xt7d7w676s3p https://exploreuk.uky.edu/dips/xt7d7w676s3p/data/mets.xml Kentucky. Department of Education. Kentucky Kentucky. Department of Education. 1961-06 bulletins English Frankford, Ky. : Dept. of Education This digital resource may be freely searched and displayed in accordance with U. S. copyright laws. Educational Bulletin (Frankfort, Ky.) Education -- Kentucky Educational Bulletin (Frankfort, Ky.), "Library Service for Kentucky Schools", vol. XXIX, no. 6, June 1961 text
volumes: illustrations 23-28 cm. call numbers 17-ED83 2 and L152 .B35. Educational Bulletin (Frankfort, Ky.), "Library Service for Kentucky Schools", vol. XXIX, no. 6, June 1961 1961 1961-06 2022 true xt7d7w676s3p section xt7d7w676s3p

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Frontisp
Forewor
Aeknow

Chapter
I
II

III
IV

V
VI

CONTENTS

Page

Frontispiece .............................................. 506

Foreword

507

Acknowledgements ........................................ 510

Chapters

1 The Library in the School Program ................... 511

II Functional Use of Quarters and Equipment for the

School Library .................................... 516
Ill Selection, Purchase and Accessioning of Books ......... 529

IV Classification, Cataloging and Preparation of Books

for Shelf ......................................... 540
V Magazines and Newspapers ........................... 549

VI Non-Book Printed Materials ..........................
Audio-Visual Materials ..............................
Library Routines ...................................

IX Library Records and Reports .........................

X Services of the School Library ........................
Special Problems of the Elementary School Library .....

APPENDIX
Standards
Kentucky High School Library Standards ...............
Kentucky Elementary Library Standards ................
Southern Association of Secondary Schools

591
596

Library Standards .................................. 599

National Library Standards .............................

Selected Bibliographies
Some Book Selection Aids .............................
Some Books About Children’s Reading Suggested for
Librarians, Parents and Teachers .....................

S01116 Sources of Materials, Supplies and Equipment for the
School Library ........................................

Servrces Available from State Agencies
D6partment of Education ...............................

Kentucky Library Training Agencies ........................

505

601

602

607

608

610
610

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One room may serve both elementary and senior hi

FOREWORD

The school library, designed as a resource center in both the ele‘
mentary and high schools of today, is an indispensable facet of the
modern instructional program. Good teaching calls for extensive
quantities as well as a multiplicity of learning materials which are
appropriate and meaningful to the growth of boys and girls. These
resources of teaching and learning form a vital segment of the school
library, and are essential to the education of youth.

This revision of Library Service For Kentucky Schools is the
fourth in an attempt to set forth information pertinent to school
libraries. While this is not a completely revised publication as previ-
ous editions have been, some supplementary material has been in-
cluded and certain portions have been rewritten. Chapter XI, on
”Special Problems of the Elementary School Libraries,” is additional
knowledge, and many practices and suggestions have been brought in
line with current procedures in the school library field.

A dynamic library program is now considered an essential to the
educational plan of the school. It is hoped that this copy of the
Educational Bulletin will furnish the needed stimulation for the de-
velopment and organization of school libraries where none exist and
will provide practical assistance for the improvement of all school
library programs.

WENDELL P. BUTLER
Superintendent of Public Instruction

507

J
{ LIBRARY SERVICE
’ FOR KENTUCKY SCHOOLS
1

A HANDBOOK OF POLICIES AND PRACTICES

509

ACKNOWLEDGEMENTS

For the revision of this bulletin on school library Service in-
debtedness is acknowledged to the persons who have helped in bring-
ing it to completion. Appreciation is expressed to the committee
who wrote the 1957 edition. Miss Ruth “Theeler, Librarian, Morton
Junior High School, Lexington, served as chairman of the commit-
tee. She was assisted by Miss Azile VVofford, Associate Professor,
Department of Library Science, University of Kentucky.

Besides those two, other committee members writing portions
of the 1957 bulletin were: Miss Laura K. Martin, Associate Professor
and Mrs. Emma Lou Leckey, Assistant Professor, both of the Depart-
ment of Library Science, University of Kentucky; Miss Ruby Trower,
Supervisor of Library Service, Lexington city schools, Mrs. Edna
Edwards, formerly librarian in the Fayette County schools, Miss
George Ann Carpenter, Elementary Librarian, Shelbyville schools,
contributed the art work for the cover of the bulletin.

