Library & Information Science, Course 233: School Library Media Centers.
Dr. David Loertscher

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Mary E. Hall
Librarian, Girl's High School
Brooklyn, N.Y.

Frank Irving Cooper Chairman, N.E.A. Comm. on School-house
Planning and Construction
Boston, Mass.

Martha Wilson
State Supervisor of Libraries
Department of Education
St. Paul, Minn.

Emma J. Breck
Head of Department of English
University High School
Oakland, Cal.

Lucy E. Fay
Librarian
University of Tennessee
Knoxville, Tenn.

Edna Pratt
Librarian, Public Library
Passaic, N.J.

Elizabeth Knapp
Head of Children's Department, Public Library
Detroit, Mich.

Mary Sullivan
Department of English, Schenley High School
Pittsburgh, Pa.

Jesse B Davis
Principal, Central High School
Grand Rapids, Mich.

Hannah Logasa
Librarian, School of Education
University of Chicago
Chicago, Ill.

Walter G. Hood
Principal, Gilbert High School
Winsted, Conn.

R.T. Hargreaves
Principal, North Central High School
Spokane, Wash.

H.A. Hollister
State High-School Visitor
University of Illinois
Urbana, Ill.

Florence Hopkins
Librarin, Central High School
Detroit, Mich.

W.W. Bishop
Librarian, University of Michigan
Ann Arbor, Mich.

H.O. Severance
Librarian, University of Missouri
Columbia, Mo.

Clarence Kingsley
State High-School Inspector
Boston, Mass.

James Fleming Hosic
Editor of the English Journal
Chicago, Ill.

Bessie Sargeant-Smith
Supervisor of High-School Libraries
Cleveland, Ohio

Willis Kerr
Librarian, Kansas State Normal School
Emporia, Kans.

Harriet Wood
Supervisor of School Library
Public Library
Portland, Ore.

Frank K. Walter
Vice-Director, New York State Library School
Albany, N.Y.

Ella Morgan
Librarian, Lincoln High School
Los Angeles, Cal.

FOREWORD

THE NEED FOR HIGH-SCHOOL LIBRARY STANDARDIZATION

SUGGESTIONS TO STATE HIGH-SCHOOL INSPECTORS

STANDARD HIGH-SCHOOL LIBRARY ORGANIZATION AND ADMINISTRATION

Requisites of a Standard Library Organization
Attainable Standards .

I. Junior High Schools .

II. High Schools with Enrolment below 200

III. Four-Year High Schools or Senior High Schools with Enrolment between 200 and 500

IV. Four-Year High Schools and Senior High Schools with Enrolment between 500 and 1000

V. Four-Year High Schools and Senior High Schools with Enrolment between 1000 and 3000

APPENDIX

The Library Committee of the Department of Secondary Education of the National Education association was organized in 1915 at the annual meeting in Oakland, Calif. The members of the Committee at that time decided that two purposes should be carried out during the year: first, to investigate actual conditions in high-school libraries throughout the United States; and second, to make these conditions known to school administrators and to secure their aid in bettering existing conditions. The first purpose was accomplisht thru a series of surveys, including the states of the South, of the Middle West, of the West and of the East. A report based upon these surveys was presented to the Secondary Department at the New York City meeting in 1916 and publisht in the Proceedings of that year. Gathered together at that meeting were high-school principals, teachers librarians, and state and city superintendents, who, in discussing the problems relating to high-school libraries, gave a new conception of the status of the library in the high school. It was thru this program that the Committee accomplisht its second purpose . Taking part in the discussions at the meeting were such men as Dr. Davidson, of Pittsburgh Pa., Mr.. Jesse B. Davis, of Grand Rapids, Mich., and Professor Charles Hughes Johnston, of Urbana, Ill. A full account of the meeting, with papers contributed by the speakers, is publisht is the National Education Association Proceedings for 1916.
It was the sense of the department at that time that the Library Committee should be continued and that it should work out a constructive program of library development acceptable to the Secondary Department. Professor Johnston consented to take the leadership in this movement. He was also chairman of the Commission on Unit Courses and Curricula of the North Central Association of Colleges and Secondary Schools. As chairman of this Commission he organized a library committee with the purpose of preparing, under the guidance of the members of the Commission, a much more detailed report than seemed possible in the National Education Association. It was my great pleasure to act as chairman of this Library Committee of the Commission and to work under the leadership of Professor Johnston. He planned to secure the adoption of the projected report by the North Central Association and then to present it to the Secondary Department of the National Education Association for similar action.
Professor Johnston's untimely death in the early stages of these plans brought irreparable loss to the teaching profession; but his plans, which were projected with characteristic clearness and vigor, have survived and have been given expression in the following report prepared by the Library Committee of the Commission. I was askt to accept the chairmanship of the Library Committee of the Secondary Department and hence have had the privilege of carrying out the program planned by Professor Johnston. According to his plans I have presented the report of the Library Committee both to the North Central Association and to the Secondary Department of the National Education Association. The report has been adopted by both organizations. The action of these organizations has thus given school administrators a national standard for high-school library development.
The Library Committee has been instructed to prepare a report on "Methods of Using the Library in Teaching the High-School Subjects," to be presented at the next annual meeting of the Secondary Department.

In The building of high schools in the past twenty-five years it has been the custom to provide adequately, or approximately so, for science and a little less generously for household arts and manual arts. I do not wish to say anything whatever in disparagement of the provision made for science. We have not provided more than adequately; we have invested no more money in science than we should. In fact, the war is teaching us that we must spend more money in every line than we have ever spent before. But in planning our high schools we have overlookt, with few exceptions, the high-school library.
What is true of high school, in general is true of junior high schools in particular. The library in the junior high school is just as important as the library in the senior high school; indeed, far more so in many respects. Most boys and girls leave school before they reach the senior high school, in fact before they reach the tenth grade of the public schools. If we are really to teach them to use the library, if we are really to create in them an interest in good books, an interest in study, it must be done in the junior high school. In my mind the need of library development applies in particular to the junior high school.
There are few well-planned high-school libraries in the United States. Sometimes there is a large study-hall for the library--generally just one room with no workroom or conveniences of any kind for the library staff. The reason for this has been that in the science department we have had definite standards by which to design. These standards have been workt out during many years in the colleges and in the secondary schools. We have appreciated the importance of science in the high-school curriculum. We have had standards in the university laboratories. In the laboratories in the high school, we have laboratory equipment. It has been easy, therefore, to convince boards of education that it is necessary to provide these--and so for the chemistry department, the physics department, or for science of whatever kind common to the curriculum. We have been able to take boards of education to neighboring cities and show them what has been done, but we have been unable to do that in the library field.
Herein lies the importance of the report on Standard Library Organization and Equipment for Secondary Schools of Different Sizes. For the first time administrators see that the library is the very heart of the high school. It will be possible now for those of us who believe in the importance of the library to talk in definite terms to boards of education when we are planning junior and senior high schools. I have had that pleasure within the last four months. In drawing up my plans I have been able to refer to this recent report setting forth library standards, and I am happy to say that in these two schools we are going to provide as adequately for the library as for the science and manual-arts departments.
Those of us who deal with boards of education know that we are likely to get what we want if we know what we want. The person who approaches the board of education with a definite program in mind, knowing exactly what he wants, with recommendations and reasons for it, is likely to get what he wants, and that is true of the community. School superintendents and boards of education who have a constructive program to put before the community with good reasons for it will win, nine cases out of ten, and so this library report will make it possible to get good libraries--a thing we have not had in the past. Of course there are a few exceptions, but in general we do not have adequate arrangements either in room, in equipment, or in staff for libraries.
I am very happy to say that at the meeting of the North Central Association of Colleges and Secondary schools in March we adopted this report as one of the recommendations of the Commission on Unit Courses and Curricula, and that similar associations of colleges and secondary schools in the South and Northwest and in various other parts of the country are likely to take similar action. We can now offer boards of education a report that is official--really official. This report represents the best thought of those who have studied libraries thruout the country. Great good will come from that.

