior maiden. Story 24. The contest ofDurandal. Story 25. The battle of Roncesvalles.
This regular story course will be broken into at the holidays when stories appropriate to the season will be told.
Their bulletin for November, 1904, gives the program for 1904-5 on Legends of Robin Hood and Stories from Ivanhoe. The outline follows:
Story 1. How Robin Hood became an outlaw. Story 2. How Robin Hood outwitted the Sheriff of Nottingham Town. Story 3. A merry adventure of Robin Hood. Story 4. How Robin Hood gained three merry men in one day. Story 5. The story of Allin a Dale. Story 6. The story of the Sorrowful Knight. Story 7. The Queen's champion. Story 8. Robin Hood and Guy of Gisborne. Story 9. How King Richard visited Robin Hood in Sherwood Forest. Story 10. Robin Hood's death and burial. Story 11. The tournament at Ashby-de-la-Zouche. Story 12. The second day of the tournament. Story 13. The siege of Torquilstone.
The following extract on the children's story hour is taken from the Pittsburgh bulletin of December, 1901.
The Library story hour for the children began in a very modest way at our West End branch. It has passed through the experimental stage and is now a part of the regular routine of our six children's rooms. At first disconnected stories were told but when we found how much the stories influenced the children's reading, we began to follow a regular program, which has proved more effective than haphazard story telling. Last year we told stories from Greek mythology and Homer and had an attendance of over 5,000 children. The books placed on special story hour shelves were taken out 2,000 times.
This year the stories are drawn from the Norse myths and the Niebelungen Lied. They are told by the children's librarians and the students of our Training school for children's librarians, every Friday afternoon from November first to April first. As the hour draws near, the children's rooms begin to fill with eagerly expectant children. There is an atmosphere of repressed excitement, and when the appointed minute comes, the children quickly form into line and march into the lecture room where the story is told. Once there, the children group themselves on the floor about the story teller, and all is attention. It may be that the story is a hard one to tell, the process of adapting and preparing it may have been difficult, but in the interested faces of the children and in the bright eyes fixed upon her face, the story teller finds her inspiration.
Extra copies of books containing Norse myths have been provided for each children's room. Since few of these books are for very young children, we tell these poetic stories of our Northern ancestors to the older boys and girls only. For the younger ones there are such stories as The Three Bears, Hop-o'-my-thumb, and other old nursery favorites. At Thanksgiving, Christmas and a few other holidays, the program is dropped and one full of the spirit of the season is told instead. That the children enjoy and appreciate the stories is seen by the steadily increasing attendance, and by the fact that the same children return week after week. Teachers say the very worst punishment they can inflict is to detain a child so late on Friday that he misses his story hour. During the summer months, and early fall, when no stories were being told, there were many anxious inquiries as to when the story hour would begin. At our West End branch the children clamored so for their stories that the work was commenced a month before the time for beginning the regular program.
And what is the use of story telling? Is it merely to amuse and entertain the children? Were it simply for this, the time would not seem wasted, when one recalls the bright and happy faces and realizes what an hour of delight it is to many children oftentimes their only escape from mean and sordid surroundings Col. Thomas Wentworth Higginson once said that to lie on the hearth rug and listen to one's mother reading aloud is a liberal education, but such sweet and precious privileges are only for the few. The story hour is intended to meet this want in some slight degree, to give the child a glimpse beyond the horizon which hitherto has limited his life, and open up to him those vast realms of literature which are a part of his inheritance, for unless he enters this great domain through the gateway of childish fancy and imagination, the probability is that he will never find any other opening. To arouse and stimulate a love for the best reading is then the real object of the story hour. Through the story the child's interest is awakened, the librarian places in his hands just the right book to develop that interest, and gradually there is formed a taste for good literature.
In the following article, contributed to Public Libraries for November, 1908, Mr. John Cotton Dana protests against the popular idea of library story-telling and advocates instruction given to teachers both in story- telling and in the use of books as a better method "as to cost and results." John Cotton Dana was born in Woodstock, Vermont, in 1856, received the degree of A.B. from Dartmouth in 1878, and studied law in Woodstock from 1878 to 1880. He was a land surveyor in Colorado in 1880-1881, was admitted to the New York bar in 1883, and spent 1886-1887 in Colorado as a civil engineer. He was Librarian of the Denver Public Library from 1889 to 1897; of the City Library, Springfield, Mass., from 1898- 1902, and since 1902 has been Librarian of the Free Public Library of Newark, N. J.
