xt75736m3c04 https://exploreuk.uky.edu/dipstest/xt75736m3c04/data/mets.xml Kentucky. Department of Education. Kentucky Kentucky. Department of Education. 1957-04 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. XXV, no. 4, April 1957 text 
volumes: illustrations 23-28 cm. call numbers 17-ED83 2 and L152 .B35. Educational Bulletin (Frankfort, Ky.), "Library Service for Kentucky Schools", vol. XXV, no. 4, April 1957 1957 1957-04 2022 true xt75736m3c04 section xt75736m3c04 0 Commonwealth of Kentucky? 0

EDUCATIONAL BULLETIN

 

 

 

 

 

 

Published by
DEPARTMENT OF EDUCATION

 

 

ROBERT E. MARTIN _ i
Superintendent of Public Instruction §_; ‘ ‘

 

 

 

 

 

 

 

 

Enteed ISSUED MONTHLY
1' Eras second-class matter March 21, 1933, at the post office at
alikfort, Kentucky, under the Act of August 24, 1912.

VOL. xxv APRIL, 1957 No. 4

 

 

 

 

  

 

 

 

 

 senior high shol libraries with counter height shelvig used to define
the two area . Bloomfield School.

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~44

FOREWORD

The school library is paramount to enriched and expanded pro-
grams of instruction in our schools today because good teaching now
demands the broadest source of information available to the student.
The school library provides this wide background to learning; it is
as essential to eduction as education is to life.

Library Service to Kentucky Schools is more than just a revision
of its January, 1935, and June, 1949 predecessors—it is, in fact, an
almost completely new publication. In 1935 the importance of the
service rendered by the school library was just emerging as an edu-
cational necessity but was considered more important to the secondary
school than to the grades. By 1949, it was recognized that library

St’l'Vice was important to elementary as well as high school boys and
girls.

. Library service is now an accepted and essential tool for instruc-

tion in the total school program. It is hoped that this Educational
Bulletin will provide practical assistance in the organization and
administration of school libraries.

ROBERT R. MARTIN
Superintendent of Public Instruction

 

  

 

 

 

  

 

LIBRARY SERVICE
FOR KENTUCKY SCHOOLS

A HANDBOOK OF POLICIES AND PRACTICES

 

 

  

 

 

 

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ACKNOWLEDGEMENTS

For the revision of this bulletin on school library service, in-
debtedness is acknowledged to the many persons who have helped
in bringing it to completion. Those who participated in the prepa-
ration of the June, 1949, bulletin provided a helpful outline for
this present revision. The idea of revision originated with Mrs. Irene
Gullette, Supervisor of School Libraries, 1954-1956, and the Ken-
tucky Association of School Librarians assumed responsibility for
the work.

Miss Ruth Wheeler, Librarian, Morton Junior High School,
Lexington, served as chairman of the committee, appointed by the
president of K.A.S.L., Mrs. Harry Wood Paxton, High School Li-
brarian, Shelbyville. Miss Wheeler also headed a subcommittee which
undertook the task of coordinating and editing the manuscript and
making decisions as to the final form of the bulletin. She was assisted
by Miss Azile Wofford, Associate Professor, Department of Library
Science, University of Kentucky, and Miss Nella Bailey, following
her appointment as Supervisor of School Libraries.

Besides those three, other committee members writing portions
0f the bulletin were: Miss Laura K. Martin, Associate Professor and
Mrs. Emma Lou Leckey, Assistant Professor, both of the Department
of Library Science, University of Kentucky; Miss Ruby Trower,
Librarian, Lafayette Senior High School and Mrs, Edna Edwards,
lerarian, Kenwick Elementary School, both in Fayette County. Miss
George Ann Carpenter, elementary teacher-librarian, Shelbyville
schools contributed the art work for the cover of the Bulletin.

Serving also in an advisory capacity from the State Department
Of Education were: Mrs. Mary Marshall, Consultant, In-Service
Teacher Education and Mr. D. E. Elswick, Director of Instructional
Services.

