Of Rural School Library

UNITED STATESDEPARTMENTOF THE INTERIOR RAY LYMAN WILBUR.Secretary OFFICE OF EDUCATION WILLIAM JOHNCOOPER. Commissidner -

BULLETIN, 1930,No. 6

STATEDIRECTION OF RURALSCHOOLLIBRARY SERVICE

By 01

I EDITH A. LATHROP ASSISTANT SPECIALISTIN SCHOOL LIBRARIES

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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 education ..... - 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

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- - 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.

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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 teaching 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,especially 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

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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 in orderthattuchchild whenanadultmayintelligentlyassumethe d'utiesof franchiseand()tilerresponsibilitie$ ofcitizenship. The burdenofaccomplishingthis idealfor theapproximately19,000,000 childrenliving inthe ruralsections ofthecountry rests largelyupon the libraryservices availablefor rural sChools.

a . Purpose of ThisStudy and.Sourcesof Data This studywasmade for thepurposeof determiningthe principal Stateagenciesthataredevotinganyconsiderableportion -oftheir Limeto improvinglibrary facilitiesfor ruralschoolstosecureinforma- Lion relativeto the administrativemachinery aratsuchagencies havigsetupfor'theperformanceof theirduties;tocomparethe like- ' nesses andto show the differencesof theprincipal ruralschool libriiry activitiesof theseagencies; andto give siich statisticaland other dataas areavailable,showingto whatextent the vaxiousagencies ireimprovinglibraryconditions inrural schools. The datawereobtained fromastudy ofsuch printedmatterasis availablein the Officeof Educationlibrary, in theLibrary of Congress, '411P ramow p 27. is $tInIeyJohn II. In the forewordof An Annotated,Classified, andGraded List ofBooks Suitable Ur. inElementary for School Libraries,The Universityof the State ofNew York.1919. 1 ()221-30---:----2 0°1111. 4 STATE DIRECTION OF RURAL SCHOOL LIBRARIES and other libraries in Washingtop, D. C., .by correspondenceand personal -interviews with educational and library officials, and by visitstorural schools. The--printedmatterexamined included the school laws of thevarious

States; recent reports and other publicationsconee'rning.school . libraries issued by State departments of education, State librarycommissions, State libraries, the American Library Association, andthe Natioilal Education Association: educational.surveysand Wary studies; and the lending books and magazine articles relatingto the subject of ruhl sc'hool libraries that have been published within recentyears. Information not found in the Jihraries in Washington, D. (1., *was secured through correspondence with library ande7lucatioiialofficials in the various States.The chief(swell,ive heath: of State departments of education,State libraries, and State library commissions cooperate& in verifyingsynopsesohowing the principal activitiesof library officials and divisions in each Of their various departments, and coMmissions; and the American 1 Aihrary Association gagtehelpful suggestions and information and reviewed themanu *script, State departments of education, State library cons.missions, and State libraries \NAT visited and library officials interviewed in Con necticut, Massachusetts, New Jersey,. New York, and Ohio.Mir& schoolsparticularly those of theoneand two teachertypes-- Nsfeert visited in Connecticut, Massachusetts, New .kisey, and New York, for thepprposeofAservingtheir library facilities and notingto what extentlibrary hookswereused by the children in the schools.' It is hoped that the information given in tht;eudy will he of benefit toall Stfttes interested in establishing anddeviOpingcentral ag.encies that,arecapable of furnishinthe leadershipnecessarytostimulate the development of adequate library facilitiefor the children living in the rural areaspf thecountry.

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A Chapter II Present Rural SchoolLibrary$itu4tion WMP,

AttheOutset of thisstudy itis eMirable-to know whatkind of library service isprovidedforruralschools inthe variousStates. -Statisticaldata andot hex informationarefoundchiefly inreports of Snit('departmentsof. education,Statelibrarycommissions,State 'E libraries andeducationalsurveys,findinsctoollibrarystudies. Unfortunately,reports ofmost Statedhartmentsof eliucationgive but lit tledata concerningsmallrural schools;educationalsurveys uiflally do not include thesubject ofschoollibraries,find butfew sr1)o4 librarystudies bavebeen made.Theinformationconcerning 4chool librariesgiven inreports of Statelibrariesandcommissions rehites chieflyto the circulation.oftravelinglibraries. ProvisionforState financialsupport forlibraries inrural school districts isprovidedby lawin15 States, forcountysupport in 13 States,and for localdistrict,support (in Statesin whichthecounty isnot, the local unit,trr schoola(1ministration)in 23States.Pro- vision for Statesupport. is mandatoryin4 of the15 Statesandper- missiveOnlyto supplement, funds raisedlocally intheremaining11 States.. Provision forcountysupport is mandittoryin6 of the13 States, mandatoryonlyto supplementfundsraisedlocally in3,per- mitted unmnditionallyin 2,and perfiliftedonlyto supplementfunds raised locallyin2.Localdistrictsupport is mandatoryin4 of the 23 States,mandatoryin5 States ifdistricts.;wishto share in State funds, andmandatoryinI other Statewhen fundsareraisedby schoolpations,andspecificallypermittedin13 States.' - In Mitmesota,Michigan,NewYork,Oregon,Wisconsin,anda fewother Staiesin whOfpublicfunds havebeenappropriatedfor librariesforaconsiderablemnnber ofyears, collections of library hooksarefoundgenerallyin iherural schools. 4.-"' InStates it)whicheither littleadvantageis takon oflaws permit- tingexpendituresof publicfunds forschoollibraries,orin which there.are no laws providingfor suchexpenditures, pareAt-teacher assoein finsand otherorganizationsarefrequerAkinstrumentalin placinglibrariesin ruralschools. Suchorganizationsin Delaware and Maineareexpendingconsiderableenergyin thisdirection.The State superintendentof Delawaresaysthiht themajorityof thebooks in thelibrariesof ruralschoolshave been curedthroughteacher 111111i111111111111.11. I Lathrop,EdithA. State lawsconcerning financialsuliport forrural schoollibraries. CircularNo. 31, March, Rural School 1929, U. 8, OfficeofEducat ion.(Mimeographed.) 6 STATE DIRECTIONOF RURAL SCHOOLLIBRARIES

and communitycooperation, particularlythrough theefforts ofthe parent-teacherassociations.One of the obiectsof the SchoolIm- provement League of Maine isto make good readingmatter available for boys andgirls living in therural communitiesof that State. In Connecticut,Massachusetts, and otherNew EnglandStates the rural schools drawonthe public librariesfor books. . In Cali- fornia,aState in whichcounty libraries have been developedmire extensively thaninanyother State, iherural schoolsmakevery considdableusé of such libraries. State librariesand State librarycommissionsarefurnishingrural schools withtraveling libraries inanumber of States,hut inmost of the Statesonlyalimited numberof rural schoolsareserved by such libraries,largely becausethe fundsareinsufficientto provide such servicefor all the schools.

School Library Datain Reports of State Departmentsof Education

Most of theannual and biennialreports of State departmentsof education givecertain statistical datapertainingto school libraries. In general, thesedata show for eachcounty the number of volumes in school libraries aridtheamounts spent for library hooksduring the current:schoolyear.Somereports give in addition the esti- mated valueof all the booksin school libraries.Such data give but little insightinto the real librarysituation.A knowledge of the number-of volumesinaschool librarymeansbut little unless it is knoA'nto what extent such volumescanbe 'used by thechildren -attending the school.It isnotuncommon tofind in rural schools books-thatareentirely unsuited forthe childrenattending the schools. Before itcanbe knownto what extent expendituresfor library hooks have addedto the efficiency of the schools,it is,necessaryto have certainotherinformation, suchasthe number andcharacter of the books 'purchasedand the gradesrepresented in theschool. Another difficulty inregardto school library statistics found in reports of State departments ofeducation is that inmost instances there isno wayby which statisticsfor schools locatedin the small ttwns And citiescanbe separatedfrom those ofschools located in theopen countryand small villages. The repoitsfor Kansas andWisconsinareexceptiors in that they give certainschool library datafor 1-teacherand other small rural schools.These datawereassembled for5-yearPeriodsanda egiven in Tables '1and2.A comparison of thedata given inTable ishows adecrease for eachsucceeding schoolyearin the number of 1.4hcher schools in Kansas,and withoneexceptionanincrease for eachsues- ceeding schoolyearin the number ofsuch schools withlibraries.It is anticipatedthat subsequentreports will showaconsiderable in- crease notonly in thenumber .oft-teacher schools with libraries, .. . * PRESENT RURAL SCHOOLLIBRARY SITUATION 7 but also in the number of volumes in suchlibraries, for in1925 the Legislature of Kansas enactedalaw making itmandatoryonthe partof school districtsto expend at least, $5perteacher eachyear for library books. Theamounts spent for librau books in ruraland State-graded schóolsin Wisconsin for theschoolyears1923-24 to 1927-28, inclusive,aregiven in Table2.Theterms "rural" and "State-graded" aretechnicalterms that apply particularlyCaWiscpnsin.In thet Statea"rural" school isat-teacher schoollocated outside town orvillage, which complies withcertain standardsauthorized by law and by regtilations of theState superintendentof public schools; anda"State-graded" school isagraded school locatedinadistrict that does not maintainahigh schooland that complieswith certain standards authorized bylaw and by regulationsof the Statesuper- intendent of schools.Districts including ruraland State-graded 'schools,as-wellasothers in Wisconsin,areassuredalibrary fund ofatleast 20centsper personof schoolageresiding inthe school district byreasonofalegislativeact which makes it mandatoryonthe part of county treasurersto withhold thatamount for the purchase oflibrary'books from the Statecommonschool fund.The number

I of volumes in the rural schoollibraries of Wisconsinincreased from 1,3S9,350to approximately 1,500,000 during the5-year period from 1923-24to 1927-28, inclusive.

TABLE i. Number of librariesand volumes inI-leacher schools in Kansas,19f I to 1925, inclusive

b. Years 1-teacher schools 4 ar- 1921 1922 1923 1924 j 1925

fv# Totalnumber in State 7,413 7,303 7, 278 7, 253 7,223 Number withlihrariRq 6, 234 6,303 6,565 6,625 6, An Numberof volumesin libraries...... _ _ .1...... __ _ _ 338, 9Si5 370, 611 387, 563 428,831 4201 103 _ - tor' TABLE 2. ilm6untsspent for library books in rural and State-gradedschools in Wisconsin, 1923-24to 1927-28, inclusive

Schoolyears Amount spent for hooksin-

1923-24 1924-25 192fr--26 . 1926-27 1927-28 61

Ruralsuhools $24, 784. 22$35, 369. 94 $381 861. 89 841,232, 99 $48, 565, 27 State-icradetischools 9,069. 18 10, 039. 57 11,97343 11,053.00 11, 894. 43

The followingdata fromreports of departments of education in Arizona,Arkansas, Maine, NorthDakota, and Tennesseeshow th'e needfor librariesin rural schools.During the schoolyear1925-26 theaverage*Amber of library booksperpupil inaveragedaily attend- 8 STATE DIRECTIONOF RURALSCHOOL LIBRARIES s

ancein theelementaryschools ofArizonawas2.1.More thantwo. thirds of theelementary schoolsand nearlyone-fourth ofthe high schools ofArkansaswerewithoutlibraries in1927.In1928 Maine reported3,254 public schoolslocated inruralcommunitiesandonly 1,698 schools,includingurban andrural, withlibraries.North Dakota, whichis largelyarural State,reported335 out ofatotalof 5,523 schools,4,735 of whichwere1-teacherschools,not having librariesasrequired bylaw in1926.In1928, 3,316 ofthe6,026 schools inthecounty school districtsof Tennesseewerewithout libraries. What EducationalSurveys Show

From the feweducationalsurveysthat giveinformationrelativeto library facilitiisin ruralschools it,appearsthatnot only is there insufficientspacefor libraries,but alsothat thereisalack ofbooks, andthat suchbooksas'arefound inthe librariesare notadaptedto the needsof children.Recenteducationalsurveysin Florida,New York, Texas,Virginia, WestVirginia, andcountysurveysin Louisiana (parishes) andTexas containsome information regardingschool libraries. The Florida súrveystates that therearebut fewrural schoolswith libraries.'In discussing%the buildingsand equipmentconnected with therural highschpols ofNew York,the RuralSchoolSurvey of New Yorksays,that the librarye`quipment,not including booksand magazines,is littlemore4thanhalf whatit shouldbe if ruralhigh- schoolpupilsare tohave advantagescomparableto those of pupils in city highschools,particularlyin the phasesof high-schoolwork that aredependentuponlibraries.' Accordingto the Texaseducationalsurvey, 44per centof theone andtwo teacher schoolsfrom whichlibrary datawereobtaitied had nolibraries.In others13per centhad10orfewer books.The authorsstate that, judgingfromexperience,manyof the books in the schoollibraries hadnosignificancefor children,partiNlarly those enrolledin the firstfour grades.Seventyper cent of theone andtwo teacher whiteschools and50per centof thethree andfour teacher whiteschools studiedin Texashad neitherinagainesnor newspapers.It isemphasizedin thereportthatsincealarge portion ofthe readingdone bytheaverageindiridualto-day is in the fieldof magazinesandnewspapers,it woulddeem thatthe school shouldassumetheresponsibilityfor teachingchildrenhowtoread newspapers and magazinesprofitably.' The Virginiasurveycalls attentionto the fact thatthe provision of thelaw of that 0 State whichmakesavailable forschool libraries amisa-4116. t Educational - Surrey Commissionand SurveyStaff Reportto the Legislature,State d P. I. Florida, ling. I Rural &toolSurvey of NewYork State.The RuralHigh School.P. 78. s Tens !Mutational Survey Report,Vol. V. Coursesof Study andlustructiod.Pp. 380490. PRESENT RURAL SCHOOL LIBRARYSITUATION 9

Statefundsto supplement funds raised locally has increasedthe number of volumes in school libraries withinrecent,years.However, therewasfoundtobeagreat loss in the number of books fromyear to yeardue to the fact that inmanyinstancesno oneis charged with definite responsibility for theircare.The condition in thisrespect is somewhat better in the high schools than in elementaryand consolidated schools.Student activities, donations,and State aid have been the chiefmeansofsupport of libraries.Practically allof the public-school libraries have been largely dependentfor their incomeuponstudent activities.' Libraries inmanyschools of West Virginiawereexamined by the members of thesurveystaff.They foundparents and teachers making heroic, effortstoraisemoneytopurcha4books for school libraries bymeansof ice-cereamsuppersand entertainments.Often this hard-earnedmoney was spentfor books that couldnot be used in the schools.It is suggested that communities whicharemaking real effortstobuilduptheir school libraries be furnishedcarefully prepared lists of books adaptedto the needs of pupils in the various school gradés.6 ¡Ina surveymade by the State department ofeducation in Wash- ington Parish, La., itwasfound that libraries in the smallschools of the parisharenoticeably absent.Theseven,high schools of the parish have .made commendableprogressinpri:;vidingsmall libraries that,servewithin their limitations.' For thepast fewyearsthe bureauorextensionof the University of Texas has been conductinganumber of ruralsurveysin various counties of that State. . Reports from Karnes, Runnels, Wichita,and WilliamsonCounties givesomeinformationonschool libiaries.In Karnes County itwasfound thatmanyofthe books in the rural school librarieswerenot viapted to the needs of the children of elementary schoolage.'In Runnels Qourity the maximumnumber of books in thelibrary forany oneschoolwas450.Eleven schools reported that they hadfrom 3 to 100 books each thatwereofno use to them.'In Wichita County the ruralscholastic population of 2,471 children hadatotal school library equipment ofonly 1,240 volumes.")In Williamson County the children inthecommonschool districtshad less thanonelibrary bookperchild."