Story-telling to groups of young children is now popular among librarians. The art is practiced chiefly by women. No doubt one reason for its popularity is that it gives those who practice it the pleasures of the teacher, the orator and the exhorter. It must be a delight to have the opportunity to hold the attention of a group of children; to see their eyes sparkle as the story unwinds itself; to feel that you are giving the little people high pleasure, and at the same time are improving their language, their morals, their dramatic sense, their power of attention and their knowledge of the world's literary masterpieces. Also, it is pleasant to realize that you are keeping them off the streets; are encouraging them to read good books; are storing their minds with charming pictures of life and are making friends for your library.
In explaining its popularity I have stated briefly the arguments usually given in favor of library story-telling. There is another side.
A library's funds are never sufficient for all the work that lies before it. Consequently, the work a library elects to do is done at the cost of certain other work it might have done. The library always puts its funds, skill and energy upon those things which it thinks are most important, that is, are most effective in the long run, in educating the community. Now, the schools tell stories to children, and it is obviously one of their proper functions so to do at such times, to such an extent and to such children as the persons in charge of the schools think wise. It is probable that the schoolmen know better when and how to include story-telling in their work with a given group of children than do the librarians. If a library thinks it knows about this subject more than do the schools, should it spend time and money much needed for other things in trying to take up and carry on the schools' work? It would seem not. Indeed, the occasional story-telling which the one library of a town or city can furnish is so slight a factor in the educational work of that town or city as to make the library's pride over its work seem very ludicrous.
If, now, the library by chance has on its staff a few altruistic, emotional, dramatic and irrepressible child-lovers who do not find ordinary library work gives sufficient opportunities for altruistic indulgence, and if the library can spare them from other work, let it set them at teaching the teachers the art of story-telling.
Contrast, as to cost and results, the usual story-telling to children with instruction in the same and allied arts to teachers. The assistant entertains once or twice each week a group of forty or fifty children. The children—accustomed to schoolroom routine, hypnotized somewhat by the mob-spirit, and a little by the place and occasion, ready to imitate on every opportunity —listen with fair attention. They are perhaps pleased with the subject matter of the tale, possibly by its wording, and very probably by the voice and presence of the narrator. They hear an old story, one of the many that help to form the social cement of the nation in which they live. This is of some slight value, though the story is only one of scores which they hear or read in their early years at school. The story has no special dramatic power in its sequence. As a story it is of value almost solely because it is old. It has no special value in its phrasing. It may have been put into artistic form by some man of letters; but the children get it, not in that form, but as retold by an inspired library assistant who has made no mark in the world of letters by her manner of expression. The story has no moral save as it is dragged in by main strength; usually, in fact, and especially in the case of myths, the moral tone needs apologies much more than it needs praise.
To prepare for this half hour of the relatively trivial instruction of a few children in the higher life, the library must secure a room and pay for its care, a room which if it be obtained and used at all could be used for more profitable purposes; and the performer must study her art and must, if she is not a conceited duffer, prepare herself for her part for the day at a very considerable cost of time and energy.
Now, if the teachers do not know the value of story-telling at proper times and to children of proper years; if they do not realize the strength of the influence for good that lies in the speaking voice—though that this influence is relatively over-rated in these days I am at a proper time prepared to show—if they do not know about the interest children take in legends, myths and fairy tales, and their value in strengthening the social bond, then let the library assistants who do know about such things hasten to tell them. I am assuming for purposes of argument that the teachers do not know, and that library assistants can tell them. I shall not attempt to say how the library people will approach the teacher with their information without offending them, except to remark that tactful lines of approach can be found; and to remark, further, that by setting up a story-hour in her library a librarian does not very tactfully convey to the teachers the intimation that they either do not know their work or willfully neglect it.
With this same labor of preparation, in the room used to talk 30 minutes to a handful of children, the librarian could far better address a group of teachers on the use of books in libraries and schoolrooms. Librarians have long contended that teachers are deficient in bookishness; and it is quite possible that they are. Their preparation in normal schools compels them to give more attention to method than to subject matter. They have lacked incentive and opportunity to become familiar with books, outside of the prescribed text-books and supplementary readers. They do not know the literature of and for childhood, and not having learned to use books in general for delight and utility themselves they cannot impart the art to their pupils. As I have said, librarians contend that this is true, yet many of them with opportunities to instruct teachers in these matters lying unused before them, neglect them and coolly step in to usurp one of the school's functions and rebuke the teacher's shortcomings.
