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Of Rural School Library UNITED STATESDEPARTMENTOF THE INTERIOR RAY LYMAN WILBUR.Secretary OFFICE OF EDUCATION WILLIAM JOHNCOOPER. Commissidner - BULLETIN, 1930,No. 6 e STATEDIRECTION OF RURALSCHOOLLIBRARY SERVICE By 01 I EDITH A. LATHROP ASSISTANT SPECIALISTIN SCHOOL LIBRARIES a : Il '4 i e dB. '11 <ND ee-T---7 tcY10- 11 o 1 I e - - m......,- UNITED STATES GOVERNMENT PRINTINGOFFICE WASHINGTON: 1930 Ile by the_Superintendentof Documents. Vhishingtva,D. C, Prim 10ants f CONTENTS Page Letter of transmittal_.__ ode. _ Chapter _ _ I.Introduction__ _ _ _ _ =. ..... 1 Purpose of thisstudy and dthit sources of data__ _ _ _ _ . _ _ 3 ChapterILPresent ruralschool librarysituation 5 School librarydata inreports ofState departmentsofeducation___ _ 6 Whateduratiorialsurveys show 8 Whatschool librarystudiesshow _ _ .10 Chapter III.PrincipalStateagenciesdirectinglibraryservice forrural schools State library 13 extensionagenciesaffiliated withdepartmentsof educa- tion ..... - 7 13 Departmentsof educationwith school library staffmembers__ _ Schoollibrary 17 activities ofdepartmentsof educationin otherStates_ 17 Statelibraryextensionagencies superviseschool libraries_ _ _ _ _ 18 Ruralschool serviceof Statelibrary,extensionagenciesin other States_ _ _ _ _ ................... 19 Stateswithout libraryextensionservice Summary 19 20 ChapterIV.Activities of Stateeducationaland libraryagencies State 23 school libraryfunds . Stateschool 4rary 23 book lists 25 Coordinationof school and publiclibraryresources 29 Lending _ 40eaq. ¡NM .41 service_ _ am aft m'40 Children's 33 readingeourses 38 In-servicetraining Chapter 41 V.Summary AND and conclusions am ...... , 46 Summaryof ..... present ruralschool librarysituation 46 Conclusions 49 III t .14 - - LETTER or TRANSMITTAL DEPARTMENTOF THEINTERIOR, OFFICEOFEDUCATION, Washington, D.C., April22, 1980. SIR: Schoolswere neversodependentuponadequate libraryfacil- itiesastheyareat thepresent time. This conditionhascomeabout largely through modernschoolcurricula whichdemandfor their execution large collectionsof books,maftzines, andother reading mat terrelatingtomanysubjects.At the presentVmemuchstress is being placeduponthe necessityfor well-trainedteachers andsuper- \ ,,()Nof instruction.It ispoor economy to provideahighly trained tfaching personneland withholdthe toolsnecessaryfor goodinstruc- (ion.Libraries, likemaps;globes,blackboards,and laboratoryequip- ment,are-tools of instruction. .c*- The need for bettei-library facilitiesfor childrenliving inthe rural areasOfourcountry-isvery great.The seriousnessof thesituation is pointedOut in the opening chaptersof this study. Thosepersonswhoareconcerned withwaysandmeansfor the improvement oflibrary facilitiesfor ruralschools intheir respective \States shouldhaveaknowledge ofwha,ti being.done alongsimilar lines in otherStates.This studys1io4i,threach of the48 States, the principalState agenciesthataredirecting libraryservice forrural schools; anddescribes theadministratirewachinery thattheseagen- cies havesetupfor theperformance oftheir duties.It also discusses o the chiefrural schoollibrary activitiesof theagencies.I believethata knowledgeof thecontents of the study willbe ofgreat assistanceto State educ,atiofialand libraryofficials, membersof Statelegislatures, leadersin educational,civic, and farmorganizations,and allothers whoareresponsible forimproving libraryservice forrural schools.I recommend,therefore, that fthe publishedas abulletin ofthe Office of Education. Respectfully submitted. Wm. JOHNCOOPER. Commis8ioner. TheSECRETARYOF TIIgINTERIOR. :i.1111{tat WI STATE DIRECTIONOF RURALSCHOOL q LIBRARY SERVICE Chapter I Introduction At thepresnttimemoreemphasis thaneverbefore is beingplaced uponthe improvement oflibrary servicefor ruralschools.This is evidenced chiefly bythe demand createdby certaintypes of teach- ing for libraries, bythe problem ofproviding activitiesfor children of superior nient al abilities,by the needof cultivatingthe naturaldesire that most children havefor reading, and bythe increasedinterest in adult education. Modern 'psychologyanqta newphilophy of educationhave wrought changes in teachiTgduring thepafewyears.Theprac- tice of requiring childrento memorize theconttnts ofafewpagesof atextbook is beingreplaced bytill; project method,the Dalton pian, etc., whichencouragechildrento make theirowninvestigations through the mediumof books,magazines,alewspapers,pictures, museums,and personalinterviews.A single textbookon asubject, no matterhow complete itmaybe,can notsupply all thedataneces- saryin solving themanyproblems arisingfromaproject.It is im- possibletocarryciut effectively' thenewermethods ofteaching uriless children haveaccess tobooks and otherreadingmatter treatingtof various subjects. Children in therural schools,in workingout their