It is suggested that a committee be organized in each state to make a survey of library conditions in high schools. To begin the work of standardizing libraries, actual conditions should be studied in relation to the standards given in this report.

A complete survey should be made including such items as: (1) approximate housing and equipment; (2) professionally trained librarians; (3) scientific service in the selection and care of books and other printed material, and in the proper classification and cataloging of this material; (4) instruction in the use of books and libraries; (5) adequate annual appropriations for salaries and maintenance of the library, for the purchase of books, for supplies, and for general upkeep; (6) a trained librarian as state supervisor of all the school libraries of the state.
Based upon this survey, a schedule of systematic library development should be outlined, with definite annual goals to be obtained, until all standards have been achieved. It is estimated that not more than five years should be required for the complete achievement of standards as given in this report. Representatives of the state educational department and of the state library commission should be members of the surveying committee. A statement of library conditions should be contained in the annual reports of state department of education and in the reports of high-school inspectors.

This report endeavors to suggest a practical working standard for the following types of high schools:
I. Junior high schools.
II. High schools with enrolment below 200.
III. Four-year high schools or senior high schools with enrolment between 200 and 500.
IV. Four-year high schools or senior high schools with enrolment between 500 and 1000.
V. Four-year high schools or senior high schools with enrolment between 1000 and 3000.
Appendix:
I. Acknowledgments.
II. References.
Appraisal by Educational Leaders.

The requisites of a standard library organization are: (I) appropriate housing and equipment of the high-school library; (II) professionally trained librarians; (III) scientific selection and care of books and other printed matter, and the proper classification and cataloging of this material; (IV) instruction in the use of books and libraries as a unit course in high-school curricula; (V) adequate annual appropriations for salaries and for the maintenance of the library, for the purchase of books and other printed matter, for the rebinding of books, for supplies and for general upkeep; (VI) a trained librarian as state supervisor to be appointed as a member of the state education department, as in Minnesota, or under the library commission in co-operation with the state education department, as in New Jersey.

The following standards are recommended as attainable in the high schools of the United States within the next five years. In general these standards apply to all high schools.

In establishing a new high school or a new library in a high school, the librarian should be secured in ample time to aid in planning the library room and in selecting the equipment and books. No school superintendent or high school principal should undertake to plan a new library without the expert assistance of a trained librarian. Crudely designed libraries are wasteful of funds, of space, of time, and of educational force.

The library must be an integral part of the high school, housed in the school building, and should not as a rule be open to the general public.
1. The Room and its appointments.ÐThe library reading-room must be centrally located, well lighted, and planned appropriately with reference to general reading, reference, and supplementary study. It must be emphatically a place of refinement, comfort, and inspiration. The room in all its appointments should be a place essentially attractive to high-school students and should be made as free of access to them as is possible.
2. Freedom of access.ÐFreedom of access to the library must imply, not only freedom to consult books for reference and for supplementary and collateral study, but also freedom to read books for recreation and pleasure. The pupils should have direct access to the bookshelves.

1. LocationÐA central location on the second floor is usually found most satisfactory for the reading-room. It should have an exposure admitting plenty of light and sunshine. It should be separate from the study hall and should not be used for recitation purposes.
It should be near the study hall. The library should be connected with the study hall by a door or special passageway so that students may go from the study hall to the library without the necessity of securing passes to the library. Where this is not feasible the library should be as near as possible to the study hall.
2. Seating capacity and area.ÐThe reading-room should be provided with facilities to accommodate at one full period readers numbering from 5 per cent to 10 per cent of the total daily attendance of the school. In high schools enrolling 500 pupils the reading-room should have a seating capacity of from 40 to 50; and those enrolling 1000 should have a seating capacity of from 75 to 100. An area of at least 25 square feet per reader is required for complete accommodations and service. The minimum seating capacity in the small high school should be that of an average classroom.
Tables 3 by 5 feet and seating 6 persons are the standard size recommended. The width of the room should be ample to accommodate from 2 to 3 rows of tables placed with sides parallel to the short walls of the room if the room is rectangular in form. A space of 5 feet should be allowed between the rows of tables and between the tables and the adjacent wall. Two rows of tables should be provided in small high schools and 3 rows in large schools.
3. Lighting--The artificial lighting should be by means of electric ceiling fixtures of either the indirect or semi-indirect type.
4. Finishes.--White ceilings and light buff give the best lighting effects. Dark colors should be avoided in woodwork and trim.
5. Wall space.--All possible surface downward from a point 7 feet above the floor should be utilized for shelving. Chair railing, wainscoting, and baseboards should be omitted, and the walls plastered to the floor. Any necessary baseboards should be added after the shelving is in place.
6. Floor covering--The floor should be covered with linoleum or cork carpet to deaden sound.