This is not all. A library gives of its time, money and energy to instruct 40 children—and there it ends. If, on the other hand, it instructs 40 teachers, those 40 carry the instruction to 40 class rooms and impart knowledge of the library, of the use of books, of the literature for children and—if need be—of the art of story-telling, to 1,600 or 2,000 children. There seems no question here as to which of these two forms of educational activity is for librarians better worth while.
The National Child Conference for Research and Welfare was organized at a meeting held at Clark University, Worcester, Mass., in July, 1909. Several papers on library topics were presented at this meeting, one of the most interesting of which was given by Miss Olcott. In this paper she presents the story hour as a method of introducing "large groups of children simultaneously to great literature," and asserts that "the library story hour becomes, if properly utilized, an educational force as well as a literary guide."
Frances Jenkins Olcott was born in Paris, France; was educated under private tutors, and was graduated from the New York State Library School in 1896. From 1898 to 1911 she was Chief of the Children's Department of the Carnegie Library of Pittsburgh. In 1900 she organized and became the Director of the Training School for Children's Librarians. Since 1911 Miss Olcott has contributed to library work with children by writing and editing books for parents and for children.
The library is a latter day popular educational development. It supplements the work of the church, the home, the school and the kindergarten. Its function is to place within the reach of all the best thought of the world as conserved in the printed page. This being its natural function, all methods selected by the library should tend directly to arouse interest in the best reading. Methods which do not do this are, for the library, ineffective and a waste of valuable energy and public funds.
The library movement has grown with such startling rapidity that it has not been possible to codify the best methods of library work, but there has been an earnest endeavor to establish a body of library pedagogy by careful experimentation. Unfortunately during this experimental stage methods have been introduced which do not produce direct library results. Many of these methods, which in this paper it is not expedient to enumerate, are interesting and appeal to the imagination; they may impart knowledge, but they are not, strictly speaking, library methods.
As childhood and youth are the times in which to lay the foundation for the habit of reading and of discrimination in reading, it falls to the library worker with children to build up a system of sound library pedagogy leading to the increased intelligent use of the library. The library worker has to deal with large crowds of children of all ages, all classes and nationalities. In a busy children's room she is rarely able to provide enough assistants to do the necessary routine work and help each individual child select his reading, therefore it becomes necessary for her to direct the children's reading through large groups and to adapt for this purpose methods used by other educational institutions. But these methods have to be adapted in a practical, forceful way, otherwise they become sentimental and ineffectual. For instance, a method useful in the kindergarten for teaching ethics, in the public schools for teaching geography, science or history, if rightly applied by the public library, may be useful in arousing interest in good books and reading. Such is the story telling method, one of the most effective, if rightly applied, which the public library uses to introduce large groups of children simultaneously to great literature. On the other hand, if the library worker uses story telling merely as a means of inculcating knowledge or teaching ethics, the story fails to produce public library results and the method becomes the weakest of methods, as it absorbs time, physical energy, and library funds which should be expended to increase good reading.
The Carnegie Library of Pittsburgh began systematic story telling to large groups of children in 1899. After a few months a decided change was noted in the children's reading. The stories were selected from Shakespeare's plays and there came an increasing demand for books containing the plays, or stories from them. It became evident that if a story was carefully prepared with the intention of arousing interest in reading, it could prove a positive factor in directing the reading of large groups of children. The method was adopted throughout the library system and extended to the various children's reading rooms, home libraries, playgrounds and city schools. In order to make the story telling effective and systematic, a subject was chosen for each year, stories being told every Friday afternoon in the lecture rooms of the Central and Branch libraries and at varying intervals in the other agencies. Large numbers of duplicates of children's books containing the stories were purchased and placed on story hour shelves in the children's rooms. Announcements of the story hours were made in the public schools and notices posted on the bulletins in the children's reading rooms. The children responded so eagerly that it became almost impossible to handle the large crowds attending weekly and it was quite impossible to supply the demand for the books which, previous to the story hour, had not been popular.
The story hour courses are planned to extend over eight years and are selected from romantic and imaginative literature. For the first two years nursery tales, legends, fables and standard stories are told. For the following years—Stories from Greek Mythology; Stories from Norse Mythology and the Nibelungenlied; Stories of King Arthur and the Round Table, and legends of Charlemagne; Stories of the Iliad and the Odyssey; Stories from Chaucer and Spenser; Stories from Shakespeare. At the end of the eight years the cycle is repeated.