Pictures used in the bulletin are from Bloomfield Elementary
S011001; Glasscock Elementary School, Lebanon; and Central High
$131001, Louisville. Other schools which cooperated by submitting pic-
L 6,8 were: ShelbyVflIe High School, Du Pont Manual High School,

Omsvflle, and Owensboro Technical High School.
the Elle drawings of the shelving and equipment are the work of
cation1v1s10n of Bullding and Grounds, State Department of Edu-
Secrilg-auf, appreciation is expressed to Mrs. Barbara H. Jones,
uable aszfis: the Superwsor of School 11brar1es, who has been of val-
ance to the commlttee 1n the preparation of the bulletin.

NELLA BAILEY

May 1957 Supervisor of School Libraries

 

 

 

  

 

 

 

 

 

Front
Fore“
Ackm

Chap‘
I
II
III
IV

VI
VII
VIII
IX

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CONTENTS

Page
Frontispiece .............................................. 173
Foreword ................................................ 175
Acknowledgements .................... ‘ .................... 179
Chapters
I The Library in the School Program ................... 183
II Functional Use of Quarters and Equipment for the
School Library .................................... 188
III Selection, Purchase and Accessioning of Books ......... 199
IV Classification, Cataloging and Preparation of Books
for Shelf ......................................... 210
V Magazines and Newspapers .......................... 219
VI Non-Book Printed Materials ......................... 226
VII Audio-Visual Materials .............................. 230
VIII Library Routines ................................... 233
IX Library Records and Reports ........................ 241
X Services of the School Library ........................ 244
APPENDIX
Standards
Kentucky High School Library Standards ................ 252
Kentucky Elementary Library Standards ................ 255
Southern Association of Secondary Schools
Library Standards .................................. 262
National Library Standards ............................ 263
Selected Bibliographies
Book Selection Aids .................................. 264
Books About Children’s Reading Suggested for
Librarians, Parents and Teachers .................... 269
S0111‘ces of Materials, Supplies and Equipment for the
School Library .......................................... 270
Services Available from State Agencies
Department of Education ............................. 272
Library Extension Division ............................ 272

Kefltucky Library Training Agencies ....................... 273

 

 

 

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Chapter I

THE LIBRARY IN THE SCHOOL PROGRAM

Introduction

The library in the school is no longer something to be desired
or provided after all other services are assured. The school library
is an integral part of the school program, planned in line with and
essential to its educational objectives. Good teaching is no longer
possible Without adequate library materials and all teaching is
better for having library service.

Responsibility for the support of the school library rests on
the administration and the school board. P.T.A. groups and other
organizations have often been interested in, and generous with
contributions to school libraries, especially on the elementary level.
These funds should supplement, rather than support, a school li-
brary which should have a definite, regular appropriation from
school funds. Present standards for library service in Kentucky
require a minimum of $1.25 per pupil.

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 service. A centralized library is the place in the school
Where are housed varied materials for all levels of interest, reading
ability and maturity. Such materials should be organized and ad-
ministered by a trained librarian to serve the needs of individuals

0.1' groupS, both personal needs and those arising from the cur-
rioulum.

The classroom library, formerly held desirable, especially for
Elementary schools, and still preferred by some teachers and ad-
mlnlStI‘atOTS, has been largely supplanted by the classroom collec-
tlon- This collection is part of the larger centralized library loaned
0n Elemand to any classroom for use with special units. Such col-
lections may be kept as 10ng as desired in the classroom, provided
they are not needed elsewhere by other teachers. Thus the class-
room teacher is assured a constantly fresh supply of materials rather
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

183

 

 

 

  

 

 

 

 

 

library circulation to their many other duties, and to assure readers
a wider range of choice.

The centralized library is more economical, especially in the
matter of reference materials, such as encyclopedias, which would
need to be duplicated for classroom libraries, not be available for
general 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 available 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 antl
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 110’[
economical of personnel and a separate study hall should be
provided for those who do not need to use library materials. 111
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 in-
creasingly crowded, the school library is often made to serve as
a home room or classroom for part or all of a school day. It is
obvious that adequate library service cannot be provided under
such circumstances.