1. Indispensable equipment.--
a) Built-in furniture : Low, open wall shelving to accommodate about eight volumes to the running foot.
The shelving should be placed against the wall spaces of the room. The cases should be made with adjustable shelves, should not be over seven feet high, should accommodate six or seven shelves. The stationary shelf should be three or four inches above the floor, so that it will not catch all the dust. The shelves should be 3 feet long and 9 inches wide. These should be made of wood by the local carpenter, or steel cases should be purchast. The bottom shelves should be 12 inches wide to take the folio books. In estimating the capacity of shelving, eight books to the foot should be used as a basis. There should shelving enough to provide for the present collection of books and for the probable additions for the next five years. If the wall spaces are not sufficient for the shelving, free- standing stacks should be installed. The passageway between the stack and the wall should be at least three feet.
The current periodicals should be laid on their sides on the shelves in one section devoted to periodical literature, or a few pigeonholes should be made for them. These should be 12 inches high, 10 inches wide, and 12 inches deep for the average-sized periodical. A few larger ones should be made for folios like the Scientific American. Better still, these spaces should be reserved for files of back numbers and for a rack simply constructed to hold current magazines in a vertical position for display. This should be placed on a side wall of the library. If the school has sufficient funds, a standard periodical case for the better display of periodicals should be purchast.
b) Closets: Ample provision should be made for closet space for storing back; numbers of magazines, new books, books for binder, stores of supplies, etc., unless this storage space is provided in a librarian's workroom.
c) Furniture: Reading tables, each to accommodate not more than six or eight reader, comfortable chairs, charging desk and desk for reference work, card-catalog case, pamphlet cases, magazine stand, newspaper rack, vertical file, book truck, lockers for librarians.
d) Apparatus: Accession book, Library of Congress catalog cards, blank catalog cards, guide cards, book cards, book pockets, dating slips with dater, library stamp, book supports, shelf markers, typewriter, bulletin boards of corticine, circulating pictures, clippings, cards, and pamphlets.
2. Additional equipment needed for the most effective work.--
a) Stack shelving when needed, display case for illustrated editions of books, celluloid holder for handling pictures, files for lantern slides, post cards, victrola records, a globe, a cutting machine, pictures and mottoes on walls, casts, and plants.
b) Ample accommodations should be provided for assembling in the library all illustrative material used in the high school, such as maps, pictures, lantern slides, and victrola records. In the library these can be made available to all departments thru proper classifications, cataloging, and filing.

A librarian's workroom of at least 10 by 15 feet should adjoin the reading-room. It should be equipt with a desk for cataloging, a typewriter table, a typewriter with card cataloging attachment, chairs, shelves, and ample closet space for storage of new books being cataloged and of old books being repaired.

A library classroom also should, if possible, adjoin the reading-room. It should be furnisht with from thirty to sixty chairs with tablet arms, a small stage, complete lantern outfit, moving-picture outfit, victrola, reflectoscope, table, and bulletin boards of corticine. Not more than two-thirds of the room should be occupied with chairs. A room so equipt would serve as a model classroom for visual instruction and should be available for use by teachers of all departments wishing to use slides, pictures, illustrated books or victrola records kept in the library. The walls should be equipt with posting, surfaces of cork or burlap for the display of posters and pictures.
NOTE.-- For specifications as to standard library shelving and furniture, also planning of school library room, architects and school superintendents are referred to the following authorities:
School Library Buildings, by Martha Wilson. The H/W. Wilson Co., 958 University Ave., New York City.
Small Library Buildings, by Cornelia Marvin. American Library Association Publishing Board, 78 E. Washington St., Chicago, Illinois.

There should be one or more committee rooms, among these the library classroom, adjoining the library, where students could work in groups upon problems assigned them in English, history, civics, economics, and other high-school-school subjects. It is also desirable that the heads of the department of English and of the social-studies department should be connected conveniently with the library.

A stackroom is rarely necessary, except in the case of the very large high school in which many surplus books must be stored, such as textbooks and library books that are rarely used.

The librarian in the high school should combine the good qualities of both the librarian and the teacher and must be able to think clearly and sympathetically in terms of the needs and interests of high-school students.
A wide knowledge of books, ability to organize library material for efficient service, and successful experience in reference work should be demanded of every librarian. Most of all should the personality of the librarian be emphasized. Enthusiasm and power to teacher and inspire are as essential in the high-school librarian as in the teacher. Successful library experience in work with boys and girls of high-school age, either in the reference room, in the children's department or school department of a public library, or a high school should be required of candidates. Successful teaching experience in a high school is a valuable asset in the librarian.

The standard requirements for future appointments of librarians in high schools should be a college or university degree with major studies in literature, history, sociology, education, or other subjects appropriate to any special demands, as, for example, those of the technical high school, upon the library. In addition the librarian should have at least one year of postgraduate library training in an approved library school and one year's successful library experience in work with young people in a library of standing.
1. Approved library schools.-- By approved library school is meant a school which meets the standards of library training set up by the Committee on Library Training in the American Library Association and adopted by the Committee on High School Libraries in the National Education Association. The following meet these standards and are approved by the National Education Association Committee on High School Libraries:
New York State Library School, Albany, N.Y.
University of Illinois Library School, Urbana, Ill.
The University of Wisconsin Library School, Madison, Wis.
Western Reserve Library School, Cleveland, Ohio.
Simmons College Library School, Boston, Mass.
Pratt Institute Library School, Brooklyn, N.Y.
New York Public Library School, New York, N.Y.
Atlanta Library Training School of the Carnegie Library, Atlanta, Ga.
Carnegie Library School, Pittsburgh, Pa.
Syracuse University Library School, Syracuse University, Syracuse, N.Y.
Los Angeles Public Library Training School, Los Angeles, Cal.
The following library schools which have been recently established give courses of one year or more in library training and are under consideration for approval by the National Education Association Committee on High School Libraries:
Los Angeles Public Library Training School, Los Angeles, Cal.
California State Library School, Sacramento, Cal.
St. Louis Library School, Public Library, St. Louis, Mo.
University of Washington Library School, Seattle, Wash.
2. Standard library-training courses.-- For information as to the standing of any library-training course in the country write to the Chairman of the Committee on Library Training, American Library Association, 78 East Washington St., Chicago, Ill., or to Mary E. Hall, Girls' High School, Brooklyn, N.Y., chairman of Committee on High School Libraries, National Education Association.
3. Authoritative information.-- For help in securing efficient librarians for high schools apply to the directors of library schools listed in the foregoing paragraphs or to the chairman of Committee on High School Libraries, National Education Association. Help may also be secured from the Secretary of the American Library Association, 78 East Washington St., Chicago, or by writing to the secretary of the state library commission of any state having such a commission at the state capital. Most states have such a commission.

The salary of a high-school librarian should be adequate to obtain a person with the qualifications set forth in this report. It should not be lower than an English teacher, but it may be necessary to pay a higher salary when there is an oversupply of English teachers and an under supply of librarians.