The story hours are conducted most informally. The stories are told, not in the children's rooms, as this would interfere with the order and discipline of the rooms, but in the study and lecture rooms of the library buildings. As far as possible a group is limited to thirty-six children. When stories are told to children over ten or twelve years of age, the boys and girls are placed in separate groups. This enables the story teller to develop her story to suit the varied tastes of her audience.
The children sit on benches constructed especially for the story hour. The benches are made according to the following measurements: 14 in. from floor to top of seat; seat 12 in. wide; 3 benches 9 ft. long, one bench 7 ft. long. Benches made without backs. Four benches are placed in the form of a hollow square, the story teller sitting with the children. In this way the children are not crowded and the story teller can see all their faces. It is more hygienic and satisfactory than allowing the children to crowd closely about the story teller. The story hour benches are so satisfactory that we are introducing them as fast as possible into all of our library buildings.
Each story is carefully prepared beforehand by the story teller. In the Training School for Children's Librarians conducted by this Library, all the students are obliged to take the regular course in story telling which includes lectures and weekly practice. Informality in story telling is encouraged. Dramatic or elocutionary expression is avoided, the self-conscious, the elaborate and the artificial are eliminated; we try to follow as closely as possible the spontaneous folk spirit. The children sit breathless, lost in visions created by a sympathetic and un- self-conscious story teller.
In closing I should like to dwell for a moment on what have been called the "by-products" of the Library story hour. Besides guiding his reading, a carefully prepared, well told story enriches a child's imagination, stocks his mind with poetic imagery and literary allusions, develops his powers of concentration, helps in the unfolding of his ideas of right and wrong, and develops his sympathetic feelings; all of which "by-products" have a powerful influence on character. Thus the library story hour becomes, if properly utilized, an educational force as well as a literary guide.
The possibility of library story telling in schools as a means of interesting a larger number of children than is possible at a story hour held in a library is suggested by Miss Alice A. Blanchard in the following paper, also given at the Conference at Clark University in 1909. Alice Arabella Blanchard was born in Montpelier, Vermont; was graduated from Smith College in 1903; from the New York State Library School in 1905, and was a special student in the Training School for Children's Librarians in 1905-1906. From 1906 to 1908 she was the head of the children's department of the Seattle Public Library; in 1909 the head of the school department of the Free Public Library, of Newark, N. J.; from 1910 to 1912 the head of the Schools division of the Seattle Public Library; from 1913 to 1915 the First Assistant in the Children's Department and the Training School for Children's Librarians in the Carnegie Library of Pittsburgh, and since that time has been supervisor of work with schools and children in the Free Public Library of Newark, N. J.
The subject which the printed programme for this morning's session assigns to me is How to guide children's reading by story telling. I must begin my talk by an apology; for I shall speak upon only a limited phase of that subject. The subject of guiding children's reading by story telling is a pretty broad one. Tell a good story to a child and he wants to read the book from which it comes. This simple statement means that wherever the child is, at home, at school, in the playground, in the library, in Sunday School, in the settlement, we can exercise a very direct influence upon his reading taste by the stories we tell him. Story telling is a most excellent method of advertising the good books of the world. I shall consider it as a means of advertising books from the librarian's point of view, and treat it simply as a library method, calling it, if you will let me, a library tool.
Story telling is becoming widely popular in schools, in libraries and as a profession by itself. We know that it is an effective method of reaching and influencing children, and that as a method it has advantages over the printed word. Libraries are considering it a part of their work and are using it on a more or less elaborate scale.
It may be too soon, for we have not been using it very long, to know just what place story telling should take in the work of the library; but some of us feel that we are not considering the subject with sufficient care, that we are letting our enthusiasm run away with our common sense in the matter, a little too much in the manner of our friend who has the automobile fever and forgets that life can hold anything else.
It is evident that since no public library ever has enough time and money at its disposal for the work it has to do, it cannot afford to undertake story telling or any other activity which does not further this work. We say that the function of public library work with children is to give them an intelligent love for the best books, and in trying to do this we must reach the greatest number of children at the least expense. If story telling can be an effective tool, enabling us to reach with books more children at less expense than any other method at our command, then it has a legitimate place in library work. If it cannot do this we should let it alone.