Public Educationin Virginia.Report to tbe Educational Commission of Virginiaofa Survey of the PublicEducational System of theState.M. V. O'Shea, director. Pp. 441k-41.50. Survey of Educationin West Virginia.VolI, Organisation, Administration, andFinance.Pp. 184-18.S. 7 Foote, JohnM. An Administrative and FinancialStudy of the Washington Parish School System. BulletinNo. 112,State Department of Education, Louisiana.August, 1927.P. 43. I A Studyof Rural Schools in Karnes County.Vniversiti of Texas BulletinNo. 2246.1922.P. 31. I A Studyof Rural Schools in Runnels County, Tex.University of Texas.University of Taus BulletinNo. 2426.1924.P. 24. II A Study of RuralSchools in Wichita County.Universityof Texas Bulletin No.2243.1922.P.10, u Astudy of Rural Schoolsin Williamson County, University of TensBulletin No. 2238.1922,P. 44 A*, lo STATE DIRECTIONCAPRURAL SCHOOLLIBRARIES

What School LibraryStudiesSho;v

From the school library stildiesthatareavailable anduponwhich commentsaremade in the followingparagraphs, itappearsthatmany rural schools in theStates and localitiesin which suchstudies have been madearewithout library books;thatmost of the books inrural schpols with librariesmaybe classedasfiction; thatmanybooksin school libraries havenosignificance for children;and that childrenare reading books fartooeasyfor them. Reports of librarysurveysof Barry andJackson Counties,Mich., show that the smalllibraries in the ruralschoolsare notmeetingthe needs of the children.Althoughsomeschòols hadaccumulateda number of books,manyof thesewereold supplementarytextbooks of little present-day value.No additional Wookshad beenaddedto the libraries of the 1-teacherschools in BarryCounty foranumberof years,dueto the fact thatmoneyavailable for librarypurposeswas usedto purchase dictionaries and encyclopedias.Itwasfound that the yearly reading ofseventh anct-tighthgrade pupils inJackson Countywaslimitedtoafew poorly selectedbooks." A study of children's reading inthe rural distriasof55 counties in Minhesota" andanexamination of ruralschool librariesin these districts in thefallof 1924 show thatof the books inschool libraries '43.55percentareclassedasfiction.Thepoorest allotment is found in bookserelatingto the social sciences, such 'asgeography, travel, history, and biography. Other findings relatingto, children's reading in Minnesotaarethat manychildren have read onlyafew books,some not any;that they lackadefinite knowledge of authorsand book titlesandarereading books fartooeasyfor them.The conclusion drawnfrom the study is that teachers needto bemorefamiliar with children'sbooks in order that theymaybe better fittedto direct children in the right kind of reading, arid thatthey needto haveadefinite knowledgeof the suggestive graded lists ofchildren's reading,especially the Minnesota graded list, in order that theymaydevelop in childrenthe abilityto read what is 'suitablefor themat their differentagelevels. Responsesto questionnaires by county superintendents,inastudy made in Nebraska silowdiat62.5percent of the schools in 79 of the 93 counties of the State have libraries.In 48 countiesthemoneyforI purchasing the bookswasearned by the schoolsthemselves; in14it wasappropriated b'y thedistricts; and in13 itwasearned inpart .1 I, Reports of Library Surveys of Barry and JacksonCounties, Mich. AmericanAssociation for Adult Education, 41 East Forty-secondStreet, New York City.(Mimeographed.) is A Study of the Reading of Rural SchoolChildren, Oradea Fourto Eight.State Department of Education, Minnesota.(Mimeograpbed.) e

.. PRESENT RURALSCHOOL LIBRARYSITUATION 11 Air

by theAschools and appropriated inpart by the districts.In37 countiesthebooksarelargelyfiction; in19referenceworks predominate." Inastudy of libraryopportunities ofSouth Dakotapublishedin 1928it is stated that thereareaboutsevenlibrary booksperpupil in the public schools of that State,including rural,consolidated,and _independent schools.Thisaveragehas prevailedsince1920.The number ol volumes replaced eachyearthrough thelibrary fundoffsets books discarded and destroyed.'5 Excerpts from summarizationsof schoolliSrary studiesmade in Michigan, Illinois, and Ohio,and quoted byGray,are asfollows: "1 Vaughn found theaveragenumber of booksin 40 ruralschoolsof Michigan to be 242.It is explainedthat this largenumber of'woks maybe partly accountedfor by the factthatmoneypaidto the State for penal finesmust be used exclusively forschool libraries. Data found in añunpublishedmaster's thesisby Rethlingshafer give certaininformation regardingthe nuinberof books inschool libraries ill39 one-teacher elementaryschools,4 centralized schools, and 4high'schools in AdamsCounty, Ill.;and 12 centralizedschools in Butler County,Ohio. Thetotal numberqf books inthe 39one- teacher ruralschools of AdamsCounty, Ill., w.as2,000.Almostone- fifth of thesehookswerereportedasunsuitable foruseinany*grade. Therewere nolibraiy booksin 9 of theschools andtheaveragenumber of booksperpupilwas4. Inequality ofservicewasevident both incountiesand inthe varioustypes of schools studied.For example,in thecaseof the 39 one-teacherschools therewere262 pupils in20 schools whohad access toatotal of281 books, while therewere273 pupils in19 schools who hadaccess to1,719 books.In thecaseof theelementary grades of thecentralized schools,901 pupils in9 schools hadaccess to 1,210 , books,while916 p.upils in7 schools hadaccess to2,723 books.Among the highschools,247 pupils enrolled inthe4 high schools andin the high-schooldepartments oftht4 .centralized schoolsin Adams County,Ill., hadaccessto.2,016 books; and256 pupils in thehigh- schooldepartments of4 centralized schools inButler County,Ohio, hadaccess toatotal of3,933 books.Theaveragenumber ofbooks foreach pupilin both theelementary and highschools rangedfrom lessthan1 in the first gradeto 11 in the high school.

II Clark, I.N. The RuralSchool Library.In Twenty-slithBiennial Report ofthe State Superin- tendentof Public Instruction,1910-1921, Nebraoka, Pp.48-67. li SouthDakota State Collegeof Agriculture and MechanicArts, Brookings.Equalising libraryoppor- tunitiesin South Dakota.Pp. 20-21. 14 Gray,William8. Summary of ReadingInvestigations. Universityof Chicago. KW.Pp. 20-23. 103221-Z----3 12 STATE DIRECTIONOF RURAL SCHOOLLIBRARIES

A study madeby Ashbaugh andreported by Buckinghamshowsa rangefrqm 16 to 488 volumesin rural schools inonecountyinOhio. A classificiation oftitles showed 40percentbelonged to the field of English literature; 17percent toscience; 15percent tohistory and citizenship; 11percentweretextbooks; and theremainder.were reference booksaswellasbooks relating togeography, biography, and agriculture.Reportswerealso secured fromthe superintendents of 10 other Ohio countieswho sent lists ofbooks from theiraverage and poorest libraries.Theinimberof booksperschool in the 10 libraries classified by thesuperiritendentsas averagevaried from 29 to 215.Theaveragenumber of volumesin the poorestlibrarieswas 50 andin the so-called "average" 131.

lop

'Ns

A Chapter III 4

Principal State Agencies Directing Library Service for Rural Schools

The principal State agencies directing library service for rural schoolsare:(a) State departments of education, and (b) State library extension agenciesthat is,State libraries, with extensionas one function, and State library commissions.

State library Extension Agencies Affiliated with Departments of Education In 16 States library extension agenciesareaffiliated with departmentsof education in the followingways:(a) By making suchagencies divisionsorbureaus in departments of .education;(b) by placing the governing board of the State libraryagencyin the department of education; (c) by giving the State board of education authorityto appoint the personnel of the State library boardand (d) by making the State's chief school officer supervisor of library 'extension.The practice of affiliating State library extension agencies with State departments of education is the result ofagrowing tendencytocen- tralize all ofaState's predominantly educational activities. At thepresent time State library extension agencies function , alsionsorbureaus in departments of education in12 States Arkansas, California, Connecticut, Massachusetts,Minnesota, New York, Pennsylvania,RhodoIsland,Tennessee, Utah, Vermont, and Washington. InoneState Ohiothe State library, with extensionas onefunction, is affiliatedwith the State department of education, by virtue ofan actpassed by the Ohio Legislature in 1921, which createdaState library boardin the department of education and made the State directorof educatio/1 chairman of the board. Inoneother StateVirginiathe Stge board of education is given legalauthoritytoappoint the board of directors of the State librazir, except the law library. Intwo other StatesIdaho and MarylandState library commis- sionsareaffiliated with State departments of education by legislative acts that give the State board of educationorthe chief State school officersupervision of library extension. The laws of Idaho provide thatthe State board of education shall supervise,govern,and direct the Statelibrary commission.The State superintendent of schools in Marylanbecamethe supervisory head of the library extension agencythiougharecent legislative act.

.1 13 14 STATE DIRECTION OF RURAL SCHOOLLIBRARIES

1 That possibly there isamovement to form affiliations between State library agencies and departmentsof education is exemplified by the fact that in each .of the 16 States, except Connecticut,i\T ew

. York, Virginia, and RhodeIsland,such affiliationsare comparavely recent.Since.1911 State libraey extension agencies have beentcon- solidated with departments of education in the following St'ates: California, Massachusetts, Minnesota, Pennsylvania, Tennessee, Ohio, - Vermont, and Washington; library extension divisions have been established in departments of education in Arkansas and Utah; and State school authorities have been given supervision of State library commissionsorState libraries in Idaho and Maryland.School libra- riansareemployed in 5 of the 16 States, viz, Minnésota, New York, Pennsy1vania1,1 Tennessee, and Virginia.c In Califordia thecountylibrary organizer of the staff of theaState library,adivision of the State department of education, performs duties similarto thoseof State school library supervisors. Further information concerning the affiliation of State libraryextension agencies with State departments of education, titles of offi- cialsordivisions that direct service for rural schools, and other details regarding thetypes oforganizationaregiven in the followingpara-

. graphs for each of the 16 States, except Idaho and Maryland. In 1921 the Legislature of Arkansas enactedalaw providing that afree library service bureau be placed in the State department of education and be operated by it.The bureau didnotbeginto function until 1923,as noappropriationwasforthcoming until that date. Asone personhad charge of all the activities of the bureau until 1930, onlyasmall proportion of her time could be devotedtoschools. In 1930 the work of this bùreauviistgreatly strengthened byafinan- cialgrAnt from the JuliusRosenwata fund.This fund provides State aidtoanyof the Southern State library agencies that need it End thatmeet certain conditions stipulated by the fund.Thegrantre- Ceivedby the Arkansas free library service bureau,,together with the increased State appropriation madenecessaryto takeadvantage of the Rosenwald offer, has raised the annual budget of the bureau from $2,000 to $7,750. The State library of California becameadivision of the State department of education in July, 1927, byreasonofanactpassed by the California Legislature of thatyear.The chief of the division is knownasthè State librarian. The Connecticut public library committeewasestablished in 1893. It is appointed annually by theState board of education and isessen. tiallyanadm*izative division of it.:.-The title of the officer, who directs work fortschools is "Visitor and inspector of libraries."

t Pukka of school librariantemporarily vacant.