1. The library staff.-- The library staff should be sufficiently large to keep the library open continuously thru the day session, also before and after the session and evenings for night school, if local need demands this.
2. Status of the librarian.-- In high schools having heads of departments the librarian should be made head of the library department, with status equal to that of the heads of other departments.
3. Trained assistants.-- For every one thousand students in daily attendance a full time trained assistant librarian is needed to help in the reference, technical, and clerical work and to allow the librarian time for conference with teachers and pupils, to give instruction, and to visit classes.
Professional requirements for assistant librarians: Standard requirements for assistant librarians should be the same as for the librarian. There should be no distinction between librarian and assistant librarian in the requirements for eligibility except in the matter of library experience.
4. Judicious distinction in library service.-- In the administration of the library distinctions should be made as to clerical, administrative, technical, and educational work.
a) Clerical work: Clerical work of the high school of the nature of office work should not be demanded of the librarian. Under no circumstances should the librarian be expected to do clerical work properly required in the principal's office, such as keeping records of attendance and official records. To require such work of trained librarians is wasteful of educational resources and money.
Free textbooks should not be stored in the library, and they should be handled, not by the library staff, but by a special book clerk.
b) Administrative work: The administrative work may be summarized as follows: Directing the policy of the library, selecting books, purchasing books, planning the room and its equipment, keeping records of expenses and planing the annual library budget, planning and directing the work of trained or student assistants, and building up a working collection of pamphlets, clippings, and of illustrative material.
The librarian should present at all teachers' meetings held with reference to courses and policy governing instruction and should have the ability to work for and with teachers so well that mistakes in adaptation of book collections to needs may not occur.
c) Technical work: The technical work may be summarized as follows: The classifying, cataloging, indexing, and filing of all printed matter so that it may be readily available for use; establishing a practical charging system to keep track of books and other materials borrowed from the library; attending to the proper binding and rebinding of books; and keeping necessary records and statistics of additions to library, use of library, etc.
d) Educational work: The educational work may be summarized as follows:
(1) Reference.-- Helping teachers and students to find suitable material on special topics, notifying teachers of new books and articles along professional lines, looking up answers to questions which have come up in classroom or laboratory, and preparing suggestive reference reading along the lines of the course of study.
(2) Instruction. -- Systematic instruction of students in the use of reference books and library tools, such as card-catalog indexes, etc., by the giving of lectures, quizzes, and practical tests. In this instruction the relationship of the high-school library and public library and the relation of a library to life outside of school should be emphasized.
(3) Educational and vocational guidance.-- Cultural and inspirational work in widening the interests of the students and in cultivating a taste for good reading. This is done thru posting interesting material on bulletin boards and compiling lists of interesting reading in books and magazines, thru reading clubs and personal guidance of the reading of individual students.
The librarian should also cooperate with the vocational counselors in aiding students in the choice of vocations and should have on hand in the library pamphlets, catalogs, etc., on the occupations.
A card record for each student should be kept from year to year, showing the progress of the student's reading interests. Much attention should be given to individual and group conferences.
The work of the assistant librarian, altho under the direction of the librarian in charge, should be coordinate in many respects with that of the librarian and should be along inspirational and educational, as well as technical, lines. The work of the assistant librarian should include, among other duties, keeping records of loans, caring for magazines, newspapers, pictures, and clippings, helping with cataloging, assisting in enforcing discipline, helping in the supervision of clubs, and personally guiding the reading of students.

The selection of books should be made with reference to:
1. Educational guidance and local industrial, commercial, and community interests.
2. Laboratory and classroom needs.
3. The general recreational and cultural needs of the students.
All books should be classified, shelf-listed, cataloged, and kept in good repair and in fit condition for ready use.
Book selections should be made by the librarian with the approval of the principal, and must be based upon (1) recommendations by heads of departments and teachers and (2) the general cultural needs of the students.
The library should be provided with the best reference books and with literature that has a natural human appeal to young people. There should be very few books of criticism, a few complete works of authors, a generous proportion of finely illustrated editions of standard books, popular scientific books, special reference books on methods of teaching, pictures appropriate for illustrative purposes, novels, short stories, books of travel, biography, modern drama, modern poetry, weekly and monthly magazines, and newspapers.
Subscription books should be avoided, with certain exceptions known to trained librarians. Information on this subject may be obtained from the state library commission.
Books that are out of date or seldom used should not be allowed to occupy valuable shelf space but should be stored where accessible, or should otherwise be disposed of.
Books greatly in demand should be supplied in duplicate to meet the demand not only adequately but generously.

One of the following plans should be selected in giving instruction in the use of books and libraries:
A. A minimum of three recitation periods per year should be given in each English course to graded instruction in the use of books and libraries. This instruction should be given by the librarian and credited as a distinct requirement for graduation. The credit should be recorded as a grade in Library Instruction, and not as a grade in English or some such subject.
B. To establish Instruction in the Use of Books and Libraries as a unit course, a minimum of twelve lessons a year should be given to this work. In view of the fact that efficiency of instruction in any department depends upon an intelligent use of the library, the following schedule would seem practicable:
In English, three lessons a year should be given to instruction in the use of the library, in history three lessons a year, in Latin one lesson, in Spanish or French one lesson, and in the sciences and manual training together four lessons. The required twelve lessons a year should thus be scheduled for instruction in the use of the library.
Training in library use should include:

1. The use of books for educational guidance.-- The students should be given systematic guidance in the choice of books helpful to an understanding of social well being. Clubs should be organized to study biographies of persons who have achieved peculiar success in particular vocations and of those who have rendered great services to mankind.
2. The use of books as tools.-- The lessons given should include such topics as the card catalog, magazine indexes, dictionaries, encyclopedias, documents, official city reports, indexes to sets of books, and special and commercial indexes. These lessons should be given early in the high-school course, during the first and second years, that students may use the library intelligently and efficiently.
3. The use of books as a means of recreation, amusement, and inspiration.-- The students should be encouraged to collect books for personal libraries and should be given information concerning good editions of books, such as the "Everyman Series" and other inexpensive but well-printed editions. They should be taught something of bookbinding and should be fortified against the wiles of unscrupulous book agents. The librarian should organize reading clubs and other means of making reading enjoyable.
4. "Esprit de corps" in handling books as public property.-- Lessons in this connection should be given upon (a) the history of printing and book-binding, (b) the care of the physical book, (c) cooperation in the care of public property, (d) cooperation in securing the greatest benefits from public educational institutions, (e) unselfishness in the use of public goods, (f) the examination of representative collections of books in the best editions, and (g) appreciation of the cost and value of library equipment.
Lessons 2, 3, and 4 should be given to the students when they first enter high school; lesson 1 may be given later.
5 Relation of high-school and public libraries.-- To relate the work in the high school library to that of the public library and to make clear the uses to students, after school days are over, of an institution which should be a factor in their future mental development, classes should be taken to the public library, where its book resources, rules, methods, departments, catalog , and support can be briefly explained by one of the staff. This should be done in the large cities and small towns as well. Definite outlined instructions can be prepared for the talks which will make them of practical value. Where visits to the library are an impossibility in school hours because of distance, competent members of the library staff may be invited to talk on the subject.
Courses 2,3,4, and 5 are the most important. Other courses may be offered in lieu of course 1.

