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Includes such subjects as microphones, wireless telephones, transformers, etc. Well illustrated.

One Hundred Years of the Locomotive. (Pamphlet.) Erie, R. R.

Shafer, D. C. Harper's Beginning Electrician. Harper.

Explains what is known of electricity. Gives simple experiments which any boy can do. Also a description of modern uses of electricity.

Thurston. History of the Steam Engine.

Appleton.

2. Technical.

How to Make Thing Electrical. Modern Pub. Co.

Jackson. Elementary Electricity and Magnetism. Macmillan.

Describes electric lighting, the telephone, and present-day uses of electricity. Regan, H. C. Locomotives-Simple, Compound, and Electric. Schneider, N. H. Electric Instruments and Testing. Chamberlain, Power Plants. Chamberlain,

Describes modern electric generating stations.

Sloss. Book of the Automobile.

Appleton.

Swoope, C. W. Lessons in Practical Electricity. D. Van Nostrand Co.
Timbie, W. H. The Essentials of Electricity. John Wiley & Sons.

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Verrill, A. M. Harper's Gasoline Engine. How the Engine is made-how to run and how to keep in order. Harper.

Whitman, P. B. Motorcycle Principles and the Light Car.

An elementary treatise covering principles underlying operation of motorcycle and light car. Written for beginners.

3. Fiction.

Kipling, Rudyard. The Day's Work.

Moffett, Cleveland. Careers of Danger and Daring. Century Co.

Short stories of the fireman and the locomotive engineer.

IV. BOOKS OF GENERAL INDUSTRIAL INTEREST.

1. Industrial studies.

Allen, F. J. Business Employment. (Studies by the Vocation Bureau, Boston.) Ginn & Co.

Allen, N. B.

The Architect.
Claxton, W. J.

Industrial Studies. Ginn & Co.

Boston, Vocation Bureau.

(Pamphlet.)

Journeys in Industrial England. Harrap-London.

Cook, A. O. A Day with the Leather Workers.

A Visit to a Coal Mine. Hodder.

A Visit to a Ship Yard. Stoughton.

Dyer, Walter. Early American Craftsmen. Century.

Husband, Joseph. America at Work. Harper.

1. H. C. Service Bureau. Creeds of Great Business Men. International Harvester Co., Chicago.

Harvest Scenes of the World. International Harvester Co., Chicago.

Iles, George.

Knox, D. C.

Maule, H. E.

Leading American Inventors. Henry Holt.

All About Engineering. Cassell & Co.

The Boys Book of New Inventions. Doubleday, Page & Co. Interesting talks on recent inventions.

Price, O. W. The Land We Live In. Small, Maynard.

A study of industries and conservation.

Proctor, H. H. The Making of Leather. Putnam Sons.

Rocheleau, W. F. Great American Industries. A. Flannagan.

Smith, J. R. Industrial and Commercial Geography. Henry Holt & Co.
Squires, Frederick. The Hollow Tiles House.

Williams, H. S. Wonders of Modern Science.

W. T. Comstock Co.
Funk & Wagnalls.

2. Technical.

Baldwin. Steam Heating.

Collins, F. A.

Boys Book of Model Aeroplanes. Century Co.
Davis, C. G. Motorboat Building for Boys. Harper.
Duncan. The New Knowledge. A. B. Barnes & Co.

Recent chemical discoveries.

Hayward, Chas. B. Building and Flying an Aeroplane. American School of Correspondence.

Verrill, A. M. harper's Gasoline Engine. Harper.

3. Fiction.

Allen, F. J. Business Employments. Ginn & Co.

Peach, Rex. The Iron Trail.

4 book on railroad building in Alaska.

The Silver Horde.

The Spoilers.

Bond, A. R. Pick, Shovel and Pluck. Scientific American Co.

With Men Who Do Things. Scientific American Co.

Answers boy's questions about the great engineering feats of the day.

Connolley, J. B. Out of Gloucester. Scribuer.

Stories of deep-sea fishing.

The Seiners. Scribner.

Gown and Wheatley. Occupations. Ginn & Co.

Harbottle, John. Finding His Stride. Appleton Co.

Story of a young engineer.

Kipling, Rudyard. Captains Courageous. Doubleday, Page & Co.

Lorimer, G. H. Letters from a Self-made Merchant to His Son. Small, May. nard Co.

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Spearman, F. H. Held for Orders. McClure Co.

Short stories, switcher, dispatcher, master machinist.

Webster, Mervin. Calumet K. Macmillan.

Story of building an elevator in Chicago.

Wheeler, F. R. The Boy with the U. S. Census.

Lathrop, Lee & Shepherd.

The Boy with the U. S. Survey. Lathrop, Lee & Shepherd.

XIII. REPORT OF THE COMMITTEE ON THE LIBRARY AND ITS EQUIPMENT.

I. INTRODUCTION.

In preparing this report the committee has followed the lines sug gested in the "Report on English equipment," by Mr. Vinci C, Coulter in the English Journal for March, 1913. Our aim has been to supplement his report with such definite recommendations as will aid high-school principals and teachers in reorganizing their school libraries so that they may prove more effective in the English work of to-day. By calling attention to the library needs of the English department and showing how these needs have actually been met in city and township high schools and in small rural high schools we have endeavored to point the way to the introduction of modern library methods that will make for efficiency in even the smaller schools.