A fairly recent trend in school planning is the use of a “multi—
purpose” room to make space serve for more than one purpose f01'
a larger part of the school. day. In some instances, the school library
has been combined with the school cafeteria. Many objections f0
this combination present themselves but the most serious seems to.
be that the library could not function during that large part (ft
the school day when chairs and tables would be required for cafeterlfl
purposes. Furthermore, it is impossible to maintain a librar.V ai-
mosphcre in a room used for other purposes. The school library 15

184

 

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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

For the past ten years or more, 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 Schacter
and Mrs. Barry Bingham was carried on and resulted in the pre-
sentation to the Library Extension Division at Frankfort of 102
bookmobiles. These are now serving in 100 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 are also attempt-
mg to serve schools. However, both librarians and educators are
angEd that, while bookmobile service may supplement, it is not
Intended to supplant local library service or draw upon funds ap-
proprlated for school libraries. The school library program has been
Strengthened by the Foundation Program to the point where mini—
mum standards can be met by supplementing the local effort. Funds
Obtained as part of the Foundation Program should be spent on
developing libraries in local schools.

Librgfllelgtions of books formerly loaned to schools directlyfrom the
has beg xtension DiVision are no longer available, as this servme
11 combined With the bookmobile project in Kentucky.

a b Flpr some years the .Home Place at Ary, Kentucky has operated

00 mobile carrying library materials to schools of the area along

185

 

 

 

  

 

 

  
  

 

 

 

 

With other community services. Berea 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 $600 per classroom unit for current operating
expenses provides funds for purchase of library books and materials;
and fourth, the state allotment of $400 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 library service.

Conclusion

For the school library to fulfill its function in the total schOO1
program, it should be a continuously developing, cooperative prol‘
ect. The board of education should adequately finance it. The school
staff should assist in building the collection of materials and pro-
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 PTOVide
ways for the staff and pupils to utilize to the fullest the library,S
resources. Working closely together, the librarian and teachers
should provide adequate instruction in the use of the libraer thus
enabling pupils to find material for themselves and to know how t0
utilize it to advantage.

Every school administrator in Kentucky should begin 110W '60
establish library service to all schools in his system or, wherever
library service exists, to bend every effort to develop it to its high—
est function and to supplement it from other available sources 0
library materials.

186

 

 

 

  

 

 

  

 

 

 

 

 

 

Chapter II

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. Opinions 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.

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 Approval of
Units for Administrative and Special Instructional Personnel, VOL
XXIV, N0. 4, p. 103, states:

“1. Quarters and Equipment:

a. Library rooms in high schools shall conform to 39‘
creditation standards of the State Department of Efiu'
cation. Other libraries shall provide space for seatmg
the largest class plus twenty.

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 Cmemedy
adequate teacher supervision shall be provided 111 orde’l;
that the librarian may carry on her proper functions-

A further requirement for the library room is that it sholl1d b:
located where it is easily accessible to the greatest number 0

188

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classrooms and adjacent to the study hall if possible. Future expan-
sion 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

In 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. When
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.

'Space for the workroom, conference and other services should
be in 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
can be added to in the same design and type as originally
purchased may be secured from library supply houses. If
constructed locally, the furniture should be made according
to library specifications. Some satisfactory library supply
houses which sell standard equipment are: Demco Library
Supplies, Gaylord, Library Bureau of Remington Rand.
(Addresses in Appendix)

1. Tables and chairs
Standard wood library tables of sturdy construction
Without footrests or drawers are recommended. Rec-
tangular tables should be 3’ x 5’ accommodating 6
pupils each. Round tables should be 4 to 5 feet in

189

 

 

 

 

 

  

 

 

 

 

 
 
  
 
  
  
  
     

 

 

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diameter. The heights of tables and chairs should vary
to provide comfortable seating for children of different
ages. In elementary schools the height of the tables
should vary from 24 to 26 inches; in high schools from
27 to 30 inches. Chairs (1) should vary according to
the height of the table, (2) should be 10 inches lower
than the tables, and (3) should be provided with
chair glides.