1 (STATEAGENCIES DICTING LIBRARYSERVICEI 15 The Legislatureof Massachusettsplaced thefree publilibrary commission underthesupervision ofthe Statedepartmentf education in 1919.Itnowfunctionsasthe divisionof publiclibraries, State department ofeducation. f In 1919 thelibrary activitiesof Minnesotawereconsolidated into adivision of theState departmentof educationknowriasthe library division.The workof the librarydivision fallsinto threelines: (a) Supervision and aidof public-schoollibraries;(b) advisoryand in- structional workfor publiclibraries; and(4 theoperation öfthe traveling andreference library.The firstof thesehas alwaysbeen afunction of theState departmentof education,and thesecond and thirdwereformerly carriedonby thepubliculibrarycommission.The assistant directorof librariesin chargeof schoollibraries andthe librarian ofthe travelinglibraryarethe officialsthat havemost to do in promotinglibrary servicefor ruralschools. New Yorkis placed withthegroupof States inwhich Statelibrary agencies affiliatewith Statedeparsments ofeducationbecause the University ofthe State ofNew Yorkcorrespondsto departments of educationin.otertates. t presenttwoiv' ons oteUniversity of theState of NewYork directlibrary servicef schools:(1) The libraryextension division;and (2) theState libra The libraryextension divisionhas, since itsestablishment,eithfunctionedas a ,section ofthe Statelibraryor as adivision ofthe university.Itwas establishedin1891as asection of ,theState library,and since1907 it has beenadivision ofthe university.Two sectionsof the library extensiondivision extendserviceto schools: (a) Schoollibrarysuper- visionthroughits supervisorof schoollibraries andassistantsuper- visorof schoollibraries; and (b)the travelinglibrary section.The Statelibrary,through itsreferencesection, lendsbooks and debate

materialto schools. - TheOhio Statelibrary directslibraryservicellior ruralschoolsas follows:Through its maifidivision itactsas acentralsourceof supplyforeveryschool libraryin theState,furnishingthrough interlibraryloans unusualand expensivebooksnot found in smaller collections;the Statecirculationdepartmentcooperates with all schoolsin fillingmailrequests for booksto supplement thecollections ofbooks inthe schools;the referencedepartmenttakescareof generalreferencework for ruralschools andmakesbibliographies andreadinglistsonsubjects requestedby theschools; thelibrary organizationdepartment collectsinformationabout schoollibraries andassistsschools inclassifying,cataloguing,and organizingschool libraries;and thetraveling librarydepartmentgives state-wide bookserViceto rural schools.The policyof thiidepartment isto furnishbookstogroupsqf childrenin communitiesin whichpublic librariesdonot exist.

b...tV17 16 STATE DIRECTIONOitRURALr; 6LIB1ARIES

%Inalegislativereorganization of theState governmentof Pennsyh vaniain 1923 thepowersand duties of theState libraryandmuseum weretransferred to thedepartment ofpublic instruction,and it nowdunction3as adivision of thedepartment.In 1921adirector of school librfirieswasadded to the staffof the4parfment of public instruction. At tha presenttime theposition of directorof school librarieg istemporarilyvaca'nt.The Statesuperintendent ofpublic instructionsaysflat when theposition is filledit will beplaced in the libraryextension sectionofthe Statelibrary nndmuseumdivision of the departmentof public instruction. The State boardof educationin RhodeIsland exercisesthe func- tions ofalibrary commissfon.Activities relating tolibrary service for schoolsareperformed chieflyby thecommissioner ofedu.cation, who selectsbooks forschool libraries,and, the libraryvisitor who administers' traveling libraries andaids publiclibraries inestablishing branch librariesin schools. The depvtmentof educationin Tennesseeassumed schoollibrary duties in 1919,whenadirector ofschool librarieswasemployed by authorization of thelegislature.In 1925travelinglibrarieswere transferred from theState library toithe departmentof education. A ruralschool librarianisnow amemlitar of the Statedepartment of education staff. The Legislatureof Utah in 1911 gavethe Stateboard ofeducation authority tomipoint.asecretaryot librariesand gymnasiums.Fora féwyearsthe positionwasnotfilled becauseof financialstringency, but in June, 1925,asecretary-el Statelibrtiry servicewasappointed onparttime. Byanactof theGeneral Assemblyof Vermontthe freepublic library commission ofthat Statewasplaced under thesupervision of the Statedepartment ofeducation.in 1923,andnowfunctionsas the "freepublic librarydepartment" ofthe Statedepartmentof education. The supervisoroftextbooks andschoollibraries inthe State department ofeducation inVirginia supervisesexpendituresof State-aid librariesfor niral schoolsandencouragesthe development and growth oflibraries in suchschools.The extensiondivisionof the State library,whose membersareappointed by theStateboard of education,supplies schoolswith travelinglibraries.The(loin- missiOn whichrecently surveyedtheeducational systemofVirginia) recommends that theState's schoollibrary activitiesbe mergedand' lodged in the Statedepartment ofeducation.' The StAtelibrary and thetraveling libraryservice ofWashington wereconsolidated with thedepartment ofeducation by actionof the 1929legislature, whichabolished the formerState librarycommittee 4E1Mo.. 3 iov to the gent Report of theCommission to Survey theEducational System ofVirginiasubmitted si ...24)ukbl;an I 1928.7P. 11,lts Public Education ofVirginia. STATE AGENCIES DIRECTING LIBRARY SERVICE 17

andtransferred itspowersand dutiestothe superintendent of public instruction.The books of the former tritveling library (56,000 volumes)have been loaned by the State department of education to the countiesand schools of the Stateasincentives for establishing county orcommunity library service.The books will be made permanentgiftstocountiesorcommunities establishingproper libraryservice. Departments of Education with School Library Staff Members Departments of education in four States--Alabama, Louisiana, North Carolina, and Wisconsin 202hose relationship to State library agencies is neither thrtt of affiliationnorsupervision, include staff members who give allor aconsiderable portion of theix timetothe sdirection of library service for rural schools. In Alabama supervision of school libraries ison&of the duties assigned to the -division of school and community betterment in the State department of education.Certain duties pertaining to school libraries have been performed by the State Department of Education of Alabama since 1911, when the legislature of that State passedan actproviding State aid for the establishment and maintenance of libraries for rural schools. State aid for school libraries has been distributed by the department of education in North Carolina since1901.Sirice 1923 the State inspector of elementary sdiools had been performing this and other duties pertainingtoschool librariesin all devoting about one-fifth of her timeto the work.In July, 1930, it is expectedadirector of school libraries will be employedonfull time. \ In September,1929, the State department of education of Louisiana addedasupervisor of school librariesto the staff.This officer will eveafually give attentionto all phases of school libiary 4ork.At thepresent time special effort is beiRg madeto assist high schools in meeting the librarystandards-recently adoptedby the commission onsecondary schools ofthe associa0on of collegesand secondary 3choolsof thd Southern States.The department of education cooperates with the Louisiana Library Commission.Together the two agenciesareworkingoutpolicies for jointservice to schools and communitiesby parish (county) libraries. a In Wiscbnsintwo members of the staff of° the State department of education givefull timeto thedisectioftof school library activities asupervisor of schoollibraries andanassistant supervisor of school libraries.

School Library Activitiesof Departments of Educationin Other States Repliesreceived from Statedepartments of educationin the retroining 28 Statesshow that, whilenoofficialsareassigned Fork perainingto school libraries that requirdsanyconsiderable portion 18 STATE DIRECTION OF RURALSCHOOL LIBRARIES of theit timersomefew activities relatingto rural school libraries arecarriedonby various members ofthe departmentsespedpiallyby elementaryand high school supervisors.These activities-are con- cerned chlefly withthe preparfttion of listsof books fromwhich 'selectionsare.to be made for school libraries, the promotionof reading coursesfor children, theadministration of State fundsfor school libraries, andthe estabhshment ofaminimum level of libraryaltain- mentfor schools seekingto meet the requirements for standardiza.tion. The replies indicatefurther that Statedepartments of education witt, only cooperate with State library commissionsand otheragencies thatareattemptingtoimp.rovelibraryservice for rural schools,but thatsomeof them makespecial effortsto emphasize the need of librariesas necessaryaids in theuseof i1iiproved methods ofteaching. It iscommonfor the State's chiefschool officerto beAnexofficio member of theState's libraryagency.

State Library Extension AgenciesSupervise School Libraries

The circulationof traveling libráries,the lending of books andpam- phlets (sometimespictures) for shortperiods,arethe usualservices extendedto rural schools by State libraryextension agencies.In additionto this service, State libraryextension agencies intwo States Indiana andMichiganemploy schoollibrary supervisors;and 'the New Jerseypublic library commissionand tlie OregonState library, while designatingnospecial staff membersasschool librarians,appor- tion public-schoollibrary funds andcarry outcertain policiesper- tainingto the improvement of libraryservice for rural schoolsin each of theirrespective States. "theIndiana PublicLibrary Commission,which since1925 has becomeapart ofalarge State departmentknownasthe Indiana Library andHistorical Department,has beensupervising school. libraries since1904, whenaschool librarysupervisorwasaddedto the staff.From1916 to 1920, inclusive,therewas noschool library supervisoronthe staff, but theworkwascarriedonby othermembers of thecommission until1921, when such supervisorwasagain employed. In Michigan,work pertainingto the supervision of schoollibraries formerly functionedunder the Statelibrary commission.In 1921 the legislature abolishedthe commissionand transferred itsduties and powers tothe State library.Dueto lack of funds, all fiel4) work ceased until July,1924, when fundsweresecuredto-establfsh the extension divisionof the State library,which includesasupervisor of school libraries. t i 1

No. STATEAGENCIESDIRECTINGLIBRARYSERVICE 19

Rural SchoolService of StateLibraryExtensionAgencies ih OtherStates In additionto the 16States in whichState libratyextension atrenciesareaffiliatedwith Statedepartmentsof educationand the 4 States in whichstichagencieseither employschoollibrariansor exercise definitesupervisorypowers over school libraries,State library extensionagencies,in 22States eitherdirectcertainservices forrural schoolsorhopeto direct suchservices inthqnearfuture.These States andthe agenciesare:State librarycoNmissionsColorado,. Deldware,Georgiar-Iowa,Kansas,Kentucky,Louisiana,Mississippi, Missouri,Nebraska,NewHampshire,New Mexico,NorthCarolina, North Dakota,Oklahoma, SouthCarolina,SouthDakota, and Wisconsin.Statelibraries withextensionas one functionFlorida, Illinois, Maine,and Texas. Areport from the newl31/47organizedFloridaState'LibraryBoard showsthatfone ofthe objectivesof,theboard isthat theState library shall lendbooks to-ruralcommunities Ilb with thehope thatsuch action will buildupsentimentfor theestablishmentofcounty libraries. State libraryextensionservicewasestablished inNewMexico in connectionwith%the Statemuseumby thelegislature of1929. An announcement ofthe contemplatedactivities ofthe serviceshows that travelinglibrarieswill beavailable4orthe schoolsaswellasthe peisonalassistanceof the direc&rof theservice.' In1925, theLeague ofLibraryCommissionsbeganoperatingthe work oftheLouisianaLibrary-Commissionas a 5-year demoiastra- tion bymeansofaspecialgrant of$50,000 providedby theCarnegie Corporation.Particularemphasis isbeingplacedonthe establishment ofcounty libraries.' Fundshave justbeen securedfor theoperationof theStatelibrary agencyin SouthCarolina whichwasestablishedwithout appropria-- tion byan actof the1929 legislature.One thousanddollanwas raised by individualsubscriptionsand$4,000wasgiver(by the RosenwaldFund.The jawstates thatoneof theobjectives ofthis agencyis to devise andcarryintoeffectmethodsby vhichfree publiclibrariescanbe extendedto tbe ruraldistrictsof theState.

States WithoutLibraryExtensionService In threeStatesArizona,Nevada,andAyominglibraryexten- sion agencieshavenot been establishedby law.Accordingto the America'n bLibraryAssociation,theWyomingStatelibrary isactu-- allyperformingsomeof thefunctions ofa- State library In agency. two otherStatesMontanaand West Virginia---thènecessary legislationhas beenpassed,butat thepresent writingfundsarenot availablein eitherof theseStatesto put thewokinoperation. 'S statelibrary extension. New MexicoSchool Review,September,1929.P. 12, 4 Libraryextension. American LibraryAssociation,Chicago,19X.P. 114.

103221--30-74i lit

_ 20 STATE DIRECTIONOF RURALSCHOOL LIBRARIES

The 'AlabamaDepartment ofArchives andHistory hasdefinitely givenupthe limitedamount of library extensionwork that itfor- merly carriedon.Plansareunderwayto create in that Stateat the next meeting of the legislatureaState librarycominission.

Summary Forty-three Statesaredirecting libraryservice for rural schools, either through their Statedepartments of educationortheir State library extension agencies,orboth.Irr 3 of the43 StatesLouisiana, North Carolina, and WisconsinbothState departments ofeduca- tialand State library extensionagencies Elie directingsuch service, makingatotal of 46 State educational andlibrary agencies inthe43 States thataredirectinglibrai:yservice for rural schools. v In 16 of the43 States4ibrary extension agenciesareaffiliated with departments of education eitherthrough making libraryextensiona divisionorbureau of the department ofeducation (12instances),or by creatingalibrary board in thedepartment of education(one instance, Ohio),orby making the appointmentof the library boarda function of the State departmentof education(one instance, Vir- ginia),orby giving the State chief schoolofficers supervision ofthe library extension agencies(two instances, Idaho andMaryland).

L State departments 9f education in4 of the 43 States haveontheir staffs members who give allor aconsiderable portion of theirtimeto the direction of library servicefor Tural schools. State library extension agenciesin 4 of the43 States either have school library supervisorsontheir staffsorhave general supervisory powers overschool libraries; and in22 of thb 43 States théy dipect someservice for niral schools. The 43 States and thenamesof the 46 educational andlibraryex- tension agencies directing libraryservice for rural schools.are as follows: I. Educational agencies A. States in which State libraryextension: agenciesareaffiliated with departments ofeducation: Arkansas Departmentof edmation, qee libraryservice bureau. CaliforniaState departmentofeducation, of which theState library isadivision. ConnecticutState board of education,public library committee.5 Idaho--State hoard ofeducation,idahoState Traveling Library Commission.6 MarylandDepartment of education,Maryland Public LibraryAd- visory Commission.7

I Public library oommittee appointed byState board ofeduCationand essentiallyan admthistrative division of it. *State board of education supervisesState traveling library commission. IState superintendent ofschools supervisory head of theMaryland Public Library Advisory Com- WNW& rill...."------STATEAGENCIESDIRECTINGLIBRARY SERVICE. 21

MassachusettsStatedepartment of education,division ofpublic libraries. MinnesotaStatedepartment ofeducation, library%division.' NewYorkUniversityof the Stateof New York,libraryextension division, andState library. Ohio8DepartmentIOeducation, Ohio StateLibrary. PennsylvaniaStatedepartment ofeducation,") ofwhich the State library andmuseum is a division. TennesseeStatedepartment ofeducation, divisionof libraryextension.' Utah Statedepartment of publicinstruction,secretary State library service. Rhode blandRhodeIsland StateBoard ofEducation,library visitor. VirginiaStatedipartment ofeducation." VermontState 137)ardof Educationof Vermont,free publiclibrary department. WashingtonStatedepartment ofeducation. B. Statesin whichdepartmentsof educationeitherare no.t affiliatedwithordonot superviseState-libraryextension s agencies,hut havestaff members giviligaconsiderable portion oftheir timeto school libraryactivitiesare: Alabama(division ofschool andcommunitybetarment), Louisiana, gNbrth Carolina,8 and Wisconsin.' II. Libraryagencies A. Statelibrariesand commissionswith schoollibrarysupervisors,orwith generalsupervisorypowers overschool

libraries:-- IndianaLibraryand HistoricalDepartment ofthe State of Indiana.' MichiganMichienState Library.' ) New Jersey.PulticLibrary Commissionof New Jersey. OregonOregonState Library. B. Statelibraries andCommissionswithout schoollibffiii;supervisors,orsupervisorypowers overschool libraries,but directingsomeservice forschools: ColoradoColoradoLibrary Commission. DelawareState LibraryCommission ofDelaware. FloridaFloridaState Library. GeorgiaGeorgiaState LibraryCommission. IllinoisStatelibrary, libraryextension' division. lowaIowaLibrary Commission. Kansas---KansasTraveling LibraryCommission. KentuCky--KentuckyLibrary Commission. LouisianaLouisianaLibrary Commission.