Because there are problems peculiar to the elementary library
it was decided that an entire chapter concerning those problems
would be added. Those persons who participated in the preparation
of the new chapter, “Special Problems of the Elementary Library,”
are: Mrs. Eleanor Simmons, Librarian, Jefferson County schools, Mrs.
Thelma Estes, Librarian, Ft. Knox Dependent schools, Mrs. Arline
Young, Primary Supervisor, Covington city schools, Miss Ruby
Trower, Supervisor of Library Service, Lexington city schools, and
Miss George Ann Carpenter, who also designed the cover for the
present revision. Final editing of the bulletins was done by Miss
Ruth Wheeler and Miss Nella Bailey.

Pictures used in the bulletin are from Bloomfield Elementary
School; Glasseock Elementary School, Lebanon; and Central High
School, Louisville. Other schools which cooperated by submitting
pictures were: Shelbyville High School, duPont h’lanual High School;
Louisville, and Owensboro Technical High School.

The drawings of the Shelving and equipment are the work 0f
the Division of Buildings and Grounds, State Department of Edu-
cation.

(Miss) NELLA BAILEY ‘
Supervisor of School Librat‘tfﬁ‘
April, 1961

510

t
l
l
l

Introduct

The
01' provie
is an inn
essential
possible
better to

Resp
the admi
organizat
eontribut
These fu
brary wl
school fr
require a
schools a

Centraiiz

Edln
tl'alized :
quate lib
where ar
ability a]
minister(
01‘ grout
I‘it'ulum.

The.
eleinenta
ministrat
tiou. Th
011 dema:
leetions :
they are
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ice in-
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inittee
[orton
unmit-
Eessor,

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fessor
epart-
maven
Edna

Miss
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brary
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ration
rary,”
t, Mrs.
\rline
Ruby
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r the

Miss

ntary
High
itting‘
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-a rirs

{Iiiapter I

THE LIBRARY IN THE SCHOOL PROGRAM

Introduction

The library in the sehool is no longer something- to be desired
or provided after all other serviees are, assured. The school lib any
is an integral part of the school program, planned in line with and
essential to its edueational objeetiyes. (tood teaehin;r is no longer
possible without: adequate library materials and all teaching is
better for having: library seryiee.

Responsibility for the support of the school library rests on
the administration and the Si‘ll(t()l board. l).'l‘.A. groups and other
organizations have, ot'ten been interested in, and generous with
eontributions to school libraries. especially on the elementary level.
These funds should supplement, rather than support, a school li-
b'ary which should have a definite, regular appropriation from
school funds. l’resent standards for library service in Kentucky
require, a minimum of $l.5t) per pupil for the junior and senior high
sehools and $1.00 per pupil tor the eleimuitary school.

Centralized Library vs. Classroom Libraries

Educators and librarians are generally agreed that the cen—
tralized library in the school is the best method of supplying ade-
quate library serviee. A centralized library is the, place in the school
Where are, housed varied materials for all levels of interest, reading
ability and maturity. Finch materials should be organized and ad-
ministered ‘by a trained librarian to serve the needs of individuals
"‘1' groups, both personal needs and those arising- from the cur-
rieulnin.

The classroom library, ten-merly held desi'able, especially for
E‘lelnentary schools, and still preferred by some teachers and ad-
nninstrators, has been largely supplanted by the classroom collec—
tion. This collection is part of the larger centralized library loaned
on demand to any classroom for use with special units. Such col-
1t‘ctlons may be kept as long as desired in the classroom, provided
”‘9." are not needed elsewhere by other teachers. Thus the Class-
1'00111 teacher is assured a constantly fresh supply of materials rather

511

than a static group of books added to only when money is available
for new purchases. Materials for home use should still be circulated
from the centralized library to avoid necessity for teachers adding
library circulation to their many other duties, and to assure readers
a wider range of choice.

The centralized library is more economical, \specially in the
matter of reference materials, such as encyclopedias, which would
need to be duplicated for classroom libraries, not be available for
gene‘al use, or be kept elsewhere in the school. Since a revision
of encyclopedias is advised for purchase every five years, obviously
no school could afford copies for each classroom library. Materials
in the centralized library are a Wailable to all during school periods,
whereas the classroom libraries are not available to other students
while classes are in session, if at all. The centralized library also
has the advantage of a librarian trained to assist both pupils and
teachers.