The library should receive an annual appropriation of sufficient amount in addition to salaries to provide means for the necessary correlation with all other departments. This appropriation should be increast annually in direct ration to the increasing library needs of each department and should include specific amounts for the maintenance and supervision of the library.
The maintenance of the library should not depend upon incidental sources of money, such as school entertainments and "socials." Students may be encouraged to raise funds for the library in appropriate ways, but these funds should be used only for such accessories as make the library more restful, more refreshing, and more attractive. By this means decorations, special equipment, finely illustrated editions, and plants may be secured; but the high school should not be forst to depend upon such means for necessary library service.
The initial expense of the library includes (1) the salaries of the librarian and assistants, which should be on the same schedule as those of other teachers; and (2) the cost of books and equipment.
Funds for maintenance should provide for increase of salaries, additional books, periodicals, binding and other repairs, replacement of worn-out books, Library of Congress catalog cards, general supplies, and funds for general depreciation, for new equipment, and for handling materials borrowed from public-library agencies.
Funds should be provided in such a way that the librarian may take advantage of sales to buy books as they are needed and offered, instead of being forst to buy only once or twice a year, as is customary with most boards of education. A contingent fund is necessary.
A minimum annual appropriation per student should be determined upon for books, pictures, magazines, and newspapers.
For books alone a minimum of 50 cents a student is needed. Not less than $40 a year for magazines is needed even in small schools.
Funds should be apportioned scientifically by the librarian according to the specific needs of each department or subject, and according to the recreational and cultural needs of the students. A tentative schedule of disbursements should be prepared before book lists are made.
Each department should file with the librarian definite statements of needs, as they are felt thruout the year, and the librarian should make disbursements according to these needs.
In technical, commercial, or academic high schools, after the necessary quota of reference has been accumulated and other necessary books acquired, the amount spent on books for teaching purposes should not exceed the amount spent on books for general recreational and cultural purposes. It should be borne in mind that the library is primarily for the pupils.

A trained librarian should be employed by the state department of education, or by the state department of education in cooperation with the state library commission, to act as supervisor of all public-school libraries in the state--normal, high, elementary, and rural. Expert supervision will mean a high standard of efficiency in even the small high schools thruout the state.
In states having no supervisors of libraries high-school inspectors should keep records upon high-school libraries and embody in their reports detailed statements of library conditions in all high schools visited. A six weeks' course in modern library methods would be of advantage to inspectors.

The junior high school library should be organized in such a manner as to meet the needs of boys and girls in Grades VII, VIII, and IX. The materials in the library must be suited to the expansion and development of the students and to their natural interests and powers of appreciation and understanding. The library in the junior high school should be sharply differentiated from the library in the senior high school, not only as to the character of books selected, but also as to the kind of service expected from the librarian. It should contribute to more varied and extensive interests. Unlike the library of the senior high school, the library of the junior high school does not require the kind of material and the character of service necessary to a high degree of intensive study, concentration , and application in definite specialization.
The organization of the library in the junior high school should conform to the organization of the junior high school curriculum. Unremitting attention should be given to the details of supervised study when the students come to the library to do supplementary study or collateral reading.

1. Housing and equipment.--What has been recommended as to attainable standards with reference to location, size of reading-room, furniture, and equipment applies equally well to the junior high library.
2. The librarian.--The librarian should be a student of children and adolescent psychology and should have sufficient culture and professional training to select books discriminatingly from the standpoint of the appropriateness and the educational value of their subject-matter. The librarian should be prepared to give tactful and intelligent supervision to the reading of the children.
The librarian should be a graduate of an approved library school with special training in children's work and should be a normal-school graduate with college or university training in addition, or a college or university graduate with special courses in education. The librarian should have had several years' experience in library work with children, or in reference work, or in school-department work in a first-class public library.
The librarian should keep reading records of individual students, to be sent to the senior high schools in which students enrol.
3. Scientific selection and care of books.--The statement of Attainable Standards, pages 6 to 17, applies here. It is suggested that the recommendations be adapted to specific needs.
4. Instruction in the use of books and libraries.--The statement of Attainable Standards, pages 6 to 17, applies here. It is suggested that recommendations be adapted to specific needs.
5. Annual appropriations.--The statement of Attainable Standards, pages 6 to 17, applies here. It is suggested that recommendations be adapted to specific needs.
6. State supervision. --A trained librarian should be employed by the state department of education, or by the state department of education in cooperation with the state library commission, to act as supervisor of all public-school libraries in the state- normal, high, elementary, and rural.

I. Housing and equipment. The library should have a separate room whenever possible.
If a separate room is not available, a classroom should be fitted up with bookcases and a reading table, and the library atmosphere should be created even if recitations have to be held in the room.
The room should be easily accessible from the study hall and should be open to students only when the librarian or her assistant is in the room.
The room should be well lighted and should have an exposure which will admit plenty of sunlight during the day. The room should be well ventilated and heated. It should be large enough to accommodate the librarian's desk, catalog case, and tables and chairs sufficient to accommodate twenty-five or thirty readers, in addition to the bookshelves.
In small high schools with an enrolment of fewer than one hundred students it is very common to have a main room in which each student has his own desk. This arrangement brings all the students under the direct control of the principal, which is very important. In many of the smaller high schools there are frequent changes in the teaching staff, and the assistant teachers are very often beginners who have not as yet developt good methods of discipline. This plan is also desirable because it strengthens the unity of the school. With this arrangement the students do all their studying at their own desks. Recitations should not be held in the main room. When conditions make possible the use of home desks, library books and equipment should be in this main room, and not in a separate room. Reading tables, bulletin boards, and ample bookshelves should be provided in this room.
So far as the quality of equipment is concerned, the standard should be the same as for libraries in large high school.
a) Tables and chairs: The size of tables depends upon the size of the room. Tables 8 feet long and 4 feet wide make convenient study tables.
b) Librarian's desk and chair: These may be secured through a local dealer. The flat-top desk and swivel chair would cost about $25. The desk should have drawers on either side of the opening in front and a vertical file below, with drawers on one side. It should be placed near the exit, so that borrowers must pass by the librarian's desk. There should be free access to the shelves. A regular library charging outfit should also be provided. There should be provided also a standard catalog case (3-inch by 5-inch cards), the number of drawers depending on the number of books in the collection. In estimating drawer space 700 cards should be counted to the drawer. Every book requires, on the average, four cards, including the shelf-list card. Five years' normal growth should be provided for in advance. Sectional cases are very satisfactory. A section of drawers should be added as needed, if this style of case is used.
2. The librarian --A full-time librarian with the professional training of a one-year course in an accredited school for librarians is the ideal. In the larger schools this ideal should be realized, but in the smaller it may be necessary to provide "teacher-librarians." This term, "teacher-librarian" means a high-school teacher who is relieved of a part of her teaching duties and placed in charge of the school library. To qualify for this work she should have at least a six weeks-course of training in a summer library school approved by the Committee on High School Libraries in the National Education Association, or in a public-library course of training which meets with the approval of this committee.
If college training is essential for the high-school teacher, then college and technical library training are essential qualifications for the for the librarian. For those schools which cannot have a full-time librarian, with the regular one-year course in library training in an accredited school for librarians, college graduation and an approved short course in library science are preferable.
When the library is under the supervision of a teacher, her daily schedule should be definitely arranged, in order that she may have regular hours in the library. She should then train one or more students to assist her, in order that the library may be open all day. Students should not be admitted to the library when there is no one in charge of it.
3. Scientific selection and care of books. --Greater care should be exercised in the selection of books for a small library than for a large one. It is difficult to select the few best books out of a multitude of really good books. Every book purchast for a high-school library should be a useful book and one that will be in constant use. Standards approved lists of books for high schools such as those publisht by the United State Bureau of Education should be used in building up a small library.
An accredited high school with an enrolment of 100 or fewer students should have a library of not fewer than 1000 carefully selected books, and schools with an enrolment of 200 should have at least 2000 volumes. This means practically ten volumes for every student in the high school. The high-school libraries could cooperate with the public libraries and make use of their reference and other books and of advice and service which the librarians of the public libraries may render. This will increase materially the efficiency of the school library.
The high-school libraries should subscribe to several good magazines, some for teachers, others for students.
4. Instruction in the use of books and libraries.--The statement of Attainable Standards, pages 6 to 17 applies here. It is suggested that the recommendations be adapted to special needs.
5. Appropriations.--There should be a definite annual appropriation, however small the amount may be, for the purchase of books, subscriptions to magazines, and equipment and supplies.
The statement of Attainable Standards, pages 6 to 17, applies here. It is suggested that the recommendations be adapted to specific needs.
6. State supervision.--A trained librarian should be employed by the state department of education, or by the state department of education in cooperation with the state library commission, to act as supervisor of all public-school libraries in the state- normal, high, elementary, and rural.