imis OElm schoollibrary supervisor. -1The Ohio administrative codeof 1921 crest4eaState library boardin the department ofeducation, of whichboard the Statedirector of educationis chairman. to Hasaschoollibrary supervisor;position temporarilyvacant. *II Ation of travelinglibraries carriedon by State library, whose membersareippointedby Stake boardof education.

s f!.1 .

k STATE DIRECTIONOF RURALSCHOOL LIBRARIES

MaineMaine StateLibrary, bureauof libraryextension. MississippiMississippiLibrary Commission. MissouriMissouriLibrary Commission. Nebraska:---NebraskaPublic Library ComMission. New HampshirePublicLibraryCommission ofNew Hampshire. New MexicoNewMexico StateLibrary ExtensionServiceat- tachedto Statemuseum. NorthCarolinaNorth CarolinaLibrary Commission. North DakotaStatePublic LibraryCommission. OklahomaOklahomaLibrary Commission. South CarolinaStatePublic Library Association.' South DakotaSouthDakota FreeLibrary Commission. TexasTexas StateLibrary, WisconsinWisconsin FreeLibrary Commission.

t-.": Chapter IV

Activities ofState Educationaland LibraryAgencies

The chief activitiesof Stateeducationaland library agendiescon- cerned withrural schoolsrelateto theuseof Stateschool library funds, preparationof schoollibrarybook lists,coordination ofschool and publiclibraryresources,lendingbooks andother material,promotion of pupilsreadingcourses,and in-servicetraining oflibrarians and teachers. State SchoolLibrary Funds

Among theprincipalactivitiesreportedby libraryofficialsand divisions ihdepartmentsof educationin Alabama,Connecticut; Minnesota,New York,North Carolina,Tennessee,Virginia, and- Wisconsin, andby the New Jer'seiPublicLibraryCommissionare duties relatingto theuseof Stateschoollibrary funds.'Inone'other StateOregontheStatelihraryspendscounty school libraryfunds. The dutiesrelatingto the expenditureof schoollibrary funds involve, inadditionto the approvalof applicationsfor Stateaid for schoollibraries,the forwardingof ondersfor booksto the general depositoryin Alabama,the examinationof listsof librarybooks sub- mittedby schooldistricts ihNew Yotk,and thebuying anddis- tributing ofbooks in Oregonand Virginia. In Wisconsin,the Statesuperihtendentofschools,\\.thi)secretary of state, and theattorney-generalconstituteacomniitteewhose duty it istosecurebids andmakea contract witharesponsibledealer for supplyingbooks andperiodicalspurchased withfunds withheldby countytreasurers from theStatecommon-schoolfund for the purl chase oflibrary books.The workvfthe committeeinvolving correspondence,collecting ofinformation,and preparationof listsfor bidders,etc.,isdone by thesupervisor ofschool librariesin the office ofthe Statesuperintendentof schools,thecommittee being calledtogether onlywhen informationhas beencollectedand analyzed and madeready for itsconsideration. Maximum yearlyiStategrants for schoollibraries.----Thereis considab erablevariation inthe maximumyearlyStategrants for rural school I State funds for school libraries assrprivideilin Maryland,South Carolina,South Dakota,and several otherStates notnamed in the abovelist; bulk this discussion Is conoernedonly withthe States in 474 dutiesrelating tithe which expenditures of such fundsare reported by library officialsin departmentsof educa- tionor by State libraryextension agencies. *v. 28

-41. 24 Balm DIRECTIONOF RURALSCHOOL LIBRARIES

libraries in theaforementionedStates.In Alabama$25,000a year is grantedfor schoolswhichareunder thedirect supervisionofcounty boards ofeducation;$40 for eachschool buildinginadistrict in Minnësota;$40 for each schoolin Tennessee;$15,000a yeariri Vir- ginia; and20 centspercapita -foreachpersonof schoolageresiding in the towns,,villages,and citiesof thefourth class inWisconsin. The rnaximtnnannualamount of Statesupport for library hooks works ofart,maps,globes, andapparatus in school districtsin rural NewYorkasstated inthe law is:(a) Union freeschool districts,$268, plus $2perteacher; (b)common-schooldistricts,$18 plus$1perteacher.The actualamounts received by schoolsare sometimes lessthan this.For example,the Stategrant allotted for school librariesin union freeschools districtshas been forsome years approximately$169, plus $1perteacher. The lawsof Connecticutand NewJersey provideStategrants of moneyfor theestablishment andmaintenance ofi;chool libraries. The maximumamount of State aid forthe establishmentoftlibrary in thesetwo States is: (1)Connecticut,$10 to each scgool district and eachtown maintainingahigh school;and (2) NewJersey, $20 to each school.For maintenancethe maximumyearlyamount for each State is:(1) Connecticut(a)One-teacher'schools,$10; (b) schools withmore.thanoneteacher,$5 for each registrationof 100 pupilsorfewer and$5 each additional100 pupils for fractionalpart thereof; (2)New Jersey,$10perschool. In Alabama,Connecticut,Minnesota, NewJersey, New York, North Carolina,Tennessee, andVirginia the Stategrants monetary aid for schoollibraries onlyuponcondition thatastated ainount is raised byone or moreof the followingagencies: (a) Friendsor pa-

trons bf the school; (b)local schooldistricts(c)towns (in Connecticut); and (d)county boards of education. In Connecticut,Minnesota, NewYork, Tennessee,and New Jersey the Statematches theamounts raised by the otheragencies.In Alabama andNorth Carolinathe Stateappropriatesone-thirdone- third being raisedby friendsorPatrònsof the school andone-third by county boards of education.In Virginia,the Stateappropriatesone- fourth.A unit library forschools in Virginiaconsists of$40 worth of books,:ofwhichamount the patrons and schooldistrictboat:deach provide$15 and the State,$10.The State ofVirginia has recently increased itsannual appropriationto aid schoollibraries from $10,000to $15,000. Oregon State librarysupervises expendituresofcounty school library funds.TheOregon Statelibrary supervisesthe expenditureofcounty school library funds,securesbids,contracts for the annual purchase of books, and,acting throughcounty superintendents, functionsas a STATE EDUCATIÓNALANDLIBRARYAGENCIES 25 purchasingagent for librarybooks forall schooldistricts inthe State. The law providesthat theamount ofcounty taxappropriatedan- nually for schoollibraries shallaggregatean amount not less_ than10 centspercapita for allchildren inthecounty betweentheagesof 4 and 20years asshown bythe precedingcensus.The lawis appli- cable to countiesin whichthepopulation isfewer than100,000.

State School'brary BookLists By whomissued.Inmost ofteStates, listsof bookssuitablefor rural schoollibrariesareissued fromtimeto time byone or more of the followingagencies:The State'schief schoolofficer, Statedepart- ment of education,State board ofeçlucation, Stateboard ofeducational examiners, Statelibrary board,Statelibiiarycommission,State library, and Statereading circle boar&ThepreparationoraPproval of such listsis usuallymandatoryonthepart of certainState educationalorlibrary agenciesin Statesin *whichfinancialsupport for school librarybooks isrequired bylaw. The State'schief school6flicer,orState boardof education,or State departmentof educationis requiredby lawtoprepareor ap- provelists ofbooks.suitableforeierneraaryschoollibrariesin the followinglates:Alabama (Statesuperintendentof education assisted by directorof archivesand history),Idaho,Indiana,Kansas,Ken- tucky, Louisiana,Maryland,Michigan(Statesuperintendentof publicinstructionassisted bythe Statelibrarian),Minnesota,Mon- tana,Nevada,NorthDakota,SouthCarolina,SouthDakota, Tennssee,Virginia,Washington,WestVirginia,and Wisconsin. Thepreparation,fromtimeto time, of listsof bookssuitablefor schooldistrictlibraries isalegal dutyof theState boardofeducational examiners inIowa. In Missouri)the lawsprovide thatthe workof selecting,classifying, and Pecommendingbookssuitablefor schooldistrictlibraries,shall be performedbyaspecialboard,knownastheState libraryboard. This board consistsof fivemembersappointedby theState'boardof educationtheStatesuperintendentof schoolsbeingoneof thefive membersand chairmanexofficioof theboard. The NewJerseypubliclibrarycommissionis requiredby lawto approveall bookspurchasedinpart with Statefunds; andin Oregon it ismandatoryonthepart of the Statelibrarytoprepare atInually lists ofbookssuitableforusein schoollibraries. InsomeotherStates, inwhichthepreparationof schoollibrary booklists isnot mandatory,Statedepartmentsof education,State libraries,orlibrarycommission'spublishlists ofbooksfrom which they recommendthat schoollibrarybooks bechosen.Departmenta 26 STATE DIRECTIONOF RURAL SCHOOLLIBRARIES of education in thefollowing Statesreport the preparation ofsuch' lists: Arkansas, Arizona,Delaware(includedintextbook list), Mississippi (included incourseof study), New York,North Carolina, Oklahoma, Pennsylvania,Texas, Utah,Vermopt,Virginia,and Wyoming (included incourseof study).State librarycommissions and State libraries inGeorgia, Michigan,Oklahoma, Ohio,andsome other States issue similarlists.Pupils' reading circlelistsarepub- lished by deNrtments ofeducation in Connecticutand Massachusetts and by the Missouri librarycommisgton. Intwo StatesKansas and IllinoisStatereading circleboards preparelists of elementaryschool library bookswhich have thein- dorsement of the departmentof education ineach State.In Kansas the State superintendentof public instructionis chairmanof the committee for book adoptionsAfthe State readingcircle board;and the Illinois pupils' readingcircle hasonits board ofdirectorstwo members of the staff ofthe State departmentof education. The books includedinmost of the library lists is.5dedby State educational and libraryagenciesarerestrictedto books suitable for elementary school libraries.A few such listsinclude bookssuitable for high-school librariesaswell. State departments ofeducaanin Florida,Illinois, Kentucky, Pennsylvania, andanumber of otherStates, and theState library in Oregon issue lists ofbooks exclusivelyadapted forhigh-school libraries. Variation in form andcontent of book lists.Anexamination of36 of the latest available b*ooklists issued byState educationaland State library agencies showsavitriation in form andcontent from 2-page mimeographed circularsgiving wily titlesand authors ofbooks listed to printed volumes of several huildredpagescontaining, inaddition to titles and authors of books, prices,publishers,annotations, and evaluations; and including(in additionto the list of books) lists of periodicals, suggestionsonthe organization,care,ahduseof libraries, and_separate indexes forauthors and titles. The number of booksgiven inany onelist varies fromapproximately. 100 inafew liststo several thousand in the Wisconsinlist. Arra1gemen1of book8 in list.5.In 14 of the36 book lists thearrange- ment is by school gradesthat is, booksthoughtto be suitable for children in gradeone aregrouped together,etc. 13arearranged by - subjects;i by authors and titles;1 by autinrs, titles,and subjects; 1 partly by subjects and partlyby publishers;and 6 partly by grades and partly by subjects.In instances inwhich booksarearranged by subjects, the gradesfor which eachbook is thoughtto be adaptedare indicatedusually byfigures in parenthesespreceding thenameof the author. PP'STATE EDUCATIONAL AND LIBRARYAGENCIES 27 In' commentinguponthe difficulty indetermining theschool grades for which children's booksareadapted, CorinneBaco4saysin her prefaceto One Thousand GoodBooks for Children,published bythe H. W. Wilson Co.: "Theimpossibility ofaccurate grading is fully recognized by theeditor, and gradeshave been givenonly because of the practically unanimousdemand for them." Annotations andevaluations.The booklists issued byState boards of education in Idaho,Tennessee, andVirginia, by Statedepartments of education inMaryland andNew York, bythe chief Stateschool officers in Michiganand Wisconsin,by the New Jerseyand Oklahoma library commissions,and by theOregon State library,areannotated. The Illinois andKansas pupils'reading circle listsgive reviews ofthe books adopted. Certain books in8 of the 36 lists, whichin the opinionof thecom- pilersare"very good"or are"recommended for fir4t,purchase,"are marked withasterisks.The Minnesota listmarks withadouble asterisk booksconsidered "particularlynoteworthy," and witha single asteriskthose considered"verydesirable." Lists ofperiodicals.Only11 of the 36 book lists containlists of periodicals suitablefor children.These 11 lists ofperiodicalsarein the book listsfrom the followingStates: Alabama,Maryland, Michi- gan,Montana, NewJersey, New York,North Carolina, SouthCaro- lina, Texas,West Virginia,and Wisconsin.The list of booksfor rural-school librariesprepared by the OregonState librarysaysthat lists ofperiodicals desirablefor school libraries 'maybe hadupon request. The numberof periodicals inany onelist varies from4 in the New York Statelistto 22 in the Michigan State list.Fifty-seven periodi- calsarelisted in the11 book lists.Thenamesof the periodicalsthat appearin sixor morelists and thenumber of lists in whicheachap-

pears areasfollows: Little Folks,6; National Geographic,6 ;Current Events,7; Popular Mechanics,8; Boys' Life, 8; AmericanBoy, 8; St. Nicholas,9; Youth's Companion,10.John Martin's Bookis given in5 list& and Child Life in.2. American Girl isrecommended inI list; Eve/girl's Magazinein 2; and Woheloin 2. The periodicallists from threeStatesTexas, West Virginia,and Wisconsinincludeone or moreagriculturalpapers. Suggestionson careandweof lihraries.Fifteenof the thirty-six booklists containsuggestions eitheronthecare or useof school libraries,orboth.The topicsuponwhich suggestionsaregivenare: Thelibraryrooms,bookcases, labelingof books, classificationof boobsaccessioning books,book repairing, chargingaystems, and the proper handling of books.Asone meansof teaching childrenhow to handle books theOregon State librarysuggests that teachers