Library Combinations

All too many school libraries in Kentucky are at present at-
tempting to function in connection with other services. The most
common situation is the combination of the school library and
study hall, usually resulting in overcrowding and discipline prob—
lems which make library service difficult. Recent Kentucky stand-
ards require that, when more than 40 high school pupils are assigned
to the library for a given period, a teacher must also be scheduled
there to assist with discipline problems. Thus, except. in very small
high schools, the combination of library and study hall is not eco-
nomical of personnel and a sepa ‘ate study hall should be provided
for those who do not need to use library materials. In Kentucky,
also are found libraries which attempt to function in connection
with the principal’s office or auditorium, at the back, on the stage,
or in the balcony. As school buildings become increasingly crowded:
the school library is often made to serve as a home room or class-
room for part or all of a school day. It is obvious that adequate
library service cannot be provided under such circumstances.

A trend in school planning has been the use of a “multi-pur-
pose” room to make space serve for more than one purpose for a
larger part of the school day. in some instances, the school library
was combined with the school cafeteria. Many objections to thlS
combination present themselves but the most serious seems to be
that the library could not function during that large part of the

512

school da
purposes.
mosphere
such an

is a subs

Library
In a
such as 1
schools, (
at all le‘
pacity fl
tralized '
of small
other of
plement:
with the

Bookmo
Lar
under t
made t(
of publi
for the
the cha
was ea1
tension
serving
to sew
areas u
public,
Howev
mobile
library
The so
tion P1
supple-
dation
schools
C<
Librar
has be

ailahle
ulated
Idding
eaders

in the
would
le for
vision
iously
:erials
riods,
idents
I also
s and

it at-
most
and
prob-
tand-
gncd
luled
small
eco-
'ided
icky,
ztiou
ta ge,
'ded,
lass
uate

pur-
or a
rary
this
) be
the

school day when chairs and tables would be required for cafeteria
purposes. Furthermore, it is impossible to maintain a library at—
mosphere in a room used for other purposes. The school library is
such an important part of the school program that no makeshift
is a substitute for real library service.

Library Service to All Schools

In a school building housing grades 1—12, or other combinations
such as elementary and junior high or senior high and junior high
schools, one centralized library can usually serve pupils and teachers
at all levels. The high school librarian can act in an advisory ca-
pacity for the elementary schools in a system just beginning cen-
tralized library service. In a county system which still has a number
of small schools, it would seem advisable to provide reference and
other often needed materials for each school and arrange for sup-
plementary materials from a centralized collection in connection
with the office of the superintendent.

Bookmobile Service in Kentucky
Largely through the support of Friends of Kentucky Libraries

under the sponsorship of Mrs. Mary B. Gray, an effort has been
made to supply bookmobiles which would serve as demonstrations
of public library service in counties willing to assume responsibility
for the support of operation. In 1954:, a statewide campaign under
the chairmanship of Mr. Harry Sehacter and Mrs. Barry Bingham
was carried on and resulted in the presentation to the Library Ex-
tension Division at Frankfort of 102 bookmobiles. These are now
serving in many Kentucky counties. They are primarily designed
to serve the general public and to operate from public libraries in
areas where there are public libraries. As part of the service to the
public, these bookmobiles have attempted in the past to serve schools.
However, both librarians and educators are agreed that, while book-
Itlobile service may supplement, it is not intended to supplant local
llbrary service or draw upon funds appropriated for school libraries.
The school library program has been strengthened by the Founda-
tlon Program to the point where minimum standards can be met by
supplementing the local effort. Funds obtained as part of the Foun—
dation Program are being spent on developing libraries in local
schools.

‘ Collections of books formerly loaned to schools directly from the
Library Extension Division are no longer available, as this service
has been combined with the regional libraries in Kentucky.

513

For some years the Home Place at Ary, Kentucky, has operated
a bookmobile carrying lib *ary materials to schools of the area along
with other community services. Eerea College Library maintains a
special school collection from which books are loaned to schools
located in the mountain area of Eastern Kentucky.