problems,must get much informationfrom booki thatcity childrenobtain firsthand. Forexample, urbanchildren experiencethe thrillsof the celebrations thatcitios giveto Lindbergh.Museums and botanical andzoologi- ,. cal gardensafford opportunitiesfor city childrento obtain first-hand knowledgeof plant andanimal life andobjects of interestfrom all parts of the wjrld.Sc1ioo14, chur*rhes,and otherorganizations in citiesprovide,toafargreater degree than do similarorganiAtions. inrural regions,opportunitiesfor childrento hear lecturesoften illustratedfromnoted people;notonly fromvarious sectionsof the UnitedStates but frontforeign countriesaswell, andto make other contacts that widenthe intellectualand sociajhorizon 2 STATE DIRECTION OF RURALSCHOOL LIBRARIES Every teacher is donfronted with theproblem of keeping chldren -goof superior mental abilities busy.This isadifficult problem,espe- cially for the teacher in the smallniral school with its nufltiplicityof grades and subjects.To keep such children marking timewhile their classmates catchupwith them inculcates habits of laA41essand- indifference.The better schoolsystemsares'olving the problemof working children of supernormalabilitiesupto their capacities by providingcoursesof instruction which require differentamounts of work suitedtothe needs of slow, normal, and gifted children.Such coursesof study requireextra reading for children of superior mental PR I NCIPAL STATE AGENCIESDIRECTING LIB RARY sE RvicEFOR RURALSCrIOOLS ..""ftek...... IT r.". *44. ........YE... ....1-e i i i Li 7: ---- 1 ¡WORT i NDAK .. I i . -.--.0 r*---------zMINN /iltioi ---- I f 1 Il i --.4%1i SDAK I -L.".1 a s.. i Il7 .....' i WYO. i r;.... sp.. 0. .1 4 .-`4-.--. r -...-. pokAzi,,i \. h 0 ! Mc= ESP \r. ,w. ( IND OHIO ,..r--:Al[1:10.`EA 1 us init.L II 13-, \CO Liia C4 0 / 1 bill 14.)\ i UTAH i .................... , iLvAijo IL-. i i IN i COLD. ! %I"' \ Ul 111 _. i KANS 'AO vA \ L.III/ n A . ---. i i 't .... --........a i . c.:- -i. mala _.... +a -me .m..ME. NNW . ..í - .... 14C \ .gmlo i a.ME. r 111y IN P4 LA .! /,-- i Moir a Pf Mt* ANIL ! o I giti MIN I I 10 0 Li ..._1 111 Gft i ALA; /Ms r-.; n i A... I , amI Li TE X .LA I .- )EI :""P 0 es, dimspoommo 111LIBRARY EXTENSION AGENCIES AFFILIATED WITH. DEPARTMENTs oF EDUCATION 111DEPARTMENT OF EDUCATION STAFF MEMBERS ASSIGNED TO SCHOOL LIBRARIES - o LIBRARY' AGENCIESSUPERV ISE SCHOOL LIBRARIES ElLIBRARY AGE NCIF.5 EXTENDING SOME SERVICE TO SCHOOLS oNO LIBRARY EXTENSIONAGENCY OR AGENCY NOT FU NCT ION I NG abilities.Many rural sch4sareunabletousesuchcoursesbecause they donothaveaccesstothe rending'matterrequired therein.In their study of differences in themental abilities of children,Terman and Lima found that:exceptionally bright chiltiren readon an aver- t' agethreeorfour timesas manyhooksaschildren ofaverage. intelligence.' .11 ; Recent studies of children's readingshow thatmost children,after they have mastered the tnechaniesof reading, haveka natural deiire for reading.One such study -that of Tema.%and Eirna---draws the , following concluftion regardingthis craving forreading: The twelfthorthirteenthyearUsually marks the beginningof what is called the "reading craze."Never again in his lifedoes theaverageindividual read -77- +=16 . IChildren's &team By Lewis Thrumstad Margaret Lima.P. 56. -.eau I INTRODUCTION 3 as manybooks inone year as he reads at 12or13.Boyigenerally reach this maximum at 13, but girls, whomaturemorerapidly than boys,usually read their greatest number of booksat1i2.2 Another evidence ofthe naturaldesire ofchildrento read is noted in the fact that childrenin ritieswho haveaccess topublic libraries frequent the readingroomsof such librariesin largenumbers by the time they reach qieuppergrades of theelementary schools.Many children living in therural sections ofthecountry haveno oppor- tunity to satisfy theircraxing forreading, duetoalack of school and other library facilities.Doctor Finley,formerly commissionerof education of theState of New York,saysthat if the childdoesnot read,oncehe haslearnedto read, he is likelyto become asinuch ofan illiterateasif he hadneverlearned, andsodefeat thevery purp,eof his hrly training.' The increasedinterest in adult.education-is makingitmoreand morenecess'aryforeveryindividualto obtain much informationfrom hooks.This is particularrytrue of people livingin the niral dis- trictsmore especiallyof those livingin the isolatedsectionsf9r peoplesolocatedmust get from books muchinformation that people living in citiesget through even;ngschools, lecturecourses,andper- sonalcontacts ofmanyand variedkinds.Inademocracy itis essential,not only from thestandpoint ofthe individualbut also from tlintof the Nation,thateverychildcapable of learningto read shalldevelopadesire for readingandataste for wholesome literature
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