41. 28 pSTA FE DIRECTION OF RURAL SCHOOLLIBRARIES

acquaint pupils with selections relating to thecareof books thatare- commonly printeduponchildren's bookmarks. One of the selections- recommended is thisoneby Hewins: THE LIBRARY GOOPS The Goops they wet their fingers To turn the leaves of books, And then they turn thecornersdown And think thatno onelooks.i They print the marks of dirty hands, Of lollipops andgum, On picture-book and fairy-bciok, As oftenasthey.come. Areyou aGoop? FThe suggestions given,teachersontheuseof libraries in connection with schoolsareof foul- kinds: (a) Those relating tothe, need of instructing children relative to the information to be gottenfrom title-pages, introductions, tables of contents,and indexes of hooks; (b) efficiency in theuseof dictionaries, encyclopedias,and other reference books; (c) acquaintance with, theclassification scheme ofa library; and (d) theuseof the libraryas a meansof creatingadesire for readingonthe part of the children attendingthe school. Among the suggestions given in theNorth Carolina list regarding theuseof the libraryas a meansof creatingadesire-for readingon the part of the childrenare,reading aloud to children, tellingstories, correlation of material in library books with thevarious school sub-

jectspartitularly geography and historythesetting aside ofa , certain hour knownaslibrary hour for the discussionof interesting characters in books, and theuseof the library in connectionwith the preparation of special-day exercises. Care in preparation of book list8.Moreandmoreeducational and library.expertsarestressing the fact that the preparationof school library lists is.atask thatcannotbe hurriedly done, andrequires the combined judgments of experts inmanyfields.Books treatingof subject matter that is technicalorscientific in its nature should be selected onlyuponthe recommendation of expertsonthe subjects treated.The practice of choosing booksfor school librariesonthe bitsis of opinions of teachers and librariansastotheir value isnow being supplemented by consultationof lists baseduponresearch studies of children's reading that give specialattention to suchindi- vidual conditionkasage, sex,intelligence, and-special interests. School and 1ibry authoritiesareusing much precaution in pre- paring school library lists by seeking theadvice of librarians,supervisors, teachers, and publishers, and byconsulting lists tilt-a -have been carefully prepared.The following statement illustratesthe carewith which books'areselected in Minnesota: IP t!'? " STATE EDUCATIONAL AND LIBRARYAGENCIES 29

The preparation of lists entailsthe most careful consideration of each book litied,from the standpoint of subjea matter,literary form, andsuitability Technical booksareincluded onlyuponthe recommendation of authoritieson the subject. Practicallyeverybook has been tried out in libraries.it is,the aim toavoid stereotyped collections of facts, sentimentaltreatments of subjects, sensational fiction,involvedoradvanced treatises, pedagogical books, out-of-print and out-of-datetitles, unattractive and Poorlybound volumes, and all books whicharenot well written andconstructively in line with the best thinking and ideals for young people. Ph orderto insureacollectionofbooks that will meet the needs ofthe school, the greatestcareis taken to ally the listwith thecoursesof study.The reference and home-reading lists accompanyingthe various courseh,aswellasthe lists them-wives,aremade withasgreat bibliographic care aspossible,asexamples of good library form and usage.Asample collection of the moreimportant boaks s is kept at the home office fromwhich it is possible for librariansand superintendents to borrow books forexamination before purchasing.Harrzet A.Wood, State supervisor of schoollibrIkes,Minnesota.In Selected Articles onSchool Library Experience, compiled by Martha'Wilson, New York, 1925.P. 36. Lists of books issued by Statelibrary and educational agencies in Michigan, Minnesota, Oregon, andWisconsinare amongthe few State school library book listsusedasbases of selection in the leading catalogues of children's books.

Coordination of School and PublicLibrary Resources Reports from State libraryand educational agencies inCalifornia, Connecticut, Indiana, Massachusetts,Michigan, Minnesota, New Jersey, Ohio, Utah, Vermont,Wisconsin, andsomeother States emphasize the need of greatercoordination of effort andresouroes on the part of school and publiclibrary forces in ruralcommunities. The Indiana library andhistorical department is recommending that the schools build,uptheirownCollectionsof reference books and supplementary reading sets, andrelyuponpublic libraries for books for their, general reading.Sucha course,it is explained, will avid the buildingupof duplicate collebtionsin thesamelocality.2 One of the first duties of the secretaryof State library service in the State department of educationin Utah, when "the positionwas reestablished in 1925,wastocheckupthe small publiclibraries of the State in order to discover their-immediate lieécis and to endeavor to promoteaspirit of cooperationbetween such libraries and the schools. Asa meansof bringing aboutcooperation, teachenwere advisedtoinform librarians ofbooks which they wishedpupilsto read in order that such booksmight be ready whencalled for; and, inturn,librarianswereasked to keep teachersinformed regarding newbooks added totheir respective libraries. I Curry, *bar R. School and Public LibrariesinSmallCommunities of Indian*.School Ifitet 10 :UN March, 1925.

e. - - I a.7' La, 30 STATE DIRECTION OFRURAL SCHOOL LIBRARIES

. In Minnesota andsomeother States it is quitecommonfor rural school districtsto make arrangements with local townshipor county library boards for libraryextension service. Many students of the schoohlibraryproblem question whether it is desiraiole for smallschoolsto attempt to builduplarge collections of library books.Usually the funds availablearenot sufficient to make it possible to keep the books in suchlibrariesup todate, andmanyteachers in small rural schoolshave butmeagertraining in children's literatureand library technique.Coordination ofwork" between schools and publiclibraries -located in ruralcommunities not only gives individual schoolsaccess tolarge numbers ofhooks, but also it insures bothteachers andpupil':the services oftrained librarians.Such coordinationis being accomplishedtosomedegree in the various Statesby schooluseof existing publiclibraries and by the establishment ofcounty libraries. Schooluseof public libraries in NewEngland.In the NewEngland States, where thFs ruralschools make considerableuseof the public libraries located in theseveraltowns, the States usually aid, under certain conditions specifiedin the law, libraries locatedintowns with smallproperty valuation, either bygrants ofmoney tobe expended for the purchase ofbooksorby the donation of hooks. Usually such aid is giiren onlyuponcondition that the librariesextend theirserv- icestothe schools. In Connecticut, the Statemaygrant annually not to exceed $100 for the purchase of booksto each public library located inatown whose grand list doesnot exceed $1,250,000, provided thetown raises andex- pendsat leastalikeamount. Such librariesarerequired,as acondition of suchgrants, to send collections of books (suitedtothe size and gritdes of theschools)to schools located atremote distances from the libraries.The Connecticut publiclibrary requires thatat. least 20 per centof each Statelibrarygrantshall be expendedfor books suitable for chiidrenof elementary-schoolage.In reality the actual percentage is muchgreater than this,. for of the 147 libraries.receiving State aidmanyexpend their entire allowancesfor children'sbooks. In Massachuskts,from 2,700to 3,000 booksa year aredonated by the divisionof public libraries of theState departlnentof educa- tionto 90 libraries hicated intowns under $1,200,000 valuation. The booksconstitutv N6rks of refOrence'and such children'sbooks as canbe used inconnection with the regularschoacqurses. One of the conditionsunder which the free publilibrarydeparte ment of the Vermont State departmeritofeducationdonates boold purchased- with State fundsto libraries located intowns of small valuations is thatsuch libraries shall placebooks in sehodisi seveiai timesa year,particularly in ruralschoolsremote from the libraries. I STATE EDUCATIONAL AND LIBRARYAGENCIES 31 in Rhode Island the schools receive the benefit of the$500 State grantwhichmaybe made annuallyto each public library, because in that State public libraries establish branches in schools. Schoolugeofcounty libraries in California.Acountyli1;*7rary systemprovides foranextensionto ruralaieasof the library service which large cities enjoy.Thecountyoutside of cities andtowns maintaining theirownlibraries is the unit of _taxationforsupport. A central library, usually at thecounty seat, is established with branches located at various points throughout thecounty. 'California, althoughnot the first State oto establishacounty library, has developed the ideamoreextensively thananyother State.Sincel911, under the leadership. of the California State library, which isadivision of the State department.of education', that State has extended library serviceto 46 of its 58 counties and has demonstrated the possibility of coordinationof school and public libraryreso.urces.One of the dutiesof4thecounty library organizer of the State library staff is that of advising schooltrustees living in counties withcounty library service concerning the desirability of transferring school district library fundsto county libraries. School districts in Californiaareassuredafairly good library fund, for the law provides thatcountysuperintendents shall apportionan- nuallyas alibrary fundto each school dOtricta sumnotless than$25 for each teacher employed,whichina3-be pooled with thecounty library fnnds.Statistics for 1928 show that2,464 school districts, approximately86per cent, out'ofatotal of2,875 in 46 counties, had transferred their library fundsto countylibran'ts.Accordingto the State librarian, themajority of these districtswerelocated in rural areas:Most of the school districtsnotpooling their school-library funds with thecounty libraries comprise large town and city districts. Very few schoolswithdraw their funds after havingoncetransferred themto the county libraries.The Statelibrarianis of the opinion thatnotmorethanadozen districts have withdrawn such funds since 1912, theyearinwiiichcounty library service to schools.was started. Such withdrawalsashave occurred have been caused by local conditions ratherthan by dissatisfaction withcounty library service. Usually thematter ends by the school trustees asking to join the county libraries again. The union of school-districtfunds with those ofcounty libraries has improvedthe service of school libraries, accordingto statements of teachersandcounty superintendents.Old books have been weeded out;new oneshave been carefully chosen byexpert1Srariansand moreeconomically purchased; and the libraryresourcesof the schools havebeenigreatily enriched by books, periodicals, clippings, pictures, material for specialprograms, etc.In short, it has been possibleto givethe various school districts direct serviceatleast equalto their i 32 STATEDIRECTION'OF RURAL SCHOOL LIBRARIES ".

library apportionment and ji1 addition to placeattheir disposala wealth of material for periodicusebeyond their ability to purchase from district funds. Schooluseof county libraries in other States.According to information furnished by the American Library Association, thereareat the presenttime approximately 276 counties in approximately three- fourths of the States in continental United States in which public fundsareappropriated for thepurposeof furnishing library service to all partsof the counties.This number includes counties in which the library service of cities has been extendedtothe counties in which such citiesarelocated, bymeansofcontracts entered into between city andcountygoverning boards The opinion is expressed in the reports ofsomeState library and educationofficialsthatacounty library system is the most effective agencyfor extending library serviceto therural schools ofacounty. The establishment ofcountylibraries is .being activelypromoiedin qilabarna,Arkansas, Iowa, Louisiana, Kansas, Maryland, Minnesota, New Jersey, New York, North Carolina, North Dakota, Ohio, Oregon, Pennsylvania, South Dakota, and .other States. Jefferson County, Ala., has county-wide library service for §chools bymeansofacontract with the Birmingham Public Library.Three' of thesevencounty librariesin Georgia furnish bookstosmall rural schools.The supervisor of school libraries of the Indiana Library and Historical Departmentsaysthat each ofihe14 county libraries in that Stateservesthe schools to the- limit of itsresourcessomeby sending collections of books#41the schools for theuseof children, and somebymcansof bookwagonswhich visit schoolsat regular intervals.' By means-ofacontract with the Minneapolis Public Library and the county board of Hennepin County, Minn., library service, is extended to therural schools of thatcounty. . There is the closest possible relationship between the10 county libraries in New Jersey and the schools.Each school is supplied with acollection of reference and other books chosen by thecounty librarian with the aid of teachers and supervisorsand the boys and girlsare provided with books for home reading.Thecounty librariansvisit each of the schoolsonce amonthoroftener for thepurposeof exchang- ing books. Four of theair'countylibraries in Ohioareextending their services to the'schools Accordingtoacommunication received from the State librarian of Oregon,someof the 10county libraries in that State lave beencon- spicuously successful in serving the rural schools, and 4. othegs because 4 of lack of funds havenot done much.One of the mostuccessfiki

ONorthey, Della F. County Library Serviceto Schools.Bulletin of the American Library Anottio tion, 17: 212-11$4, July,. WU. .STATE EDUCATIONAL AND LIBRARY AGENCIES 33

;:1in Multnomah County. Bymeansofacontract between the Portland LibraryAssociatioñand thecounty court of Multnomah Còunty, the former hasextended the privileges of its libraryto the residents of*thecounty.The school librarian supervises the iural school libraries during the school session and remains in touch in summerwithsomeof the children bymeansof bookwagonswhich visit rural communities located withina20-mile radius of Portland. O./ Members of the school department staff of the Portland library who arein charge of the bookwagon twodaysaweek, guide the reading of rural school childreti during thesummermonths and hearcom- -; mentsonbooks which they have read.' Nine branches of the Chakanooga Public Libraryin Hamilton County, Tenn., furnish books to 65 rural schools bymeansof the rotating stock of books, in the extension department cif theChatta-

, noogaPublic Library.One of themost flourishing of the Lnine branches is located in thehigh-schoolbuilding ofa.mining village. One of the regular staff of teachers is employedas alibrarianonhalf time.Shesaysthat since the establishment of the libravythe children of families that have been stamped with illiteracyforgenera- tionsarereading books withazest and avidity unknown in families where books have always been plentiful,and that high-school and college attendance in the territory served by the branchhas jncreased. The schools of Harris County, Tex., have improvpdsince good reading material has been made available bythe affiliationof the schools with the Harris County Lit,rary." Wyoming,oneof the 6 States withoutalibrary extensionagency, hascounty libraries in 17 of its 23 counties.Thesecounty libraries supply rural schools with booksrecommended in the Statecouneof study.Members of tilt; Statedeptrtmentof educationencourage county superintendents to cooperate with thecounty libraries in seeing that rural schools receive theirservices. Further informationoncounty library service to schools in States outside California (as wellasin California) is found inaseries of articlesonthe subject which beganOctober, 1928, in School Life,a publication of the United StatesDepartment of the Interior,Office of Education. Lending Service The chief service extendedto rural schooli \by State libraryextension agenciesinmost States is lending them collections of books, commonly knownastraveling libraries; materialfor the development