How the Foundation Program Helps School Libraries

The Foundation Program for Education can render four dis-
tinct services to the school library program in Kentucky. First, the
librarian has the same status as a classroom teacher and a special
Administrative and Special instructional Service Personnel unit is
provided for the librarian; second, an administrative policy pro-
vides that the full-time librarian may be employed and the local
board be reimbursed by the State for 10 months employment; third,
the state allotment of $900 per classroom unit for current operating
expenses provides funds for purchase of lib ‘ary books and materials;
and fourth, the state allotment of $600 per classroom unit for capital
outlay provides funds for the purchase of new furniture and equip-
ment and books for new libraries. The local school district should
endeavor to supplement state funds in order to enrich and broaden
the total school program through adequate lib 'ary service.

Conclusion

For the school library to fulfill its function in the total school
program, it should be a continuously developing, cooperative proj-
ect. The board of education should adequately finance it. The school
staff should assist in building the collection of materials and pI'O-
vide encouragement and opportunities for pupils to use its facilities.
The librarian should guide the development of a balanced collection,
organize the materials for effective use, and encourage and provide
ways for the staff and pupils to utilize to the fullest the library,S
resources. \Vorking closely together, the librarian and teachers
should provide adequate instruction in the use of the library, thus
enabling pupils to find material for themselves and to know how t0
utilize it to advantage.

Every school administrator in Kentucky should begin now to
establish library service to all schools in his system or, wherever
library service exists, to bend every effort to develop it to its higheSt
function and to supplement it from other available SOurccs 0f
library materials.

A good source book for the school librarian is Azile Wofford’S:
“The School Library at Work,” II. “7. Wilson, 1959.

514

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The library, that department which serves the entire school, is an attractive room, well-lighted, well-equipped and

planned for growth. Central High School, Louisville

Chapter H

FUNCTIONAL USE OF QUARTERS AND EQUIPMENT
FOR THE SCHOOL LIBRARY

The school library, as no other department, is the one part of
the entire school program which endeavors to serve the total school
population. The extent to which it is expected to contribute to the
total program should be determined by the size and location of
the room and the essential equipment. Desirable quarters should
be given careful consideration and planned cooperatively by admin-
istrators, teachers, parents and librarians. l’reparc specifications
carefully before the architect begins to work. ()pinions vary in many
details in planning a school library; however, the basic essentials
which are generally accepted by experienced personnel should be
followed. Local school library personnel and library personnel in
the State Department of Education should be consulted in planning
a school library. Examine the architect’s preliminary drawings
carefully. Discuss and agree on changes to meet standards you have
set.

It is well to keep in mind when plans for a school library are
formulated that not only the present but the foreseeable future is
of vital importance. Trends indicate that school enrollments are gen-
erally increasing and the school library has become a teaching
agency and a reading center for the total school population.

In planning a new or remodeled library, thoughtful and care—
ful planning should be done for all phases of the program, but
particularly to deciding about the size and location. Once the final
decision has been made about them, little change is possible.

The Kentucky Educational Bulletin, Criteria, for ApprOWl of
Units for A(linintstrattue and Special Instructional Personnel, VOL
XXIV, No. 4, p. 103, states:

“1. Quarters and Equipment:

a. Library rooms in high schools shall conform to accredita-
tion standards of the State Department of Education.
Other libraries shall provide space for seating the large“
class plus twenty.

516

A fl
located i
rooms a1
and the ‘
the libra

In (
smallest
or twclv
and a n
should ct
room, w
size and

Location

In G
to seat (
plus 20,
and seni
inent an
more th:
any one
schedule.
cent of '
for libra

Spat
be in ad«

Reading
A.

)art of
school
to the
ion of
should
Ldmin-
ations
many
intials
ild he
nel in
nning
wings
l have

'3' are
are is
9 gen-
ching‘

care—
, but
final

al of
V ol.

«lita-
ition.
rgest

b. The library shall be equipped with suitable tables,
chairs, shelving, card catalog and other equipment to
permit its efficient operation. The library should be
separate from the study hall, but if they are combined,
adequate teacher supervision shall be provided in order
that the librarian may carry on her proper functions.”

A further requirement for the library room is that it should be
located where it is easily accessible to the greatest number of class—
rooms and adjacent to the study hall if possible. Future expansion
and the least noise possible should be contributing factors in locating
the library.

In order to have an adequate library program of service, the
smallest school library, whether elementary, junior high, senior high
or twelve-grade school, should consist of a reading room for pupils
and a workroom for the librarian. The larger centralized library
should consist of quarters which provide a reading room, conference
room, workroom, office, and library classroom, depending on the
size and the functions which it serves.

