The instructor for all the subjects mentioned excepting the public library is logically the teacher,because the subjects must be introduced as occasion arises in class.For instance the time for teaching the physical care of a book is when a book is first put into the child's hands.For the talk on the public library,the library itself is obviously the place,and the children's librarian the instructor Some special methods which suggest themselves are as follows:for the physical care of a book,a class drill in opening,holding,shutting,laying down,etc.,rewards for the cleanest books,etc.;for the card catalogue,sample sets of catalogue cards (author,title and subject).The latter method is successfully used by the Binghamton (N.Y.)public library.
In high school,students vary in age from the grammar school boy on the one side,to the college freshman on the other,and the subjects and methods of instruction vary accordingly.In the matter of bibliographical instruction this greater range is reflected in a closer study of reference tools,including those parts of an ordinary book not taken up in the grades,(e.g.,copyright date,preface,peculiar indexes,etc.),the unabridged dictionary,selected reference books,card catalog,magazine indexes,etc.The intelligent care of books can be re-emphasized by an explanation of book structure from dissected examples.
The specific subjects to be taught will vary with the time available,the class of the student,the subjects taught in school and the method of teaching them,and the material on hand in the public or school library.
As to general methods of instruction,these also must vary to suit the subject,the age of the student and the time available.
Straight lecturing economizes time but makes the class restless and inattentive.An oral quiz drawing on the student's own experience is useful in getting the recitation started and revives interest when interspersed through a lecture.Each point should be illustrated by concrete examples from books themselves when possible,or from the blackboard.The lesson should be concluded by a written exercise,not too difficult,which should be marked.For example,the dictionary might be illustrated from the sample sheets issued by the publishers;and the class should then be given a list of questions to be answered from the dictionary.The questions can frequently be framed so as to be answered by a page number instead of a long answer,and each student should as far as practicable have a set of questions to answer different from every other student's.
If the high school possesses a library,much of the instruction is most logically given there.This save the time of the class in travelling back and forth from the school to the public library,particularly if the course is an extended one.
But why does the instruction of school children in the use of books and libraries concern the public library?
Because if children learn to use ordinary books intelligently it means a saving of the librarian's time by her not having to find the precise page of every reference for a child.It means a diminished amount of handling of books.It means less disturbance from children who do not know how to find what they want.Other results will doubtless suggest themselves.
It is not proposed to train the student to be a perfectly independent investigator.That would be impracticable and undesirable.It is simply proposed to give him such bibliographical knowledge as will be distinctly useful to him as a student now,and later as a citizen and patron of the library.
But what part may the public library play in this instruction?It obviously may play a very large part in high schools,the librarian of which it supplies,as in the city of Cleveland.In high schools when the librarian is appointed by the school authorities,it can cooperate with the school librarian by lending speakers to describe the public library,by furnishing sets of specimen catalogue cards for comparison--for public library cataloging may differ from high school cataloging--by lending old numbers of the Readers'Guide for practice in bibliography making,etc.,etc.
Where there is no high school library and instruction must be given by the teacher or the public librarian,again the opportunities of the public library are clear.First there are teachers to be interested.English and history teachers most obviously,and department heads of these subjects are strategic points for attack.The subject of course should never be forced and a beginning should be made only with those teachers who seem likely to take interest.In the Binghamton public library before referred to,the librarian contrived to get the teachers together socially at the library,and the plan was then discussed before being put into operation.In laying the foundation for such a campaign,the librarian should have a simple,but definite plan in mind,based on her experience with school children so that when asked for suggestion,she can advance a practicable proposition.
Finally,under any circumstances,the public library can always be open for visits from classes,and ready to give class instruction in either library or school room as necessity or opportunity suggests.These methods are of course well known.
Much informal instruction can also be given to students on using the index of an ordinary book,or the encyclopedia as occasion arises.
Summing up the chief points of this superficial review,we have seen (1)that the change in teaching methods has made the subject of library instruction important.(2)That the subjects of such instruction should be simple,and that both subjects and methods must be adapted to the occasion,(3)and finally that the public library is interested in the subject from a practical point of view and is able to take an influential part in shaping and administering courses.