'Ow 4 Paxson, Ruth M., bead of schooldepartment, Library AssociationoflOortland.Journal of the National EducationAssociation, 14 :1P-20, January, 1925. I Libraet Service for Rural Counties NowaPossibility InTeciaa.Texas School Journal, 41:10, throb, 1924,

A ,,, 34 STATE DIRECTION OF RURALSCHOOL LIBRARIES

of special topics, includingbooks, magazines, pamphlets,andnewspaperclippings, and insomeinstances stereopticonslides, framed and unframed pictures, andVictrolarecords.Schools borrowing books and other materialareexpectedtoassumeresponsibilityfor loss and' damagenot caused by ordinarywear,and, inmostcases, to paytransportittion charges fromState capitalsto schools andreturn. In New York. the Statepaysall going charOsontraveling libraries and borrowerspayreturn charges. Schooluseof traveling libraries.Forpurposesof this study,a traveling library for schools is definedas acolle:ction ofbooks, ranging in number anywhere from8 to 500 volumes, which is lentforaperiod varying from six weeksto the entire school term. The circulation oftraveling librariesamongrural schools,which is the earliest form ofbook extension service, iscarriedonat the present tiughby all of the State libraryextension agencies,except those in Alabama, California,Indiana,6 Louisiana,Massachusetts, Mississippi, and Utah.Traveling libraries havenot been circulated by the departmentof archives and historyof the Stateof Alabama since 1927. Theschools of Californiaarewell carki forby the county libraries.The library and historicaldepartment of theState of Indiana hasdiscontinued aveling library serviceto all except State-aided schools.The LoizianaLibrary Commissionis putting itsenergyinto the developrnen.f-parish(county) librariesrather than traveling libraries.The clIr sion of publiclibraries of the\department of education in Massachusetts believesthat itcanbetter fulfillitspurposeby buildingupthe small publiclibraries by direct gifts of books, whichcanbe used in connectionwith the schools,than by circulating travelinglibrariesamongschools. Traveling librariescirculatingamongruralsaloolsarenot always composed of booksplanned primarily for schooluse.Usually they aregeneral collections containingbooks for adultsaswellasfor children and placeddirectly under thecareof the teachers.There isa tendencyat the present time eitherto makeupspaial schoolcollec- tions in additionto the general collectionsorto restrict traveling libraries for schoolsto books adapted to the needs of children.For example, the Wisconsin , Free LibraryCominission announ6escollec- tions for schoolsasfollows: (1) A collectionof 50 books planned for the pleasure ofthe entire cottimunityadultsaswellaschildrén; and (2)areading circle libraryconsisting ofacollection of27 books chosen from the Stat4pupils' reading circlelist.The SouthDakota Free Library Commissionannounces twospecial collectionsof books for schoolsoneahigh-school collectioncontaining books forsupple-, -.4 mentary reading in English, andthe otheratural-school collection suitable forusein the elementaryschool grades, Tos limited eztent. STATEEDUCATIONALANDLIBRARYAGENCIES 35 Most :of thetravelinglibrariesarefixedFoliectionsthat is,they aremadeupinadvance oftheopening ofschoolsby Statelibrary extension agencies.Thepresent trendisto makeupcollectioniin conformity withrequests fromthevariousschools.InMaryland, North Carolinit,Ohio, SouthDakota,andsomeotherStates,library extension agenciessendmade-upratherthanfixedcollectionsto schools.In Ohioand SouthDakotacollectionsaliemadeupdirectly from the library shelves inanswer to specificrequests fromteachers. InsomeotherStatesfixedcollectionsare supplemented bymade-up collections.Thelibraryextensiondivisionof the.NewYorkState Department ofEducationcirculatesbothtypes, but 'findsthatthere isnot much demandfor the niade-upoollections.Apparentlylibrary extension agenciesin otherStates wouldprepare male-up ratherthan fixedsets if they.had helpsufficientlyfamiliarwithbookstoassem- ble suchcollections. In someinstancestwoor more unit collectionsof bcoksare com- binedto formatravelinglibrary.In Georgia,forexample,theState librarycommissiongivescarefulconsiderationto the followingtypes of small unitcollections:(1) Booksforelementaryschoolgrades; (2) booksfor high schools;and(3) booksforcommunityuse.A traveling library inthat statemaythencopsistof units1, 2,or3, only, units1 and 3, units1 and 2,orunits1, 2, and An attemptwasmadeto determinefrom thevariousStatelibrary extension agenciesthe numberof travelinglibrariesandvolumesthat have been circulatitiduringthe5-year periodendingwith theschool year 1927-28 amongschools oftheoneandtwo teachertype.Replies to these requests indicatethat suchdataare not available.The Ohio State Librarywasableto furnish datashowingtheper cent of travelinglibrary collectionsplaced inoneandtwo teacherschoolsduring theschool years 1924-25 and1925-26. Thepercentagesare42 for the schoolyear 1924-25 and36 for thatof1925-26. Inafew StateslibraryextensiondatamakenCdistinctionbetween school 'and otherborrowers,WI, inmost of theStates thenumberof schoolborrowers is keptdistinctfromotherborrowers,butnodiffer- entiation is madein keepingdatabetweenborrowersfrom thesmaller schools andthose fromthe largerones.Itseemsquiteclear, from however, replipsto questions,that theruralschooLsmakemore use of traveling librariesthan urbanschools,and thatthecirculationamong ruralschoolsisincreasing. ei Rif?, Reports fromStatelibraryextensionagenciesinGeorgia,Michi- gan, New York, . NorthCarolina,Oklahoma,andsomeother indicate States thatconsiderableeffort ismadeto meet thebookneeds ofrural schoolsthroughtheirculationof travelinglibraries.In Main9Xpecfaleffort ismadeto supplysuchschoolswithattrilawo.,.., jr'editionsas a meansofencouraging Childrento read.OL, the1,384

440- 36 STATE DIRECTION OF RURAL SCHOOLLIBRARIES collections circulated by the South DakotaFree Library Commission during the biennium ending June ,1928, 995 went toschools. Inanumber of the States tiv d mandfor traveling libraries exceeds the supply. The Missouri LibraryCommission is compelled to refuse almostas manyrequestsfor school librariesas arefilled, because the supply is exhausted six weeks afterschoolopens.The number of traveling libraries available foruseby the Public Library Om-mission of New Hampshire issosmall that it is felt that it isunwisetoadver- tise the collections.In New York thereare moredemands for books than the library, extensiondivisioncatnsupply.During the school term ¿heNorth Carolina State LibraryCotilmi'ssionreportsthat there arefrom 50 to 60 applications fortraveling libraries, whichcan not be filledasrequested.Such requestsaremetby sendingafewboioloi 1 at atime.The Nebraska Library Commission isunableto meet the demand for fiction asked forby the English departnients of high schools. Inafew States specia) effortsaremade to inform teachers of the service of traveling libraries bymeansof exhibits, circularletters, and public lectures.In North Dakota and Michigan,in 1923 and 1924,respectively, traveling librarieswereexhibitedatteachers' institutes and meetings. In Ohio andOregon it is customary to dis- tribdteamongruralteachers circulars givinginformation about traveling libraries. In New Mexico the Statedepartment of education duringthe schoolyear1924-25solicited dopations of library books,since there was nomoalywith which to buy them.I, M6re than300 of the newest and most interesting booksweredonated by,publishing companies, superintendents of schools, and higherinstitutions of learning.Cases tocarrythe booksweremade in the manual trainingdepartment of the Albuquercpre schoolseachcasebeinksobuilt that it wouldfit onthe running boa * ofanautomobil6 andcomewithin the rates for, parcel post.TheseSookcaseswerethen circulatedamongthe schools by the State department ofeducation and countysuperintendents.' The following excerpts fromrepeats of State departments of edu-

i cation and State library extensionagencies show that the traveling librariesareperformingamuch needed service: The t schoolyear was asuccessfulonewith the, libraries. A numberof the schooli ùedmorethanoneandsomeof the larger schools had the use of twofor I the diffent grades. As many asfourrequelits atonetime from t he sameschool havebeIsent in, butasheretofore the number of libritries had tobe limited to two tohe graded schools.--DelawareStale Library Commission,Thirteenth BiennialReport, 19E7-28.P.4. I. The State traveling jiloyary is constantly extendin§its service to the schoolsci the State. The books furnished to theschools consist ,of reference works,book* of history, science, travel, and somegood fiction.Eighth Biennial Report ofthi Annual report of the State superintendent of public instructionof New Mexico, I923-26. P. 17.

s ra-m-P----- _ STATEEDUCATIONALANDLIBRARYAGENCIES 37 State Board of Education and theBoard ofRegents ofthe Universityof Idaho,1927- 28.P. 43. 1 The demandsupon the travelinglibraryfrom schoolsare very heavy,so heavy and the supply in the travelinglibraryso inadequate thatthe fulllistrequested is seldom filled, andtheserequestscomefromcountry schoolsandtowns without library facilities.Reportof IowaLibraryCommission,19$4-26.P. 15. As ,the ruralschools each year improve theirown libraries-thetype ofcollet,. tions sent. them has gradually Changed,sothat thisyearmany rural schoolsare depositaries for booksfor theentireneighborhood.This,wefeel, isa logical starting point for the developmentofcounty libraryinterest.Fromstatement concerning "Travelinglibrary service"in Twenty-first.4 nnualReport ofthe Missouri Library Commission,19.M. P.II. Averyspecial efforthas beenmade tosendattractivebooks toyoung children in the country, whose schoolday is oftenlongerthan thatof the%villag To show howfar thedepartmentcanw from reaching its goalit neêd 'i11 t,.°,4:de said that to the 7,000 ruralschools ofMichiganonly 901collectionswere shipped. However, every requestwas met witha collection of books,even though itwas sometimesasmallone, owing to exhaustedresources.Reportof StateLibrarian ofthe Stateof Michigan for theBiennial PeriodEndingJune 5'0,1926.P. 14. Mate rial forspecialprojects.Theplan oflendingbooks,magazines, bulletins, andnewspaper clippings foruseincomrectionwith the Atollsschoolprojects andfor thepreparationof debates, tratorical contests, andessaysisoneof thenewer forms of libraryextension ser-vicethat hasbeen madepossiblethrough theagenciesof parcel post and ruralmail delivery.Materialfor suchpurposesis known by variousterms, suchas" direct-by-mailservice,""short-timeloans," and"packagelibraries." A largeamount of suchmaterialissent to schoolsinresponse to requests frombothteachersand pupils,Particularlyto high schools locatedin consolidateddistrictsand intowns that donot haveaciòess to large publiclibraries.Duringthebienniumending1926, the NorthCarolinaLibraryCommissionloanedmaterialfor751 debates kto 315 schoolslocated in87 counties.Ninety-fourrequests for debates remainedunfilledbecauseof' thedifficultyof securingma- terialon thesubject selectedfor debate.The Statelibrary inVer- mont finds thatthere isakeep desireontheiart of therural schoolsin that State forassistancein¡verifyingquotationsand materialfor debatesandhistoryasifignments.Thedivisionof librariesof the CaliforniaState Departmentof Educationlendsmaterialfor special. projectsto county librarieswithin theState. Circulationof visualaids.--Statelibraryextensionagencies in Califorhia, Michigan,NorthCarolina,Vermont,Pennsylvania,and some other States circulatepictures,sterebpticons,and lanternslides among schools. InafewStates,Victrolarecordsareloaned,aswell aspictures.Thedivision of librariesof theCaliforniaState Depart- ment of Educationisacentralsourceof supplyforpicturesthatare loaned to countylibraries.Some ofthe largeragencieshave special divisionsfor thiswork knownasvisualeducationor art divisionh. 38 STATE DIRECTION OF RURAL SCHOOL LIBRARIES E Lending service of higher institutions of learning .Extensiondivi- sions of higher institutions of learning insomeStates, particularlyin those States without State library extension agencies,aresupplying rural schools with traveling libraries.For thepastfewyearsthe extension division(.4the University of Florida has circulated traveling' librariesamongschools.The collection3 consist of books repiesenting fiction, history,naturestudy, health stories, and biography, suitable for children from the firsttothe eighth grades, inclusive.Inone State at leastPennsylvaniawhich hasastronglibrary extension agetcy, most of the 14 Statenormal schoolsarelending collections of bookstorural schools 'situated in the territory surrounding eachof the respective normal schools.

Children's Reading Courses The promotion of readingcoursesfor children 'stimulates the development of rural school libraries.Suchcourses arecarriedon inanumber of States either by educationalorlibrary agenciesorby

independent reading cirde boards-.Children .readingaprescribed number of boojcs eitherareawarded certificatesordiplomasorreceive school credit in Englishsometimes both.State departments of educationinAlabama, Connecticut(publiclibrarycommittee appointed bySttite board of education), Louisiana, Massachusetts, New York, North Dakota, Vermont, West Virg;niviei Washington, reportthe promotion of suchcourses. tar The Georgia library commissionencouragesreading during the summervacationamongthe school children of that State living in communities without public library service by promotingavacation reading club for them.The Oklahoma State Library Commission sponsorspupils' readingcoursesin connection with the home reading coursesthat it conducts for the United States Office of Education; and the Cooperative Educatictn Association of Virginia promotes reading circlesamongthe members of its junior leagues.The Oregon State Library, in cooperation with the departgaent of education, inaugurated in 1927aChildren's Book Leaguefqr'thepurposeof renderingaspecial servicetochildren in ruralcl'ommunitieswho do

nothaveaccess topublic Pbraries. . In Colorado, Idaho, Indiana, Illinois, Kansas, Missouri, Ohio, and Wisconsin pupils' reading circle boards,aregenerally sponsored whollyorinpartby State teachers' associations of the respective States.Generally there is close cooperation betvotlen such boards and departments of education, the chief State school officersorother members of the departments being members of the boards. Kinds of awards and requirements for same.---State departmentsof education in Alabama, Connecticut, Louisiana, North Dakota, Mask sacinfietta, New York, Oregon, West Virginia, and Vermont ism* t: .rr STATE EDUCATIONAL AND LIBRARYÁGENCIES 39 awards in thee form of certificates, diplomas, honor certificates, gold stars, orhonor seals,topupils readingaprescribed number ofbooks; In fourStatesConnecticut, Massachusetts, Vermont, and West Virginiathe issuance of such awards is limited to pupils enrolled in certain specifiedgrades.In Massachusett8 it is grades 4to 8, inclusive; in WestVi.rginia,grades 6, 7, and 8; and in Connecticut and Vermont,grades 3to 8, inclusive. The minimum number of books that pupilsarerequiredtoread for certificates is 5 in Alabama, Connecticut, Louisiana, and Massa- chtNetts.In Vermont it is 5 hooks for grades3 to5,inclusive,and lo forgrades 6to 8,inclusive; 2 for each month that school is inses- sion in North Dakota; and 1 for each school mail in Orepin.In West Virginia the reading of 4 books entitlesapupiltoadiploma. The New York " testimonial of reading" is awarded toanypupil reading 50 hooks during hisorher elementary schoolcourse.Six States Alabama, Louisiana, Conne.eticut,MassachusettsofslorthDakota, and West Virginia-l-make requirements concerning grade suitability of books. In Alabama and Massachusetts pupilsmustread 20 books in order toearndiplomas in the former and honor certificates in the latter; in Connecticut, 25 for honor certificates.Gold sealsareattachedto certificatesordiplomas already earned in Louisiana and Vermont for tending -5 additional books; andto honor certificates in Connecticut for reading 25 additional books within2years.Asanincentiveto pupil ownership of books, special honor sealsareaffixedtodiplomas already earned in West Virginia for readingeight books inaschool year,provided such hooksareowned by the readers.