CENTRALIZED ELEMENTARY AND HIGH SCHOOL
LIBRARIES

Location and. Size of Quarters

ln elementary schools, the reading room should be large enough
to seat comfortable as a group the largest class unit in the school
plus 20, allowing 25 square feet per person. Reading rooms in junior
and senior high school should seat 15 per cent of the school enroll-
ment and should allow at least 25 square feet per person. \Vhen
more than 40 pupils are assigned to the standard size library at
any one period, a teacher, in addition to the librarian, should be
Scheduled there to assist in the supervision. Not more than 50 per
cent of the seating capacity should be assigned, thus leaving space
for library service to other pupils.

b Space for the workroom, conference and other services should
e 111 addition to this minimum space required for the reading room.

Reading Room or Rooms

A. Furniture and equipment
Standard library furniture which will endure for years
Without requiring major repair and replacement, and which

517

can be added to in the same design and type as originally

purehased may be seeured from library supply houses. If
(:rmstrueied [oral/y. t/Ir _/'I!}'Illi/I(I'(,‘ s/mu/d be made according
to library “met/Yetttions. Some satisfaetory library supply

houses whieh sell standard equipment are: Denieo Library

Supplies, (z‘aylord, Library liureau ot' Remington Rand,
Myrtle Desk & others. (Addresses in Appendix)

Tables and ehairs

Standard wood library tables of sturdy eonstruetion
without foot rests or drawers are reelnnmended. Rer-
taugular tables should be 3’ x 5/ aeeommodatingG
pupils eaeh. lbund tables should be -i’ to 5 feet in
diameter. The heights of tables and ehairs should my
to provide eom't‘ortable seating for ehildren of different
ages. in elementary sehools the height, of the tables
should vary from 2-1 to 26 inehes; in high sehools from
27 to 30 inehes. lChairs (1) should vary according to
the height ol‘ the able. (‘3) should be 10 inehes lower
than the tables, and (3) should be provided with
chair glides.

Charging desk

In small sehools a regular flat top office. desk with
loek may serve for a (charging- desk if it has the proper
drawer spaee. The top drawer should be deep 021011311
to aeeommodate 3” X 5” book eards. The size of the
eharg'ing desk may vary aeeordiugr to the size of the
school. Also, height will vary in elementary and hig‘ll
school. Standard eharg'ine‘ desks may be purehased
from library supply houses in various shapes and ill
sitting); or counter heights. These are eonstrueted with
built—in features which aeeommodate the circulation
files and other equipment.

Book shelving

The number of shelves required should be computed
on the basis of 10 books per pupil allowing apprOXl‘
mately ll? books to each seetion, 8 books per shPlf
foot for high sehool and 1012 books for elementary
Open—faced, adjustable, hardwood shelving, plain 111
construction and without; trim, is recommended. The

518

inally
'. I f
rdlng
upply
brary
Rand,

ictioii
Rec-
ng (5
et in
any
‘erent
ables
from
11g to
lower
with

with
roper
ough
f the
t the
high
lased
id in
with
ation

tlllt‘tl
roxi-
shelf
tar)’,
11 ill

The

u— v _ \_,: . n ’ .

following specifications are accepted to be standard.
Locally built shelving should follow these standard
dimensions and only well—seasoned lumber should be

used:

Shelves should be 3 feet in length between up—
rights. ()verall height should not, exceed 5 feet in
elementary schools and 7 feet. in high schools; av-
erage space in clear between shelves should be l0
inches. Standard depth of shelves should be 8-10
inches. Every school library should have some sec—
tions which are 10—12 inches in depth to accommo-
date oversized books; in the high schools, these
will be needed for reference books, in the ele—
mentary for large picture books. ln elementary
libraries, a proportionate part, of the shelving
should be of the picture book type shown in the
diagram on page 5‘27. There should be a 4—6 inch
base to protect books on the bottom shelf which
should slant for easy reading.

Shelving built locally can be made adjustable by the
use of metal tracks. (See diagram on page 526.)

Magazine shelving

The diagram on page 5‘23 pictures the most satisfactory
type of magazine shelving. Current magazines can be
displayed on the slanting shelving and older copies
can he filed on the flat shelf beneath. The length of
the slanting shelf should be 16 inches with 4 slanting
shelves to each section. The number of sections of
shelving needed is figured from the fact that each
section of magazine shelving accommodates approxi-
mately 12 magazines.