Most of us feel that school and libraries have experimented with story telling long enough now to prove that it has its place as a legitimate and valued tool of the library. At the same time we see these facts, however; many libraries do not understand what this place is; many libraries are using story telling as a tool for another's work at the expense of their own; and some libraries are using story telling when, because of their peculiar situation, another tool would better answer their purpose.
If the library is to use story telling it must be to bring children and books together. This it can do successfully. Library reports show that it has interested thousands of children in the library, increased greatly the general circulation of books from the children's shelves, and created popularity for the books from which the stories were selected.
Incidentally, the Story Hour makes a delightful form of entertainment, for the average child loves to hear stories told. It also establishes a very pleasant personal relation between the children who hear the story and the person who tells it. Herein lies a danger for the library of which we take too little account. Because she can by her stories so delightfully entertain her audience and thereby win their affection the story-teller is tempted to lose sight of the purpose of her stories, namely, to guide the children's reading. If she does forget this purpose, her stories, although they may bring the children week after week in throngs, will leave them where they were before, so far as their reading taste is concerned. The fact that the Story Hour makes a delightful form of entertainment, the fact that it establishes a pleasant personal relation between story teller and children, must not be the reason for its adoption by the library. The story teller must tell stories from books which are to be found upon the library shelves and she must tell the children that they are there. Unless the Story Hour advertises the best books, and results in an increased use of them, the library is wasting time and money in its story telling—to put the matter in its most favorable light.
In the second place, many libraries are making the mistake of trying to do too many things with the story telling tool. They forget that the school tells stories, that it can give the child thereby plenty of facts in science, history, geography, and what not; that it teaches him by means of stories, morals and politeness. They forget that the city does not pay them for doing this school work or for doing the work of the playgrounds and parks in keeping children off the streets. Much can be done by the library in all these ways; but it happens that the work which belongs peculiarly to the library and which no other institution can at present do for it, is to give good books to all the children in the city—a task which of itself is enough for any library to hope to do. Therefore we should discard from our story telling all the lessons we are trying to teach, our Christmas tree, our May poles, our fancy costumes and whatever pretty games we play, and simply tell the children stories from books. Fortunately a good story from a book is enough to delight a child without any accompanying frills, so that the time we save by discarding them does not in the least detract from its efficiency.
And we must tell the stories to children. It has been said of one library and, moreover, with some pride, that the story hour was so popular that many grown people came to it; indeed sometimes there was little room left for the children!
Thirdly, the average library does not sufficiently consider whether in its particular case, story telling is the best tool at its command. What is a good tool in one case may not be in another and a given library may be sacrificing much better work when it takes time, as it must always do, from something else for the story hour.
Often a small library has no story teller upon its staff, but it may be doing effective work with children through its work with teachers, its visits to schools and its children's room. It has a small staff and no room adapted for telling stories at the library. Obviously such a library has no need for the story telling tool, yet many libraries like this are struggling hard to use it. Once a week or oftener they are allowing all the usual routine of the library to be upset to accommodate the Story Hour, the story teller has spent many hours of preparation and is under a strain that is little short of misery, and the children, because of the general difficulty of the whole situation, are deriving no greater love for books nor respect for the library. Such a library would do better to give up story telling and put its energy into what it could do more effectively.
But here let me say that often the small library thinks it has no use for story telling as a tool when as a matter of fact it has.
Children's librarians in large or small libraries count school visiting as part of their work. The school visit offers the best of opportunities for the work of the Story Hour. A story told at the end of an informal little talk about the library will bring the children flocking to the library the minute school is over. The small library which has no Story Hour room but which has a story teller can take advantage of this opportunity and do much with it. The story teller can visit three schoolrooms on different days, tell stories to forty children each time, and because the story telling is distributed over the three days, manage with comparative ease the influx of 120 children who may come for books as a result. More than this, the story teller can have told three stories instead of one, so that only one-third of the children will clamor for the same book. This last point is important as all who have had story-hour experience know.
And it is not always the small library which might better tell its stories in school. Consider the city library which has a story teller who tells stories at a Branch. She gets crowds of children, it is true, but many more do not come. She has too many for her story room. Even if she repeats her story until all the eager children get in eventually to hear it the results are of doubtful benefit. It has meant a fearfully strenuous day for the story teller and for the whole Branch; the chances are that the last children to hear the tale gained little from it because the story teller was too tired to tell it well; many of the children have spent most of the afternoon in the scuffle of trying to get in and having to wait when they might have been out of doors playing; and practically all the children were the same ones who always come. And, as in a small library, all the children want the same books, if the stories were good.
