第107章 SYNOPSIS(8)

We have had only a few occasions when it was necessary to deny pupils the privileges of the library.In such cases,the suspended one may come to the library for any books needed in school work,but is not allowed to remain longer than is necessary and may not go in to the reading room.This has been found helpful in most cases.I dislike very much to send a child out of the library,and only do so when it is imperative;for while they may be trying at times,they are the very ones who need the help that the library can give.Often the mischievous mood is of short duration,the attention is arrested by something in one of the books before him,and suddenly,your noisy boy is transformed into a studious youth.It is a great satisfaction to know that while the small child is in the library,he is not only safe from the evil influences of the street but is deriving a double benefit--the enjoyment of the book that absorbs him for the time being,and the habit of reading that is unconsciously being formed.

Mr.R.Oberholzer,Sioux City,Iowa.

If a real disturbance is made which seems clearly intentional,a quick dismissal follows.Reproof is never repeated--once speaking in that way is enough.Reproof is always made in an undertone,and the command to go home,while imperative,is in a few words and followed by absolute silence until obeyed.This is much more impressive than any amount of talk.Dismissal is only for the day.I have never suspended anyone,and only once did I write to the lad's mother that it would be better if her son did not come to the library for a time.If a child really wants to come to the library he learns to conduct himself so as not to offend the people who are in other ways such good friends of his.If he only comes for mischief,he soon concludes that the game is not worth the candle.The desire to "show off,"always a strong element in a mischievous child,is not gratified,and the whole atmosphere is against him.

To keep things going in this way is not easy except by eternal vigilance,both for the public who have to be taught some things over every day,and for library workers who have to learn to be good natured but unyielding,obliging but arbitrary,eternally patient but abnormally quick.

In short,discipline in a library is,as everywhere,a matter of atmosphere rather than method,and atmosphere always means a group of forces expressed through personality.

Miss Nelle A.Olson,Moorhead,Minn.

Before our library opened,I visited all the rooms of all the schools of the city to talk library.I tried to awaken interest and enthusiasm,and to make perfectly clear to the students beforehand the purpose of a library and what was expected of them there and why.

During the first few weeks I managed to spend a good deal of time in their room,moving about among them,helping them,and ready with a word of reminder the very moment a boy forgot himself.Itried in every possible way to help them to form correct library habits from the first.They all seemed anxious to conform to the library spirit when they understood it.

Now,when a boy does something a little out of the way,I try to pass over it as much as possible at the time,then when he comes in again some time,perhaps having forgotten his feeling of irritation,I try to talk kindly with him about it and I find he usually takes it kindly then,and does not trouble again.

I have tried always to take it for granted that the boy did not mean to annoy but forgot himself or was a little careless.I have no set procedure,but try to settle each little difficulty as that particular case seems to warrant and never to let it go on until it becomes a great one.

Miss Kate M.Potter,Baraboo,Wis.

The burning of our high school,two years ago,made the library the only place of general meeting for the scholars.While it was an added trouble at the time,I am not sorry for the experience either for the scholars or myself.Classes were held downstairs and study periods in the reading rooms.The children were made to realize they were under the same discipline as in the assembly room and while it took our time,it taught them the proper use of the library and we gained in the experience.

First:--In regard to the children coming in such numbers as to keep the older readers away.The older people make such little use of the books in comparison,I believe in giving the time and room to the children.

Second:--As to their making it a meeting place.In smaller places the children have no other place to go.Is it not better to attract them to the library?

Third:--As to discipline.We find one thing essential--not to let them get started in the wrong way.A boy or girl spoken to at first,generally does not repeat the offense.

While this all takes the librarian's time I feel that it is spent,in the greatest good to the greatest number,after all.

Miss Gertrude J.Skavlem,Janesville,Wis.

The Janesville Public Library is so arranged that the desk attendant has almost no supervision over the Reading and Reference Rooms.The matter of discipline in those rooms was a source of considerable trouble until an attendant took charge there in the evenings.We find it necessary to have this attendant only during the winter months,when more High School students use the library than at other times.

It is not the policy of the Library Board to enforce any strict rules as to quiet in the rooms.Rules are very lenient and the enforcement more by inference than in any other way.An attendant if she has the requisite personality,may,simply by her manner ensure quiet and orderly conduct,at least that has been our experience during the past year.

Various other means were tried before the one which we now find so successful.Talks were given in the High School by the superintendent,and at one time a police officer had the Library on his regular beat.None of these methods were permanently successful.

Miss Jeannette M.Drake,Jacksonville,Ill.