A fifth‐grade library project

Abstract

Among the many elementary-school subjects clamoring today for thoughtful recognition and study, there is, perhaps, none which so intrigues the attention of educators in general as does reading. This may be accounted for by the fact that, after all, reading is literally the key to everything taught in the elementary school. In fact, a pupil's ability to read accurately and rapidly, and his background of reading experience, determine, to a large extent, his use of leisure time in the future. The acquainting of pupils with the right kind of literature, as well as the overcoming of the mechanical difficulties in reading, form, therefore, one of the greatest responsibilities of the school of today. In connection with this, it is a noteworthy fact that the teacher who accepts this responsibility and attempts to meet it in a situation which produces social activity and development achieves for those under her tutelage infinitely more than could be hoped for in a nonsocial situation. For that reason the following article will be of help to all those interested in combining social development with the inculcating of library habits. In it is given a simple but complete description of a reading and language project as worked out through the forming and conducting of a library club. The present Fifth-Grade Library of the Demonstration School of George Peabody College for Teachers had its motivation in the spring of 1920. While reading, then, poetry from language and reading texts, pupils developed a desire for more, which caused many to bring other poems from their homes. From the reading of poetry came, a little later, a desire and request to bring from home books of stories from which to read. The request was granted and fifteen minutes each day given over to this work. Many pupils became interested in reading before the group-in fact, so many that all did not have the opportunity. The period was, therefore, increased to thirty minutes; but still many were disappointed at not having the opportunity to read. A demand then came from the group that only those who had