1. Housing and equipment.--Adequate housing and equipment include more than tables, chairs, books, and a corner in the study hall or in a classroom. There should be a library room large enough to seat at one time the largest-sized class in the school. As a rule it should have a seating capacity of at least thirty to fifty. Enough wall space is needed to provide standard shelving not only to hold the present number of books but to allow for a five years' normal growth. Sufficient floor space should be provided to accommodate a rack for periodicals, a vertical filing-case, and a librarian's desk, in addition to chairs and tables. The library room should be located in an accessible and quiet part of the building. The lighting, ventilating, and heating facilities of the room should be designed with particular care. The furniture and shelving should be of good quality and of standards size and made of a finish to harmonize with that of the room.
The same kind of equipment is needed as for larger high schools but on a smaller scale. Tables, a rack for periodicals, chairs, wall cases for books, librarian's desk, a typewriter, catalog case, and bulletin boards are the most important necessities. Additional furniture and equipment should be supplied as needs become imperative.
The library should be a separate room used for neither study-room nor recitation purposes.
If the library must be used as a study hall, students should not only be carefully guided in their use of time in reading but should be systematically aided in the improvement of their methods of study. If conditions are such that a librarian cannot be secured unless the study-hall teacher can be dispenst with, a competent librarian may not only attend to the library work but also advise students in their studies. Under such conditions the library and study hall should of course be combined.
In case that is impossible to provide a separate room for the library, or combined library and study hall, a section of the assembly hall should be fitted up with reference books, tables, and chairs, or an English or history classroom should be equipt with shelving for books and with at least one table.
2. The Librarian.--A full-time librarian with training and experience should be in charge of the library. The training should be a course in library methods approved by the National Education Association Committee on High School Libraries, such course to be in a library school, college, university, state library commission, or public library in which an adequate training course is offered.
For the standing of such library courses apply to the Chairman of the Committee on High School Libraries in the National Education Association.
In the small city where the size of the high school alone does not warrant the salary of a trained librarian, the librarian should be employed not only for service in the high school, but also to supervise the grade-school libraries in charge of assistants.
Student assistants for clerical help should be employed with needed.
If the library is under the direction of a teacher a definite daily schedule should be arranged, apportioning the teacher's time between the classroom and the library, and other arrangements should be made for the library to be open all day for reading and reference. Thoroly satisfactory library service, however, cannot be given by a teacher. Every standards high school should have a trained librarian.
Students should not be admitted to the library except when the teacher or other authorized person is in charge.
The supervision of the library should not be intrusted to anyone who has not had at least a six-weeks' course of training approved by the state library commission at the state capitol, or the National Education Association Committee on High School Libraries.
3. Scientific selection and care of books.--The proper selection and care of books are as vital considerations for libraries in small high schools as for libraries in large high schools.
For a working library, from 2000 to 3000 carefully selected volumes are necessary. If the number of books is small, a large number of magazines, in proportion, might be taken.
The high school should cooperate systematically with the local public library, if there is one, with the state library commission, the state university extension department and with other public-library agencies.
If conditions are at all favorable regular service should be secured from the county library.
By proper cooperation with public-library agencies in securing the loan of many necessary books, a generous portion of the book fund may be made available for subscription to a few well-selected magazines, the binding of these magazines for future reference use, and the supplying of a file of pamphlets, clippings, pictures, post cards, and lantern slides for illustrative use in class work. Each school library should have its own permanent collection of important reference books.
The smaller the library the more minute the cataloging should be.
4. Library Instruction.--The same courses should be given as specified in Attainable Standards, pages 6 to 17.
5. Annual Appropriation.--Definite funds for books, magazines, and papers are necessary, however small the funds may be.
Though smaller, the funds should be handled as for larger high-school libraries.
6. State supervision of school libraries.--Where there is no trained supervisor of school libraries, a six weeks' course in modern library methods would be of advantage to state high-school inspectors visiting small high schools.

1. Housing and Equipment.--The statement of Attainable Standards, pages 6 to 17, applies here. It is suggested that the recommendations be adapted to specific needs.
2. The librarian.--The statement of Attainable Standards, pages 6 to 17, applies here. It is suggested that the recommendations be adapted to specific needs.
In schools of from 500 to 1000 enrollment and even in some larger schools conditions make these qualifications impracticable. For such schools the following recommendations are submitted:
a) High schools with enrolment of 800 and over: The librarian should be a graduate of an approved library school, or should at least hold a certificate for a full one-year course in library economy successfully completed in an approved library school, and should have at least two years of successful experience in library work with young people in a library of standing, or in lieu of one of these years one year of successful teaching experience in a high school. If the librarian is not a college graduate, four years of experience in library work or in teaching in a high school should be required in addition to the year of training in an approved library school.
b) High schools with enrolment between 500 and 700: A full-time librarian with training and experience should be in charge of the library. If possible, the standard should be the same as recommended above for schools of 800 and over. Where this is impossible the following standards are suggested:
(1) A full-time librarian with college graduation and at least a six weeks' course in library methods approved by the National Education Association Committee on High School Libraries, together with one-year of successful library experience. Teaching experience is a valuable asset. The six weeks' course is of necessity superficial, but under some circumstances may be acceptable until higher requirements are met.
(2) A full-time librarian who is a high-school graduate and has had a course of training in library methods, given by a public library, library commission, college, or other institution approved by the National Education Association Committee on High School Libraries, and in addition two years of experience in a library of standing.
3. Scientific selection and care of books.--The statement of Attainable Standards, pages 6 to 17, applies here. It is suggested that the recommendations be adapted to specific needs.
Collections of 3000 to 8000 volumes are needed for high schools of 500 to 1000 enrolment.
4. Instruction in the use of books and libraries.--The statement of Attainable Standards, pages 6 to 17, applies here. It is suggested that the recommendation be adapted to specific needs.
5. Appropriation.--The statement of Attainable Standards, pages 6 to 17 applies here. It is suggested that the recommendations be adapted to specific needs.
High schools of 500 to 1000 students should have a minimum appropriation of from $200 to $300 per year for books and magazines; $400 to $500 should be appropriated.
6. State supervision of school libraries.--A trained librarian should be employed by the state department of education, or by the state department of education in cooperation with the state library commission, to act as supervisor of all public-school libraries in the state--normal, high, elementary, and rural.