Charging desk

In small schools a regular flat top office desk with
lock may serve for a charging desk if it has the proper
drawer space. The top drawer should be deep enough
to accommodate 3” x 5” book cards. The size of the
charging desk may vary according to the size of the
school. Standard charging desks may be purchased
from library supply houses in various shapes and in
sitting or counter heights. These are constructed with
built-in features which accommodate the circulation
files and other equipment.

Book shelving

The number of shelves required should be computed
011 the basis of 10 books per pupil allowing apprOXI-
mately 112 books to each section, 8 books per Shelf
foot for high school and 10—12 books for elementary.
Open—faced, adjustable, hardwood shelving, plain 111
construction and Without trim, is recommended. The
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 11p-
rights. Overall height should not exceed 5 feet 111
elementary schools and 7 feet in high schools; av-
erage space in clear between shelves should be 10
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. Tn elementary
libraries, a proportionate part of the shelvmg
should be of the picture book type shown 1n.the
diagram 011 page 198. There should be a 4-6 111911
base to protect books on the bottom Shelf whlch
should slant for easy reading.

Shelving built locally can be made adjustable by the
use of metal tracks. (See diagram on page 197.)

190

 

  

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Magazine shelving

The diagram on page 196 pictures the most satisfactory
type of magazine shelving. Current magazines can be
displayed on the slanting shelving and older copies
can be 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
library supply house. The wood holder may be con-
structed locally if desired. (See diagram 011 page 196.)

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 {VS-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 3 feet in length should be
provided for every library. Cork makes a very satis‘
factory board. It is recommended that essential space
needed for shelving not be used. Space between win-
dows or at the ends of sections of shelving may be good
places for the location of bulletin 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
revolvmg table model is preferable to the floor type.

191

 

 

 

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Libraries will find at least one book truck indis-
pensable. Display cases in either the library or the
corridor may be very effectively used.

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 31/2 feet
apart.

The library should be well lighted both naturally and
artificially. Accoustically treated ceilings are highly de-
sirable. Walls 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 lineoleum 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 prepare
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
tllollgh, in larger schools, it is recommended that storage space, ad-
dltional to the workroom, be provided. The workroom should be pro-
vided with:

1.

2 Sink with running water

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

193

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Conference Room

In larger schools it is most desirable to have a small room
adjacent 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 approximately 6 chairs and some
shelving. Glass partitions separating other rooms from the reading
room should be used in order to facilitate supervision on the part
of the librarian, even when seated.

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 enrollment 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. It should
be the size of an ordinary classroom and should be provided With
the usual classroom equipment.

Audio-Visual Room

When the library is considered the materials center for the
audio-visual aids which are owned within the school, organized,
housed and administered by it, separate quarters should be PI‘O‘
vided with necessary space and equipment to accommodate these
materials. Sufficient help should also be provided for the added
responsibility.

For detailed information concerning quarters and equipment,
see Educational Bulletin, Functional School Libraries: Quarters and
Equipment, Vol. 20, No. 5, July 1952.

STUDY HALL SITUATIONS

In the absence of desirable facilities, the library—study ha“
combination becomes a necessity until further expansion iS POSSible'
Since this is considered an emergency situation rather than a per—
manent one, and since it limits the use of the library, particularly for
class groups, every effort should be made to house the centralized
library in a separate room as soon as possible.

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ALL-PURPOSE ROOMS

In order to cut the cost of school building construction, some
school boards and administrators have desired to combine the li-
brary with the cafeteria or some other functional program of the
school. This has been considered in some elementary schools. Because
of the limited service which the library and other programs could
render under such conditions, it is not recommended as a desirable
reading or learning situation.

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Chapter III

SELECTION, PURCHASE AND AGGESSIONING OF BOOKS

FINANCES

Appropriation for the Library

Books and other library materials become increasingly expensive
as costs of production rise. As stated in a previous section, the
local board of education should support school