SCHOOL LIBRARIAN WORKS WITH PUBLIC INSTITUTION

Libraries in High Schools are not new, but a widespread change in teaching methods in recent years has brought them into universal importance. This change has called upon the pupil to do collateral and supplementary reading in preparing for recitations instead of depending more or less exclusively upon prescribed text-books. In proportion as the change has effected individual schools, especially in the departments of English and History, the library work of students has been increased.

Public libraries have long served high school teachers and students, but schools in which library work has become highly developed have found the ordinary forms of public library service inadequate to the new needs; and although in many cases, for one reason or another, it will doubtless continue to be advisable for an outside library to act as substitute for a library in the school building, it is nevertheless increasingly recognized that, in the words of the state superintendent of public instruction, "no really good high school is possible without at least a fair library equipment." This equipment may be administered by the school public library.

The first purpose of the school library is education; its readers are chiefly or solely teachers and students. Its general functions are to supply books for class work and for cultural reading, and to impart a working knowledge of the use of books and libraries.

The greatest privilege and pleasure which comes to the high school librarian is that of personally influencing the reading of some particular boy or girl. The most serious work of this sort occurs when the public supplies the larger share of books. The high school library cannot have all the books to meet individual needs or desires so by means of reading lists by the teachers, the public librarian is supervising or guiding the pupils in their regular library work. In the public library, a patron is free to read what he chooses, but in this way, the librarian sees that students are attending to their tasks of definite reading requirements.

Thus a close understanding between the public library and the high school library is desirable in order to avoid competition and to ascertain what co-operation is possible and desirable.

Another kind of co-operation which is mutually profitable is in book buying. Here the high school leaves to the public library the purchase of expensive but not essential works; many periodical sets and books seldom needed. On the other hand, the public library leaves to the high school the purchase of textbooks, sets for supplementary reading and other special books of little interest outside the school. Reference books of a type used principally by pupils are purchased by the high school and the public library aids the school library by lending books of interest at a special time, magazines and other material to supplement its resources. In history work, it is impossible for the high school to own all the books that are of interest for each and every occasion. Here the public library fills a big gap. If it has not the best material the library avails itself of the Interloan system at Madison. These books are sent to meet personal, unusual or heavy temporary needs.

For special reference work beyond the scope of the school library, students have been issued permits to the public library. In such cases, we endeavor to notify the public library of the approaching demand. If an assignment is made during a period of the day, the pupil will find his reference material all ready for him at 4 o’clock at the public library.

By means of the telephone the library answers many questions of reference work, which do not require long study.

The high school librarian is glad to advertise the public library by posting its lists and notices, and circulating its folders, lists and other printed matter.

The public library not only lends books to the high school library, but stands ready to give assistance in cataloging book selections, debate reference work, etc.

People are constantly finding themselves in need of information which was not provided for in the school course. The voter, the homekeeper, the business man, and others, are constantly experiencing this need. Manifestly schools can not be blamed for this. It would be impossible for the school to select and teach and the children to learn all the facts that will be needed for life purposes. But the schools can and does give training in self-helpfulness with respect to finding information as it is needed. And this means largely training in the use of books and libraries. Such training is being given definite attention in the course of study in the school for this semester a series of at least eighteen lessons will be given, to each freshman class in the use of books and libraries. These lessons will be given, assigned and recited upon as in the case of the school library cannot supply all the equipment necessary for instruction this is loaned by the public library. At the same time an apprentice course in library work is being given for those who desire a working knowledge of books and libraries. This work may also act as an incentive for some to study the library as a profession.

Taken from Wisconsin Rapids Daily Tribune dated Thursday, February 10, 1921