School people, as a rule, are very cordial to the library story teller. Since they are, this method seems preferable to the Story Hour at the library. The story teller, besides being spared the difficulty of managing the story hour at the library, has a better opportunity to keep in touch with school work; can reach all the children instead of the same group week after week; interests teacher as well as the children in the books from which the stories are told; and saves the library considerable money in janitor work and heat and light bills. Probably the story teller has neither time nor strength to tell stories both in school and library. Would she not be wise in such a case to tell her stories in the schoolroom?
There is another thing that should be said of story telling as a library tool. If we aim by stories to advertise the best books, how shall we tell the stories to make the books seem most attractive and to get the best results?
We say that the impression the child gets from a story told is greater than that gained from a story read. Then we proceed to tell him in our own words stories which we adapt from the books we think he should know, trusting that he will want the books themselves as a result. Well and good for those books which depend for their value upon subject matter, regardless of style; for folk-lore, for many of the fairy tales and other stories, but not equally well and good for books that are valuable for their literary forces. If a story is dramatic enough for the telling and is written by a master, is it not a shame to give it to a child in an inferior form when he might have it as it was written? If a master did it, it is every bit as dramatic and as easy for the child to understand in the form in which the master wrote it as in the story teller's version, and many times more beautiful.
Why do children's librarians spend so much time in the preparation of their own versions of the good stories of the world when they have so much material which they can use at first hand? The theory is, that a story has more life if told in the story teller's words, that it is likely to be stiff and formal if she must confine herself to the author's words. This need not be so. If the story teller enjoys the story, as a story teller always must, if she appreciates the charm of its expression as the author wrote it, and sees the value of this charm, the author's words will come easily from her lips with all the life of the original. She may have had to cut the original more or less, but that can usually be done without perceptibly marring the story. If the tale does not lend itself to this kind of treatment and she feels that she must adapt the whole thing for her audience, she can at least quote paragraphs. If the story teller gives the child her own version, the child wants the story because or in spite of what she put into it. He gets the book, fails to find the story teller part of it and, as that is all he is after puts the book down or finds the real thing and thinks the teller didn't know it very well, for "She left out some of the best parts."
I am not saying that the story teller's version is worthless. It is good as far as it goes. I am only saying that by it we often miss an opportunity to give the children something better. None of us can tell the Andersen or the Kipling stories as well as the men who wrote them. Why not give them to the children "straight out of the book," as the children say, and why not, for instance, when we are telling stories of the Trojan War, give them passages verbatim from Bryant's Iliad? This kind of story telling may take more time for preparation than the other for some people, it is true, but the resulting benefit is greater. The librarian who has once told an Andersen story in the words of a close translation will never want to do it in her own again.
In spite of all we say about giving him the best books, are we not giving the child too little credit for literary appreciation? Are not some of our simplified versions of the good stories of the world a little too simple? We refuse to leave upon our shelves such foolish things as the Hiawatha primer, or the Stevenson reader (this gives upon one page a poem from the child's garden and on the opposite page a neat translation!), and yet do we not offend sometimes in the same way in our story telling? Let us not run the risk of spoiling the atmosphere and beauty of a good tale by over-adapting it. If it is beyond the child's comprehension in the beginning, let us leave it for him to find when he is older. If our library story telling has been what it should be, the road will be an easy one for him to follow.
Story-telling in playgrounds, settlements and libraries as it is carried on in various communities, is described in the following comprehensive report which was made by the Committee on story-telling, Miss Annie Carroll Moore, Chairman, at the Fourth Annual Congress of the Playground Association of America. It was printed in the Playground, August, 1910, and an abridgement appeared in the Library Journal (September, 1910). A sketch of Miss Moore appears on page 113.
"Is she a Fairy, or just a Lady?"
A little Scotch girl asked the question after a story hour in a children's library. "She made me see fairies awful plain."
"She made me see fairies, too," answered the children's librarian with whom the child had shared her doubt. "Let's go and find her and make sure."
On the way they spoke of the story they had both liked best. It was about an old woman who lived long ago in Devonshire, who loved tulips and planted her garden full of them, and tended them with great care because they seemed to her so beautiful. After the old woman died some extremely practical persons came to live in her house and they considered it very foolish to grow tulips for their beauty when the garden might be turned to practical account. So they dug up the garden and analyzed the soil, and planted carrots and turnips and parsnips and just such vegetables as promised to yield speedy and profitable returns.