library, proper care in selecting the librarian, and freedom given to the librarian to develop the library.

Examples of this type of library are: The 23 high-school libraries in New York City; high-school libraries of Albany, N. Y.: Hartford, Conn.; William Penn High School, Philadelphia; Spokane, Wash.; Detroit and Grand Rapids, Mich.; Los Angeles, Cal.; Newark and East Orange, N. J.; Newton Technical High School, Newtonville, Mass.; Hughes High School, Cincinnati, Ohio; High Schools of Oakland, Cal.

B. The high-school library under joint control of the board of education and the public library, or as a branch of the public library.

In many cities and towns where otherwise an up-to-date highschool library would be out of the question this plan has proved of great value. As a rule, the board of education and public library share the expense-room, light, heat, furniture, and equipment being furnished by the board of education, and books, periodicals, binding, and supplies furnished by the public library. The salary of the librarian may be paid jointly by the board of education and the public library, or by either body separately. Where the library is under joint control, the board of education and the public library usually set up a high standard of qualifications and salary in order to insure a librarian equal to the high-school teachers in culture and training. When it is a regular branch of a public library, the librarian is a member of the public-library staff rather than of the school faculty.

The success or failure of this plan depends so much upon the librarian of the public library and his consideration of special highschool needs that local conditions must always determine its feasibility. Where conditions are favorable, it means economical and efficient buying of books and supplies, rebinding, etc. The librarian of the public library often has a larger vision of the possibilities of the high-school library than the school authorities and can better select the right librarian. Its disadvantages are that its administration must conform to that of other branches and there is slight opportunity to make the changes that school work often demands. Present public-library salaries make it difficult to secure the proper college men and women. If the general public are admitted to the high-school branch, there is a distinct loss to the students unless a reading room is provided that is selective in its book collection and does not include the "best seller" and the mediocre. If a librarian must divide her time between the students and the general public, the students are likely to have less of that personal guidance which the high-school librarian ought to give.

Examples of successful high-school branches of public libraries are found in Cleveland, Ohio; Passaic, N. J.; Kansas City, Mo.; Somerville, Mass.; Madison, Wis.; Portland, Oreg.; Tacoma, Wash.; Pittsburgh, Pa.; Chicago, Ill.

C. The high-school library with a trained librarian giving part-time service.

For the small high school where neither of the above plans is possible the following suggestions are made:

That the teacher or librarian in charge of the school library take a six-weeks course in library methods. Such courses are given in the summer in almost every State under the auspices of the State library commission, the State library, State university, or the State normal schools. In Minnesota a six-weeks' course in library methods is required for all school librarians. Teachers who have charge of school libraries in that State must have this training and also be given a light teaching schedule to insure time for proper care of the library.

In States where many of the high-school teachers are normalschool graduates those who have had required courses in library methods in a normal school should be thoroughly competent to conduct the small high-school library along modern lines. This has meant better administration of high-school libraries in Kansas. Many normal schools in addition to their regular courses give summer training to teachers in simple library methods. This is done in Michigan. The small rural high school should be able to secure advice at any time from the normal-school librarian.

For the small town which can not afford a trained librarian in its public library the "Wisconsin idea" is suggested. The board of education and the public library combine, and a librarian is appointed to serve the school library a part of the school day and the public library certain hours of the afternoon and evening. An example of the Wisconsin plan is to be found in the Deerfield-Shields High School, Highland Park, Ill.

REFERENCES ON THE MODERN HIGH-SCHOOL LIBRARY. Bardwell, Darwin L. The modern high school.

1915.

Educational Review, April,

Contains an excellent plea for a good school library. Tribute to the library as an important factor in high-school work.

Report on high-school libraries in New York City. In Maxwell, W. H. Sixteenth annual report of the city superintendent of schools. Special report on high schools, 1914. New York City, Department of Education, 500 Park Avenue. p. 43–50.

Contains summary of duties of a librarian, tentative budget for schools of 1,000, 2,000, and 3,000 pupils, equipment and supplies needed, list of periodicals, outlines for eight lessons on use of library, etc.

Breck, Emma J. The efficient high-school library. English Journal, 5:10-19, January, 1916.

Certain, C. C. Status of the liorary in Southern high schools, Library Journal, 40:632-637, September, 1915.

Fay, Lucy E. Development of the library in the high schools of the South. Library Journal, 42: 234–237, March, 1917.

Hall, Mary E. Development of the modern high-school library. Library Journal, 40: 627-632. September. 1915.

Vocational guidance through the library. American Library Association, 1914. 10 cents.

Hargreaves, R. T. The possibilities of the high-school library. In National Education Association. Proceedings, 1915. p. 730-734.

Ilinois Association of Teachers of English. Investigation of the equipment actually available in the high schools of the State. English Journal, 4:477-479, September, 1915.

Judd, Charles H. The school and the library. In National Education Association. Proceedings, 1910. p. 1026-1030.

Keyes, Rowena K. How we use our school library. English Journal, 3:86–93, February, 1914.

Describes the use of the library by the English department.

The library in the school. Dial, 40: 73-77, February 1, 1906.

Excellent plea for larger rooms and better equipment for the high-school library as the English teachers' laboratory.

Library service in the schools and qualifications of school librarians. Library Journal, 39: 692, 1914.

Statement adopted by the National Council of Teachers of English and the American Library Association.

National Education Association. Report of the Committee on High-School Libraries. In Proceedings, 1912. p. 1273–1281.

Summarizes results of investigation of conditions in 60 cities giving recommendations for betterment.

Report of Committee on High-School Libraries. In Proceedings, 1914 to date.