Usually certificates and diplomasaresigned byone or moreof thee . , following officials: Chief State schoolofficer,countyordistrictsuper- intendent, teacher,orStateorlocal librarian.A number of them contain reproductions of the seals of their respectiveStates. Departments of education usuallyacceptthe judgment of the ptipils' teachers (local librariaris- in Massachusptts).in determining whether pupils comprehendthecontents of hooks read.In West Virginia teachersarerequiredto submit to the department of education writtentestsonthecontents of the books that pupils have read. Thetests call for informationregardthg pupil ownership of books read; titles of books; nationality, additional-works,mid residence of authors (if living);brief outlines of thecontents, includingnaìjesof importantcharacters and favorite characters withreasonsforcoices; and the special valueof the booksto readers. The public library committeeof Connecticutwarnsagainstover- stimulation.of children's readingthus leadingto hasty andpoorly digestedreading, and itsuggests thatpupils beencouragedto keep diariesof books read.Written examinationsarerecommended in 40 STATE DIRECTIONOF RURAL SCHOOL LIBRARIES Massachusetts, arid bothoral and writtentests in Vermont. In North Dakota it is feltthatafew oral questionsonthepart of the teachersaresufficientto determine whether children understandthe contents of books read.In Massachusetts, NorthDakota, Vermont, and West Virginia schoolcredit in English for homereading isrecommended bydeparimentsof education. Two StatesMassachusettsand North Dakotaurgethat the

_ time of awarding certificatesbe madeaspecial occasion, witha certain degree ofceremony. In 1925mostof the librarians inMassachusetts awarded thehonor certificates twicea year,in the schools, libraries,ortown hallsat the close of the schoolyearin thine and again (luringChildren's Book k in November, in order thatthe children might associatethe sthat they had read withalibrary andafestival.In North Dakota it is recommended thatcertificates he presentedto pupils at the time of the Nosing exercises inthe various schoolsas aninceritive to other pupils to compete for thecoursein voluntary reading. Number of awards made.Informationshowing the numberofcer- tificates, diplomas, and goldstars awarded to pupils is available for onlysevenStatesAlabama, Connecticut,Georgia, Massachusetts, New York, Oregon, and Wisconsin.About15,000 reading circle certificates and3,000 diplomaswereissuedin the departmentof education of Alabama duringthe schoolyear1927-28. During the1925-26 schoolyear19,043 certificates,1,114honor certificates, and93 gold starswereissuedto children enrolled in grades 3 to 8, inclusive, by the public library committeeof Connecticut. Children enrolled in the niralschools received approximatelytwiceas manyawardsaschildren enrolled in the schoolsof the largetowns and cities.Table 3 gives thenainherand distribution ofeachpar- ticular kind of award.

TABLE 3.Nuelber and distributionnf awards for reading issuedto children by the Connecticut publiclibrary committee, schoolyearI 925 ZIR

- Ob.

('ertlfkntes ; Honor certitienteA (mold stars

Districts Vim mail.. .1 Mr. ..- a... .0... NumberPer rent : Number PercentNumber Per cent- In niral school districts 12, 743 (17 779 70 mo 65, In large towns and cities 6,300 33 335 30 33 36

Total 19,043 100 1, 114 100 93 100

1 olo . During thesummersof 1927 and 1928,249 boys andgtisbelonging to the vacation reading clubs promoted by the Georgia State Library Commission received certificates forreading 10 books selected from listA furnished by the commission.Twenty-one of the249read from 20 t9 25 books and received goldstar certificates.More than

.111, ..1114L. STATE EDUCATIONALAND LIBRARYAGENCIES 41 20,000reading certificatesweré awardedto pupils in grades4 to 8, inclusive, in Massachusettsduring the schoolyear1925-26.More than 4,000 of thesewerehonor certificates.This ismorethan twiceas manycertificatesas were.awarded duringthe previousschoolyear. As voluntary reading forcertificatesonthepart of children of elemen- taryschoolageis promotedlargely byStateraided libraries,it is evident that most of the20,000 certificateswereearned by children living in the ruralareasand in the lessdensely populatedtowns. Massachusetts isnot only awarding readingcertificatesto elementaryschool pupils butalsoto prospective rural teachers.Duringthe\ 1925-26 schoolyear500 such certificateswereawardedstudents in English in the normalschoolsat jlyannis, Salem, andWestfield State normal schoolsespecially dsignated for thepreparation of niral school teachers.In these norfnalschools the Englishinstructors usethe list of booksapprove 6-7he division ofpublic librariesfor State certificate readingasbases for theircoursesin Englishin childreri'sliterature andaward readingcertificatesto students *meeting therequirements.Sucha courseof procedurenot only acquaints prospectiveteachers withchildren's literature,but also furnishes these teachers,incentivesto stimulate voluntaryreadingon thepart of the plipils they willlater teach. New Yorkreportsanincreased interestin readingfor the testimonial ofreading whichis issuedto pupils who have readat least 50 approved hooksduring theelementary schoolcourse.During the schoolyear1927-28,3,908 such testimonialswereissued.Thiswas

1,000morethan the preceding e 4 year.During the schoolyear 1927-28, 1,936 pupils in therural schoolsof Oregon securedcertificates from the Children'sBook League;in thesame yearnearlyaquarter ofa millionpersonsin Wisconsincompletedreading-circlecourseswhich entitled themto diplomas and seals. The latestavailable biennialreport' of the StateDepartmentof Educationof West Virginia,whilenot giving the number of'awards forcertificate reading,does giveinformation showingthe growth in thenumber of reading-circlereaders.In thatState15,200 pupils read90,000 books duringthe schoolyear1924-25, and32,435persons read145,000 in 1925-26. In-Service Training Statelibrary andeducationalagencies providein-service training for librariansand teachersthrough cooperationwith higherinstitu- tionsof learning inofferingcoursesof instruftionin subjeaspertaining to' libraries,conferences forlibrarians, publicaddresses, fieldvisits, circularsof information,and in urgingthe certificationof librarians. Cour8esof imtruction.Usuallycoursesof libraryinstruction,more particularlythesummer courses, offered by SULU) libraryand educa- , tionalagencies incooperation withhigher institutionsof learningare

EL_ 42 STATE DIRECTION OF RURALSCHOOL LIBRARIES

notintendedto compete with thecoursesgiven by the library schools, butare coursesplannedto meet the needs of librarians in charge of libraries in small public libraries,teacher-librarians, and teachers. Theterm "teacher-librarian" is appliedtopersonsfilling the position of both teacher and librarian.In tbe snialler high schools it isquite commonfor teachers, particularly Englishteachers, to be given charge of school libraries. Such preliminary librarycourses as arementioned in the preceding paragraph usually includeOne or moreof the following subjects: Children's literature, cataloguing andclassification of boöks,book selection, book mending, reference and bibliography, libraryeconomy, and library administration, particularly the administrationof high- school libraries.The instructorsareusually members of the slaff of the State library extension agenciesot departments of education (school library supervisors if there be such) andlibrarians connected with the institutions in which thecourses arcgiven. The California State library,adivision of the State department of education givesa courseof instruction in library. law and thecounty library in the department of library sciencein the University of Cali- fornia which is especially helpfulto county librarians.Thesuper- visor of school libraries in the library and historicaldepartment of the

'State of Indiana assists teacher-training institution;in that State in ; offeringcoursesfor school librarians and teachers.The supervisor of school libraries in the library division ofthe State department of education in New Yorkcooperateswith the State library and the State normal schools in that State in maintainingcoursesatsummer schools for teacher-librarians. Teacher-training institutions in New Jersey and Wisconsin give training in library technique suitable forteachers in small rural schools. Teacher-librarians'coursesparticularly adapted for teacher-lihrarians in small high schoolsareoffered in the Wisconsin Library School, which is conducted by the Wisconsin Free LibfaryCommission in cooperation with the school of education of the Universityof 117. sin.During the schoolyear1927-28 the total studentenr nt wtis 105, of whom 36weretaking teacher-librarian work.Of the 36 taking the teacher-librariancourses,21wereenrolled in the 2-hour., summer coursewhich is conducted for students in th(Fschool of education who desire the minimum training for teacher-librarians. Some other States in which State library extensionagenciesarecooperating with universities and colleges in maintainingcoursesof instniction for librariansareAlabama (department of education), Iowa, Okla,- homa, Pennsylvania, Maryland, and Vermont Conferences for librarians.St;ate library agenciesinanumber of States hold conferences for librafians lasting fromone toseveral days. The writer observedonesuch conference in Connecticut whichwaiv. , f 'STATEEDUCATIONALAND LIBRARYAGENCIES 43 attended by about25, town librariansand conductedby the State visitor and inspector oflibrafies.A considerableportion ofthe time atthis conferencewasdevotedto reports by thevariouslibrarians present regarding their workWith theschools.Since thelibrarians in attendancewerelocated inthetowns of smallproperty valuation, their school experienceswerepredominantlyrural.The discussion broughtout the following schoolactivitien Talksto teachers by librarians, circulationof books andpicturesamongschoolsremote from libraries,story hours for children,andreports "from children concerning motivesimpellingthem in theselection ofbooks and their opinions regardingivokvead bythem. Public addresses.Sorne &laclibraryofficials giveaddressesat teachers institutesandsummersessions innormal schoolsfor the purposeof informingteachers'regardingchildren'sbooks, theusesof libraries, andthe variouskinds oflibrary servicethat theStatespro- vide for theschools. In 1926,at the request ofthe Stateelementaryschoolsupervisor, officit;Isofthépublic librariesdivision ofthe MassachusettsDepart- ment of Educationpresented therelationshipof the libraryto the school beforesevenlocalteachersinstitutesand thesummersession of teachersat the Stare normalschoolat Hyannis.These addresses resulted inanincreasedinterest inpupils'readingcoursesand ina greater demand for loansof booksoneducation fromthe divisionof public librariesof thedepartment. In Minnesotaand NewJersey, Statelibrary officialsgive lectureson children'sliterature andtheusesof thelibrarratteachersinstitutes. Some otherStates reportinglibraryaddressesat gatherings ofteachers areOhi6,Oregon, Utah,Virginia, andWisconsin. Fieldrisits.Stateschool librariansand othermembers ofState libraryextensionagencies spendconsiderabletime in thefield assist- inglibrariansand teachersin theorganizationand catalogingof libraries.Inmost of the States suchassistance isconfinedto libraries inhigh schoolslocated inthe smallertowns and cities.A few States report visitsby Statelibrariansto consolidatedschools andsmall ruralschools forthe 'purposeof givingassistancein theorganizatiab of thelibraries. Statelibrary officialsin Indiana,Michigan,New York,and North Carolinaspend muchtime in assistingin theclassification&ohigh- school libraries. . Whenschoolauthorities jnhigh schoolsin Indianaarewi1liuito spend$1,75perpupil forlibrary books,the Stateschoollibrarian meets with theteachers of suchhigh schoolsfor thepurposeof assist". ingthem inthe selectionof books.Wbenthe books arépurchased, theSt school librarianreturns to each schoolpreviously visited to assikin theorganizationof the libraryandto give pupils instruction 4,41.;{ 44 STAVE DIRnCTIOV OP RURALSCHOOL LIBRARIES

inte :# of books. The high schools of Indianahavespent hundreds of dollarsincringing their librariesupto standard in order tosecure free theserv esof the librarian.Thirty-one high .schoolswere visited duringt olyear 1926-27. The librarian in the State department ofeducation in Arkansas reports visits to congblidated schools for thepurposeof organizing libraries.In Wisconsin, State school librarians assistcountysuper- visors of instruction in the organization of librariesin rural schools. The State school libfariansgaveassistanceof this kindto 100 rural schools during the biennium ended December31, 1926. They also visit allcounty superintendents in Wisconsin for thepurposeof consulting with them iegarding the bestmeansof making libraries in rural schoolsmoreeffective. Iowareports that requests for assistance in the organization a school librariesareconstantly received by the State librarycommission, and help is given wherever possible.The lack ofanade-I quate staff in the Missouri Library Commission makes it itfipossible togive aidto themanyhigh schools thataretrying tomeetrequired . library standards.During theyear1925, only five high schoolswere personallyvisiod. r Cirodar8 of information. Library extension agencies and departmentsof education inafew States publish brief circulars of information intendedtohelp teachers in the organization,management,care,and usesof school libraries.Themost extensive printed helps of this naturearetwo pamphlets published by the library aivision of the department of education in Wisconsin.Insomeother States, lists of aRroved books andcoursesof study contain' brief suggestions intenadtoassist teachers in thecareanduseof school libraries. Organization and Management of ElementarySchool Libraries, published by the library division of the State departmeht.of education in Wisconsin, is intended forusein 1-teacher schools, graded rural schools, and city schools.Itspurposeistoserve asair aidto