1. Housing and equipment.--The statement of Attainable Standards, pages 6 to 17, applies here. It is suggested that the recommendations be adapted to specific needs.
Shelving must be provided for a maximum collection of from 10,000 to 20,000 volumes for high schools of from 1000, to 3000 enrolment.
2. The Librarian.--The statement of Attainable Standards, pages 6 to 17, applies here.
The standard requirement for the future librarian in high schools with an enrolment of 1000 to 3000 should be a college or university degree with major studies in literature, history, sociology, education, or other subjects appropriate to any special demands of the high school upon the library, together with one or two years of postgraduate library training in an approved library school and one year's successful library experience in work with young people in a library of standing.
In high schools of 1000 pupils a full-time trained assistant librarian should be appointed. This assistant should have at least have completed satisfactorily a full one-year course in an approved library school.
In large high schools of 2000 to 2000 enrolment, a second assistant in the library should be appointed in addition to the assistant recommended for a school of 1000 pupils. This assistant should have the same professional training as the first assistant, and a library clerk or page or students pages should be employed to assist in general manual and routine work, as keeping records of circulation, listing books for purchase, listing books at bindery, preparing notices on overdue books and lost books, lettering display posters, keeping books in order on shelves, alphabetizing and filing cards, numbering books and pasting labels, and replacing books on shelves. The work of the assistant should be determined by the librarian.
3. Scientific selection and care of books.--The statement of Attainable Standards, pages 6 to 17, applies here. It is suggested that the recommendations be adapted to specific needs.
For high schools not exceeding an enrolment of 1000 students, from 5000 to 8000 volumes, not including duplicates, carefully selected, make a good working library.
4. Instruction in the use of books and libraries. --The statement of Attainable Standards, pages 6 to 17, applies here. It is suggested that the recommendations be adapted to specific needs.
5. Adequate appropriation.--The statement of Attainable Standards, pages 6 to 17, applies here. It is suggested that the recommendations be adapted to specific needs.
High schools of 1000 to 3000 students need as a minimum appropriation from $300 to $500 per year; from $500 to $1200 should be appropriated. For binding and rebinding, high schools of 800 to 1000 students need a minimum of $40 a year; high schools of 1200 to 3000 need $75 a year.
6. Supervision of school libraries.--A trained librarian should be employed by the state department of education, or by the state department of education in cooperation with the state library commission, to act as supervisor of all public-school libraries in the state- normal, high, elementary, and rural.

1. For many of the definite recommendations of this report the Committee is indebted to the report of the Committee on Library Equipment in the report of the Joint Committee of the National Education Association and the National Council of Teachers of English on the Reorganization of English in Secondary Schools, publisht by the Bureau of Education, Washington, D.C.
2. Reports also of the Committees of the National Education Association, of the National Society for the Study of Education, and of the American Library Association have been freely consulted.
3. For many definite recommendations as to planning and equipping the library room we are indebted to the pamphlet School Libraries published by the Library Bureau, New York.
4. Helpful criticisms have been received from the librarians in the Orange Union High School (350 students), Orange, Cal.; the high school (small high school), White Plains, N.Y.; the Wausau High School (700 students), Wausau, Wis.; Olean High School (small high school), Olean, N.Y.; from librarians in the public libraries of Detroit, Mich.; Cleveland, Ohio; Portland, Ore.; and from other persons in the library and teaching professions.

A Study of Colleges and High Schools in the North Central Association. Bulletin, 1915, No. 6, United States Bureau of Education, Washington, D.C.
Statistical summary of the library facilities available to high schools in the territory of the Association.

Cleveland Foundation Survey. Report on High School Libraries. (In Leonard P. Ayres, The Public Library and the Public School [Survey Committee. Cleveland, 1916] pp. 59-64, 74-80, 86-88, 93.)

Bardwell, Darwin L. "Phases of Work in the Modern High School, " Educational Review, April, 1915.
Emphasizes the importance of the high-school library.

Barette, Emma E. "The Use of the Library as an Aid in School Work," School and Society, March 16, 1918.

Booth, M.J. Lists of Material Which May Be Obtained Free or at Small Cost. Chicago, Ill.: American Library Publishing Board, 1915. 25 cents.
(A later, revised edition was published by Eastern Illinois State Normal School, Charleston, Ill. Free.)

Breck, Emma. "The Efficient High-School Library," English Journal (January, 1916), pp. 10-19.

Certain, C.C. "High-School Libraries," Educational Review, June, 1917.

Fletcher, Mabel. "The Struggling High-School Library," English Journal, IV (1915), 357-61.

Hall, M.E. "A Day in a Modern High School Library," Public Libraries, XXIII (1918), 51-59.

Hall, M.E. "Development of the Modern High School Library," Library Journal, XL (1915), 627-32. History Teachers' Magazine, VII (1916), 46-49.
Defines what is meant by a "modern" high-school library.

Hargreaves, R.T. "The Possibilities of the High-School Library," Proceedings of the National Education Association (1915), pp. 730-34. See also the National Education Association Bulletin, February, 1917, papers by Charles Hughes Johnston, Jesse B. Davis, and others.

Hosic, James Fleming (Editor). Report of the Committee on High-School Library Equipment for the Teaching of English. See the report of the Joint Committee on the Reorganization of the Course of Study in Secondary-School English. National Council of Teachers of English and the National Education Association. Published by the United States Bureau of Education, Washington, D.C. Bulletin No. 2, 1917.

Johnston, W.D. "Relation of the Library to the Teaching of English," English Journal, IV (1915), 21-27.

Keyes, Rowena Keith. "How We Use Our School Library," English Journal, III (1914), 86-93.

Library Aids for Teachers and School Librarians. Compiled by Esther M. Davis and Agnes Cowing. H. W. Wilson Co., 1916. 958 University Ave., New York, N.Y. 10 cents.
Contains a classified bibliography.

Powell, Mrs. S. H. "The Children's Library," chap. iv. H. W. Wilson Co. New York City.
Excellent chapter on high-school library.

Public Society, and School Libraries. Bulletin, 1915, No. 215, United States Bureau of Education, Washington, D.C.