New York Library Association. Report of the Committee on High-School Libraries. New York Libraries, 3: 182-184, 1912.

Reviews recent progress.

Newberry, Marie A. A normal budget for the high-school library. In National Education Association. Proceedings, 1914. p. 817-820.

Ward, Gilbert O. The high-school library. 1915. Chicago, American Library Association Publishing Board, 78 East Washington Street. 10 cents. (Pamphlet.)

One of the best and most recent authorities on the high-school library. Contains excellent bibliographies.

Warren. Irene. Some high-school problems of interest to teachers. White Plains, N. Y., 1915. (The Wilson Bulletin, 1: 19-23, March, 1916.) Williams, Sherman. High-school library problems. New York Libraries, 4: 174–178. February, 1915.

Plea of a State superintendent of school libraries for better choice of books, larger appropriations, etc.

Wisconsin idea in library cooperation. New York Libraries, 3: 130, 1912.
Outlines plan for small high-school libraries.

For a complete list of references on the high-school library see the following:
Davis, E. M. Library aids for teachers and school librarians. H. W. Wilson
Co., White Plains, N. Y. 10 cents.
The Wilson Bulletin, June, 1916.

H. W. Wilson Co. 5 cents.

HIGH-SCHOOL BRANCHES OF PUBLIC LIBRARIES.

Askew, Sarah B. Public libraries and school libraries. Library Journal, 37: 363-366, 1912.

The New Jersey plan.

Ayres, Leonard P. The public library and the public school. Cleveland, 1916. (Cleveland Foundation Survey.) 25 cents.

Jones, T. L. What the public library can do for the high school. Public Libraries, 17: 274-276, July, 1912.

A high-school principal's view of the plan adopted in Madison, Wis.

McKnight, Elizabeth B. The high-school branch. (Modern library economy as illustrated by the Newark Public Library.) White Plains, N. Y., H. W. Wilson, 1913. 50 cents.

Excellent plan of room and equipment and description of service rendered to English department.

White, Elizabeth. The high-school library as a branch of the public library. Library Journal, 41: 630-631, July, 1916.

Wood, Harriet A. Administration of high-school libraries as branches of public libraries. Library Journal, 30: 659, September, 1914. Wright, Purd B. High-school branches ir Kansas City. Library Journal, 30: 673-76, 1914.

IV. THE LIBRARY ROOM OR ROOMS.

The library room should be sufficiently large to accommodate all students who may need to use library books during any study period. In all schools that can possibly afford the space this room should be distinct from the study hall, although the study hall should be near it. In small schools of a few hundred pupils the library reading room may serve as a study hall as well as library, as in the high school of the School of Education, Chicago University, where the trained librarian supervises the study of pupils.

In the larger high schools provision should be made for a seating capacity of 100 to 200 persons and shelf room for from 10,000 to 20,000 books, as in the Boys' High School, Brooklyn, N. Y., and the Hutchinson High School, Buffalo, N. Y. From 5,000 to 8,000 volumes carefuly selected make a good working library, if the school is not unusually large.

Libraries in schools of from 800 to 1,000 pupils should seat from 50 to 80 pupils at a time and shelve from 5,000 to 8,000 volumes. Even in schools of from 200 to 300 pupils we find library reading rooms in charge of librarians who can devote their time to the library and who have had some training, often a six-weeks course. In these more progressive small high schools the seating capacity is from 30 to 40 persons and shelf room is provided for 3,000 or more volumes. Examples of small high schools with reading rooms well equipped and in charge of librarians with some training are Ypsilanti, Mich.; Wausau, Wis.; Orange, Cal.

The library room, its furniture, and equipment should be planned by a librarian familiar with approved plans and fittings of a modern library. If the school librarian is untrained, help should be secured from the librarian of the public library or the State library commission. This should not be left entirely to architects or principals unfamiliar with library standards.

Shelving should be low-the top shelf being within the reach of the average pupil. Locked cases and glass doors should be avoided. Tables seating six or eight pupils are preferable to larger ones. One of the most important pieces of furniture in the modern high school is the "vertical file" or set of drawers of uniform size in which clippings, pictures, pamphlets, etc., can be arranged alphabetically by subject in dictionary order. Provision should be made for filing lantern slides, post cards, and mounted maps in the library; also for keeping Victrola records and manufacturers' exhibits for exposition work in English. Exhibit cases, such as those in the Passaic high school, N. J., are suggestive to those planning a high-school library room. It is in the line of efficiency and economy to make the library the central distributing agency for all illustrative material and thus save the duplication which is sure to result when each department keeps its own set of slides, pictures, etc. A lantern slide for Julius Cæsar is of use in Latin, English and history, a manufacturer's exhibit of the manufacture of cotton goods is valuable in the biology work on economic uses of plants, in exposition work in English and in industrial courses. If kept in the library all this material can be properly catalogued and available for all departments.

The school library should have such an exposure as will insure plenty of sunshine where growing plants may add to the attractiveness of the room. If the library is to do its best work for the pupils it should be made as inviting and suggestive as possible. There should be interesting pictures on the walls, many bulletin boards for posting pictures, tempting reading lists, clippings, etc., and a large news bulletin board, on which can be arranged clippings from the morning paper, giving the gist of the day's news. The editing of such a news bulletin is excellent practice for high-school students in selecting and sorting the day's news, and learning to read a daily newspaper quickly and intelligently.

V. A LIBRARY CLASSROOM AND ITS POSSIBILITIES.

Wherever possible there should be a library classroom or lecture room adjoining the library and belonging to it. This room should be equipped, as suggested by Mr. Coulter, with projectoscope, Victrola, etc., and could serve all departments of the school.

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