teachers in the organization of school libraries and in suchmanage- ' ment and supervision of librariesaswill bring about the effective useof books and school and home reading.The other publication prepared in the division, Lessons in the Useof the School Library, is intended for the guidance of teachersin givingto theirpupils definite lessons in theusesof school libraries.Since in Wisconsin all teachersarerequiredtoshowsomeability in the cataloguing and classification of library books, both of thesepublicationsareusedas textbookOn teacher-training classes incounty normal schools, teacheP training dejmrtments of high schools, andState normal schools. Statecoursesof study for elementary schools usuallycontain lists of books suggestedfáruseof pupils and teachers in connection with the various school subjects.tThe Minnesota curriculum for eleme*! STATE EDUCATIONALANDLIBRARYAGENCIES 45 taryschoolscontainsreferencesto home readinglists in allof the school subjectsand lessonsonbook makingin theindustrialarts courseandontheuseof booksandlibrariesin theEnglishcourse. Some of thecountycoursesof studyfor theelementaryschools of California containinformationrelativeto the servicesavailable for the schools by thecounty free libraries. Requests receivedby theTexas StateLibraryfor aid inorganizing small libraries,especiallythose inhighschools,aregiven through referencesto booksonthe subjectand bycovespondence,because there isnoprovision inthat Stateforaschoollibrarian. Certification oflibrarians.Statecertificationfor school,county, andteacher-librarians isrequired inonlyafew States,among them being California,New York,Ohio, andWisconsin.It isoneof the objectives thateducationalan'd libraryextensionagencies inasmall groupof Stateshopemaybe realizedin thenearfuture. New Yorkbegan issuinglibrarycertificatesin1924, and theaccom- plishmena islookeduponby thedepartmentof educationas aland- mark inthe historyof libraryprogressin thatState.Certification requirements forcounty librariansin Ohioincludeboth collegeand librarytraining andsuccessfulhbraryexperience.The Wikonsin Legislaturepassedalaw in1921 requiringthecertification oflibrarians. Since1919 that Statehas requiredall highschoolsreceiving special State aidto employteacher-librarianswho havegeneralquali- fications ashigh-schoolteachers andwho havein additionspecial libraiytrainingtotalirigat least 72recitation' hou'rs.Candidates foncounty, city, andStateteachers'certificatesbyexamination in Wisconsin arealso requireqto show abilityin thecataloguingand useof schoollibraries. , The libraryandhistoricaldepartmentof Indianais makingan effortto have schoolauthoritiesrecognizethe importanceof employ- ingas high-schoollibrarianspersonswho haveeducationalqualifi- cationsequalto those requiredofteachers andsomelibrarytraining in addition.The State departmèntofeducation inMinnesotasays that thetraining oflibrariansin thatState hasnot keptpacewith the groiringdemands formoreandbetter libraryservice.Tomeet this conditionitrecommendsafull librarycoursein theUniversity ofMinnesota,coursesforteacher-librariansin allinstittitionstrain- ing teachers(privateaswell a4public), andlibraryinstitutes.The fieldlibrarianin SouthDakotasaysthat thehigh-schoollibraries in that Statearepoorlyadministeredandare not being properlybuilt up, because it isquitegenerallyconsideredthatanyone can admin- istera high-schoollibrary.Because ofthisconditionthe opinionis expressed thatno greatprogress canbémadeuntil allaccredited high schools inSouthDakotaarerequiredto employpart-timelibra- rians withsomedegree oftrainingand spendadefiniteamount of oney annually forbooks. Chapter V

Summary and Conclusions

.00

Summary of Piesent Rural School Library Situation

Library service for rural schools is provided intwoways:(1) By collections of library books in individual schools; and (2) bybuse of public libraries.In most of the States the foriper plan ismore prevalent.Inafew States,amongwhichareCdlifornia, Connecti- cut, Indiana, Massaçhusetts, and New Jersey, State educational and library agencies discourage the buildingupofpermanentcollec- tions of books in small rural schools because of the belieft texisting putlic librariesorcountyhbrarysystems give teachersa children inrural communitiesaccessto hugercollections ofwe1 selected books andassurethe services of trained librarians.Thereare more countylibraries in California than inanyother State. In Minnesota, Michigan, New York, Oregon, Wisconsin, andafew other States in which public funds have been appropriated for school libraries foraconsiderable number ofyears,coliectionsdfHilary books of considerable sizearefound generally in rural schools.In

Ihatesin which appropriations of funds for school libraries have not E been madeover aperiod ofyears,the size of the collections of library books in rural schools usually shows considerable variation, Some schools havenobooks,or sofewastobe of littleN'alue, while others areadequately suppliedasto rlimber of books. The few studies that have been made oflibraries'inrural schools show that in theareasstudiedmanyschools are4insuffio!ently supplied with books (some have,noneat .all)4hraryspaceis inadequate; moneyfor libraries is frequently earned by schools bympansof public entertainments; of the books in the libraries mostmayhe classedas fiction 'andarenotwell selectedastokind and difficulty awl there is alack ofnewvapersandcurrentperiodicals. mir Summary of State direction of rural 8chool library sertice.In 43 States either State educationalorState library extension agencies,or both,aredirecting library service for schools attended by children living in rural communities. State library extension agenciesareaffiliated with departmentsof education in 16 States, and in 4 States, departments of education haveontheir staffs members who give allor aconsiderakle partof their timeto thework of rural school libraries.In the remaining , 46

4 SUMMARY ANDRONCLUSIONS 47 28 States, departments ofeducationperform certainminor library services for ruralschools andcooperate with the variousagencies engaged in _buildingupbetter librariesfor suchschools. Thereare4 States in whichState libraryagencies withextension fis onefunction eitheremployschool-libraryspecialistsorhave certain supervisorypowers over libraries in rural schools,in additionto the circulation oftravelinglibraries.In 22 otherStates suchagencies lend booksto rural schools andperformsomeother services.Six States havenolibrary extensionagencies in operationat the present time. The threeStates, exclusiveof States likeCalifornia,Minnesota, and New York,where Statelibrary agenciesfunctionasdivisions of departments ofeducation, inwhich bothState educationaland library extensionagenciesaredirectingtoanyconsiderableextent --Library servicefor ruralschools,areLouisiana, NorthCarblina, and Wisconsin. State schoollibrarysupervisorsarereported innine.' Statesas follows: Louisianar;Indiana,Michigan,Minnesota, NewYork, North Carolina (afterJuly1, 1930), Pennsylvania,'Tennessee, and Wis- consin.A 4atecounty organizer inthe CaliforniaState Library performsasiThilarservice forminty libraries in thatState. The principalwaysby whichState educationaland libraryagencies iredirectinglibrary servfcefor ruralschools in the43 Statesare: By theperformanceof certainduties relatingto the spending of State school libraryfunds(county fundsin Oregon);preparadonorapproval of schoollibrary booklists;coordination ofschool andpublic library resources through schooluseof existingpublic librarieaand the establishmentofcounty libraries;circulation oftraveling libraries, materialfor specialschoolprojects, andvisual aidssuchaspictures, motion-picturefilms, and slides;promotion ofreadingcoursesfor children;providingin-service trainingfor librariansand teachers throughcoursesof instruction,conferences, publicaddresses, circulars of information,and fieldvisits, andbringing aboutlegislationrequiring thecertificationof librarians. Thework connectedwith theexpenditure ofState schoollibrary fundsisoneof theprincipalduties reportedby libraryofficials in Statedepartmentsof educationin Alabama,Connecticut,Minnesota, NeNiiYork,NorthCarolina,Tennessee,Virginia, andVisconsin, and of theNew JerseyPublicLibraryCommission.The OregonState Library spendscounty school libraryfunds. . EiiherStateeducationalorlibrary boardsorthe State'schief schoolofficersarerequired bylawtoprepare orapprovelists of books suitablekit ruralschool librariesin 20 States.'Inmost of the remain-, ingStates,departmentsof education,State librarycommissions,or IPositiontemporarilymeant. 48 STATE DIRECTION OF RURAL SCHOOLLIBRXRIES

State libraries (sometimes both of thelatter) issue lists ofbo9ks from which they recommendthat rural school library books Lbe chosen.An examination of the book lists from36 States shows that theyvaryfrom 2-page mimeographed circularsgiving only authors and titles of bookstovolumes of several hundrédpagesgivingnot only titles and authors of the books listed butalso prices, publishers, evaluations, and annotations; and containing,in additionto 'lists of books, tables ofcontents, indexes,splopsesof library laws, andsug- gestionsonthecareanduseof libraries.Thelistelssuedbyafew State educational and library agenciesareusedasbases of selection insomeof the leading catalogues of children'sbooks. In the New England States the rural schoolsmake considerable useof public libraries; and in California,under tilt%leadership of the former State library,countylibrary service has beenextended to 46of the 58 counties of theStat(;.Some other States reporting thruseof couhty libraries by rural schoolsareAlabama, Indiana, Ohio, Oregon, Maryland, Minnesota,New Jersey, Tennessee, Texas, and Wyoming. Circulation of traveling librariesamongrural schools is the oldest form of book extension service.It is carriedon atthepresent time by all of the State library extension agencies,except those in Cali- fornia, Indiana,' Louisiana, Massachusetts,Mississippi, and Utah. From the information available itseemsthat the schools makemore useof traveling libraries than allother borrowers, and that of the libraries circulatedamongschools the largest numbergotorural schools. A largeamountof material, including books,magazines, andnewspaperclippings, is loaned by State libraryextension agencies toschools, particularly high schools located in smalltownsand rural areas.Inanumber of States but ,little effort is beingput forth to inirmrural teachers of the service of .travelinL libraries,for the re: :tnthat the demand for books exceedsthesuppTy. Under the leadership ofanumber of State departments of education, the promotion of pupils' 'readingcoursesis stimulating readingamong rural school children.Pupils readingaprescribed number of boo areusually awarded certificatesordiplomas.Sometimes school credit in English is given in addition.Considerable interegt is manifest in this activity by State departmentsof education in

Alabama, Connecticut, Louisiana, Massachusetts,New York, North ' Dakota, Vermotit, West Virginia, and Washington.In Colorado,

Iditois,Wisconsin, andanumber of other States, pupils' reading. courses aresponsored whollyorpartly by State teachers' itssociations. Among the States in which educational and library agtenciesare cooperating withhigher'institutions of learning in offeringcoursesof instruction for librarians and tkachers in small a. towns and teacher 9 To s limitedextent. SUMMARYANDCONCLUSIONS 49 librarians of ruralschoolslocated inplacesthatarewithoutlibraries areAlabama,California,Indiana,Iowa,Maryland,NewJersey, New York, Ohio,Pennsylvania,Vermont,andWisconsin.States in which Statelibraryofficialsreport publicaddressesat institutes and othergatheringsof teachersare Massachusetts,Minnesota, New Jersey, Ohio,Utah,Virginia, andWisconsin. State schoollibrarysupervisors inIndiana,Michigan,Minnesota, New York,NorthCarolina,andWisconsinassistteacher-libririans in small highschools intheorganizationandclassificationof their libraries.Thereare more demandsfor thiskind ofservicethancan be supplied.TheStateschoollibrariansof Wiisconsinvisitrural schools forthe purposeof givingteachersassistaivein theclassification oftheir librariesandconsultwithcounty 'superintendents regardtng the bestmeansof makingthe librariesin theruralschools more effective.Departmentsof educationandStatelibraryexten- sion agencies inanumber of Statesspublishbrief circulars informtv tion intended a to help teachersin theorganization,management, care,and useof schoollibraries.Themost extensivepublicationsof this natureareissuedby thelibrarydivisionof theStatedepartment of education ofWisconsinandareusedastextbooksinteacher- traininginstitutionsin thatState. State certificationoflibrarians,teacher-librarians,andcounty-librarians is requiredin onlyafewStates,amongthem beingCalifòrnia, New York,and Wisconsin.InWisconsincandidatesfor State,city, andcounty teachers'certificatesarerewiredto show at2ilityin the cataloguinganduseof schoollibraries.

Conclusion Thefollowing generalconclusionsaredrawnas aresultof*the sttitly: .1. There is need forasegregationof librarystatisticsapplyingto ruralschools, particularlythose,ofthe1-teacherand2-teachertypes, Lion thepart of State departmentsofeducation,Statelibrarycom- missions,and otheragenciescollectingschool-libraryst 2. Thereisa lack ofresearchstudiesdealingwith of libraries &subject forruralschoolsfor thevariousStates.Inm definiteirttornmtioh is neededregariìingthe types'oflibrarybooks availablefor childrenin ruralschools Andtheextent to whichsuch books,,. in theschools. 3. Meadvice of thedirectorof libraryextensionof theUniversity of theState of NewYork inproposingthat thefirst thingto be done inimproving school-libraryconditignsin NewYork isto makea thoroughsurveyof the entirelibrarysituationof theState,'canbe appliedequally.wellto moitStates. shReport c4 ...... 11.11116.11bili.1110.1101. LibraryExtensionDivision,Universityof the State , of New York.Twentyfirst loporiof theDepartmentof Education.P. XL Annual

- 50 STATE DIRECTION OF RURALSCHOOL LIBRARIES

4. A°concentration of authorityoverthe direction of library servio for rural schools in eitherthe State's chief educationalorlibrary't agencyshould avoid duplication of effort. 5. Thefact' that 12 of the 16 Statesin which library extensiont agenciesarpaffiliatedmore orless closely with departmentsof educa. tion have brought aboutsuch affiliations since 1911,and that the1: State's chief schoolofficersaregenerally members of governing boards of State-libraryagencies indicateapossible tendencytt) recognize school-libraryactivitiesaseducational in nature and to favor giving departments ofeducation either allorpartial directiong of such activities. 4 6. Countylibraries in California havesuccessfully demonstrated the effectiveness of the countylibrary system in placinglarge numbers of books and the servicesof trained librarians at thedisposal of rural schools. 7. Libraryservice for rural schoolsis promoted by theassurance jffinancial support from publicfunds for school libraries,familiarity onthe part of teacherswith children's books, provisionfor schoollibrary supervision, and thecoordination of school and public-library resources: o

q4,.