Public Libraries. Special School Library Number, Chicago, Ill. Vol. XXIII, February, 1918.

Ward, G. O. The High-School Library. American Library Association Publishing Board, 1916. 78 E. Washington St., Chicago, Ill. 10 cents.

Wilson Bulletin,, High-School Libraries, Number, June, 1916. 958 University Ave., New York, N.Y.: H.W. Wilson Co.
Contains (1) excerpts of interesting articles, (2) bibliographies, (3) "List of Books for the Browsing Corner of the High School Library," (4) "A List of Inexpensive Helps for the High School Librarian." Free.

Wilson, Martha. School Library Management. St. Paul, Minn.: State Department of Education. To be published in new edition by H.S. Wilson Co., New York.
A manual designed to offer practical suggestions on the equipment, organization, and administration of the school library.

Young, Ira M., "A New England High-School Library," English Journal, IV (1915), 571-76.

*Marvin, Cornelia. Small Library Buildings . Chicago, Ill.: American Library Association Publishing Board.

Nunn, Janet H. "Planning and Equipping a High-School Library," Public Libraries, XX (November, 1915), 406-9.

*School Libraries. Library Bureau, 316 Broadway, New York. Free
Contains photographs and plans of well-equipped high-school libraries and valuable data as to specifications.

Stearns, L. E. Essential in Library Administration. 78 E. Washington St., Chicago, Ill.:" American Library Association Publishing Board.

*Wilson, Martha. School Library Management. The H.W. Wilson Co., New York City.
For description of equipment of modern high-school libraries see:

*Hall, M.E. "The Girls' High-School Library, Brooklyn, N.Y.," Public Libraries, Chicago, XXIII (February, 1918), 53-55. (In her Day in a Modern High-School Library.)

*Howard, Clara. "The Schenley High School, Pittsburgh." Public Libraries, Chicago, XXIII (February, 1918), 67-69.

Catalogs from the following firms will be suggestive: Library Bureau, Chicago and New York City; Gaylord Brothers, Syracuse, N.Y.; Democrat Printing Co., Madison, Wis.

Annotated List of Books for Secondary-School Libraries. Albany, N.Y.: University of the State of New York.

Fay, Lucy, and Eaton, Anne. "The High School Library." (Pp. 149-82 in their Use of Books and Libraries.) Boston: Boston Book Co.

Hollister, H.A. (Editor). Standards for High-School Library Content. Bulletin on High School Libraries, University of Illinois, Vol. XIV, No. 33, April 16, 1917.

Oregon Library Commission. Books for High School Libraries. Salem, Ore.

Proceedings of High-School Conference. Bulletin No. 15, University of Illinois.

Reports of the Joint Committee on the Reorganization of High-School English. Published by the United States Bureau of Education, Washington, D.C. See chapter on library equipment.

Reports of the National Council of Teachers of English: (a) Report of Committee on Plays, 25 cents; (b) Report of the Committee on Home Reading, 10 cents; (c) Magazine Lists. Published by the National Council of Teachers of English, 68th St. and Stewart Ave., Chicago, Ill.

University High School (Chicago). List of Books Suited to High-School Libraries. United States Bureau of Education, Washington, D.C.

Wilson, Martha. Books for High-School Libraries, rev. ed. United States Bureau of Education, Washington, D.C. 15 cents.

American Library Association. "Statement as to Qualifications for School Librarians Adopted by the American Library Association through Its Official Council, May 28, 1914," Library Journal, XXXIX (September, 1914), 692.

Bardwell, D. L. The Duties of the High School Librarian Defined. (Pp. 47-48 in his Reports on High Schools, 1914.) Department of Education, New York City.
Separate pamphlet to accompany the sixteenth annual report of the city superintendent of schools.

Breck, Emma J. The type of librarian needed. (In her "Efficient High School Library," English Journal, V [January, 1916], 16-18.

Fargo, Lucile E. Appoint the trained librarian before planning the room or buying books. (In her "Place of the Library in High School Education," Education, XXXIII [April, 1913], 474.)

Hargreaves, R.T. The importance of the work of the high-school librarian and her qualifications. (In her "Possibilities of the High-School Library." National Education Association Proceedings, 1915, pp. 730-34.

Johnston, W.D. The school librarian, training and status. (Minnesota: Department of Public Instruction, 1915.) Public Libraries, XX (April, 1915), 151-54.

Minnesota State High School Board. Qualifications and library training for teacher librarians in high schools. Library Journal, XL (September, 1915), 649.

National Council of Teachers of English. Resolutions concerning library service in the schools and qualifications of school librarians. Library Journal, XXXIX (1914), 692.
With slight modifications these were adopted by the American Library Association.

National Education Association. Library department. Report of the committee on high school libraries on standards of qualifications recently adopted for high-school librarians in different cities. National Education Association Proceedings (1915), 1064-73.

National Education Association. Library department. Training and duties of the high school librarian. National Education Association Proceedings (1912), 1275-76. In report of the committee on high-school libraries.

Davis and Cowing. Library Aids for Teacher and Librarians, pp. 22-23. 958 University Ave., New York, N.Y.: H. W. Wilson Co. 10 cents.

Hall and Moulton. Vocational Guidance through the Library. 78 E. Washington St., Chicago, Ill.: American Library Association Publishing Board.

Hopkins, Florence M. Reference Guides That Should be Known. Revised edition. A series of ten pamphlets, each one devoted to a lesson, requiring two recitation periods, on some phase, such as Encyclopedias; or Concordances; or Atlases, etc. Adapted especially for immediate class use. Single pamphlet 25 cents; quantities at special rates. The Willard Company, 479 Sixth St., Detroit, Mich.

Lessons on the Use of the School Library. Madison, Wis.: State Department of Public Instruction, 1915.

"Library Tour" (Round Table), English Journal, IV (1915), 531-33.

Madison, Elizabeth. "A High-School Course in Library Use," English Journal, V (1916), 196-207.

Severance, H.O. A Library Primer for Missouri High Schools. Bulletin No. 30, Volume XVI, University of Missouri, Columbia, Mo. (Revised, enlarged edition, 1917, Missouri Book Co., Columbia, Mo., $1.25.)

Ward, Gilbert O. Practical Use of Books and Libraries. Boston Book Co. $1.00

Ayres and McKinnie. The Public Library and the Public Schools. Cleveland Education Survey Reports.

Bardwell, D.L. "Report on High-School Libraries in New York City," Sixteenth Annual Report of the Superintendent of Schools, New York City (1914), pp. 43-50. 500 Park Ave., New York City: Department of Education.
Gives tentative budget for high schools of 1000, 2000, 3000 pupils, equipment, and supplies needed, list of periodicals, outline of lessons.

Newberry, Marie St. "A Normal Budget for the High School Library," Proceedings of the National Education Association (1914), pp. 817-20.

Williams, Sherman. High-School Library Problems. New York Libraries, February 1916.
Better choice and larger appropriations.

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