Newspaper rack

Newspapers should be hung on newspaper sticks, one
stick for each paper, and may be placed in a small
wood holder, both of which can be purchased from a
lib "ary supply house. The wood holder may be con-
structed locally if desired. (See diagram 011 page 525.)

519

Vertical file

Every library will need at least one 4-drawer filing
cabinet which has roller or bearing slides, preferably
of legal size (101/2 inches high, 15 inches wide, 24 inches
deep). The number of additional files will be deter-
mined by the size of the school and type of classroom
instruction.

Card catalog cabinet

This piece of essential equipment should be purchased
from a library supply house. It may be used to house
the shelf-list in situations where the librarian has had
no training in cataloging; it may house both the shelf
list and the author, title and subject cards in situations
with trained librarians. A standard 5-drawer section
catalog case should be provided which allows for ad-
ditional sections to be added as the book collection
expands.

Bulletin boards

At least one bulletin board not less than 3 feet in
length should be provided for each library. Cork
makes a very satisfactory board. it is recommended
that essential space needed for shelving not be used.
Space between windows or at the ends of sections of
shelving may be good places for the location of bulle-
tin boards. To be most effective and useful, they should
be placed level with the eye. Pegboard can also be
used very effectively to make attractive displays.

Other desirable equipment

An atlas and a dictionary stand may be useful equip-
ment for the library if the room is not crowded. A
revolving table model is preferable to the floor type.
Libraries will find at least one book truck indis-
pensable. Display cases in either the library 01‘ the
corridor may be very effectively used.

520

Ample
workn

r filing
eferably
1 inches
5 deter-
LSSI‘OOIII

rchased
) house
:as had
e shelf
iations
section
for ad-
lection

'eet in
Cork
Lended
used.
one of
bulle-
ihOIlld
[so be

aquip-
:d. A
type.
indis-
r the

r pace'for processing and storing library materials is provided in a
00m w1th cabinets, shelves and sink. Glasscock Elementary School,
Lebanon.

521

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B. Making the room attractive and serviceable.
Unbroken wall space to accommodate shelving should be
given primary consideration in planning libraries. Mechan-
ical features such as radiators, ventilators, thermostats,
electric switches, etc., should be placed where they will use
the least space. To allow room for a section of shelving be-
tween them, windows should be placed at least 31/; feet
apart.
The library should be well lighted both naturally and
artifically. Accoustically treated ceilings are highly de-
sirable. \Valls painted in light colors without a gloss such
as soft, light blue, green and yellow make a very attractive
background for a library. A noiseless floor covering of
rubber tile, cork tile or linoleum tile is recommended.
Pleasant decorations such as a few plants, flowers or pot-
tery, attractively arranged, will create an inviting at-
mosphere. The furniture arrangement should be such that it
will provide the maximum space at strategic points such
as book, magazine and newspaper shelving, circulation desk
and exits. A convenient arrangement of the furniture will
provide a more usable and attractive reading room.

Workroom

In addition to the reading room, a separate workroom adjacent
to the library is a necessary part of the library quarters. It is there
that the librarian can do the technical work necessary to prepal‘r
materials for use. Supplies, tools with which the librarian works, books
and other materials which are being processed, mended or prepared
for the bindery are housed in the workroom. Sufficient shelves may
be provided in the workroom for housing back issues of magazines
though, in larger schools, it is recommended that storage space, ad—
ditional to the workroom, be provided. The workroom should be pro-
vided with:

1. Sink with running water

2. Book shelving 10 inches deep for storage and materials in
process

Closed cabinet for supplies

Typewriter

Electrical outlet at table height convenient to work table
Work table and several chairs

In larger schools, a card catalog case to house the shelf list

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Conference Room
In larger schools it. is most desirable to have a small room

adjaeent to the reading room to be used for small groups who come
to the library to work on a class or other group project. it should
be equipped with a table and apj'n'oximately 6 chairs and some
shelving. Glass partitions 30” from the floor separating other rooms
from the reading room should be used in order to facilitate super—
vision on the part of the librarian and to provide space for counter
height shelving beneath the partition.

Librarian’s Office

An office for the librarian adjacent to the reading room is a
desirable addition in large schools. A desk and chair, an office file
and counter-height shelving for the librarian’s professional tools

should be included.

Library Classroom

In larger schools with an enrollmei’it of above 1000 pupils, it
is desirable to have a separate room adjoining the library quarters
where instruction in the use of the library may be given. lt should
be the size, of an or