As far as possible we have kept in mind the needs of three types of schools:

I. The metropolitan high school__

II. The high school of the town or small cityIII. The small rural high school....

800 to 3,000 pupiis.

200 to 300 pupils.

under 100 pupils.

The work of certain high-school libraries in cities and towns in different sections of the country has proved beyond a doubt the value of a carefully selected school library as an aid to the teaching of English. Such a library in charge of a trained librarian can make a distinct contribution to the success of the work in oral English, vocational and moral guidance through English composition, dramatics, debating, and, above all, in the study of standard and contemporary literature along the lines of interpretation and appreciation and the development of a taste for good reading.

In the modern high school, where the more progressive ideals and aims obtain in English work, a school library is as essential for the English department as the science laboratory is for the department of physics, biology, or chemistry. At present much of the work that ought to be done in the school library during the school day under the personal supervision of teacher and school librarian has to be done after school in the rush hours in the public library because the average high-school library is 10 years or more behind the times, is often closed when most needed, and generally lacks proper equipment and expert supervision.

Because we believe that the high-school library within the school building has great possibilities and that it can do an important work

for the pupil which the busy public library can not do for him as he goes out to it after school, we urge united action on the part of teachers of English in behalf of better equipped, better organized, and better administered high-school libraries, with adequate floor space and regular and sufficient appropriations for books and maintenance. These libraries should be open during the entire school day, and pupils with study periods should be given freedom to consult books of reference and use books and magazines in connection with their school work. In many schools the whole atmosphere of the high-school library invites them to browse among the books for pure pleasure, and this frequent dipping into the best books of all kinds is felt in their progress in English. For this reason we urge that greater freedom be given students in the use of the school library than has been customary in the past.

II. THE LIBRARIAN.

A librarian with knowledge of modern library methods is essential in every high-school library, and present conditions make that possible even in many small high schools. Books must be carefully selected, grouped according to a standard method of classification, and together with all other library material, pictures, clippings, pamphlets, lantern slides, etc., must be so catalogued, indexed, or listed as to be available at short notice. Proper means of caring for pamphlets and clippings will make available for English work some up-to-date material that would otherwise be lost.

Whenever possible, the standard for the high-school librarian should be fully as high as that for teachers of English. There should be the same educational qualifications-college graduation, etc.-and the librarian should bring to the work the professional training guaranteed by a full course of one or two years in an approved library school. This is the highest type of training for librarianship, and graduation from such a school usually insures breadth of culture, efficiency, and initiative gained by the comparative study of library methods in schools, colleges, and other institutions besides the public library. This comparative study and the high standard of entrance requirements for these library schools make their graduates especially fitted for the administration of highschool libraries, and distinguish the training from that given in the apprentice course, or training class, of a public library. Such public-library courses train primarily in the methods of a single library and for a lower grade of service-their entrance requirements are much lower than a regular library school.

The successful high-school librarian must be much more than a trained cataloguer and organizer. If she is only this the school

library will be a failure. The personality of the librarian is of the utmost importance. Enthusiasm, personal magnetism, broad sympathies, power to teach and inspire are as essential in the good school librarian as in the good teacher. She must be one who understands boys and girls of high-school age-this is quite a different problem from the work in the children's libraries. Librarians who have merely done technical work, such as cataloging, as a rule are not fitted to undertake high-school work. There must be maturity, breadth of culture, and wide interests to enable the librarian to enter intelligently into the work of all departments and cooperate with teachers of all subjects.

For information as to approved library schools giving training in the administration of high-school libraries, also for lists of persons fitted to make successful high-school librarians, write to the chairman of this committee, Miss Mary E. Hall, Girls' High School, Brooklyn, N. Y., who as chairman of the National Education Association committee on high-school libraries is in touch with most of the progressive high-school work of the country, or to Mr. Frank K. Walter, chairman of committee on training of school librarians, New York State Library School, Albany, N. Y. Write also to the secretary of your State library commission at your State capital and confer with the librarian of your public library.

For English teachers who are anxious to secure organized modern libraries for their high schools and wish data to submit to school superintendents and boards of education we suggest the following three solutions of the high-school library problem and append a list of references which will contain necessary data and arguments for maintaining the new type of high-school library.

III. THREE forms of HIGH-SCHOOL LIBRARY ADMINISTRATION.

A. The high-school library under the control of the board of education and an integral part of the high school.

Here the entire expense of maintenance is borne by the board of education, while the librarian is appointed as a member of the faculty and usually has many of the powers of a head of department. With a high standard of qualifications for the librarian, adequate appropriations for maintenance, and close cooperation with the public library this plan secures the fullest freedom for the development of the school library according to the needs of each high school. The problems of the school library have more in common with the college library than with the public library, and this plan admits more easily of the adaptation of library methods to the needs of the school. The success of this type of library depends upon the school board's intelligent appreciation of the function of the high-school

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