140825 - university of north texas
TRANSCRIPT
/O 7CoB
AN EVALUATION OF THE TEXAS STATE BOARD OF
EDUCATION'S LIST OF APPROVED LIBRARY
BOOKS FOR ELEMENTARY GRADES
THESIS
Presented to the Graduate Council of the North
Texas State Teachers College in Partial
Fulfillment of the Requirements
For the Degree of
MASTER OF SCIENCE
By
Helen M. Powell, B. A.
140825Vernon, Texas
August, 1946
i40825
TABLE OF CONTENTS
LIST OF TABLES Page
ChapterI. INTRODUCTION . . , , , . . , . . . , . . . I
Need for the StudyPurpose of the StudyCriteria to Be UsedLimitations of the StudyMethod to Be UsedOrganization
II. CRITERIA TO BE USED*. , 9
III. EVALUATION OF TEXAS LIST BASED ONSELECTED CRITERIA. - . . . . . . . 23Primary. ListGrades Five and Six, FictionGrades Five and Six, Non-FictionSummary
IV. CONCLUSIONS AND RECOMiIENDATIONS - . . . . 39ConclusionsRecommendations
APPENDIX . e . . - - -* - - - - - - - - . 45BIBLIOGRAPHY 49
iii
LIS. OF TABLES
Table Page
1. Primary Books Showing the Number ofBooks in Each List, the Number ofThese Found in the Children'sCatalogue (C.C.), the Per Cent ofAgreement with the C.C., the Numberof Books in the List that AreStarred in C.C., and the Per Centof Starred Books . . . . . . . . . . . . 24
2. Fifth and Sixth Grades, Fiction *howingthe Number of Books in Each List,the Number of These Found in theChildren's Catalogue (C.c.), the PerCent of Agreement with the C.C., theNumber of Books in the List That AreStarred in C.C., and the Per Cent ofStarred Books . . 1 - . . . - . . . . . .32
3. Fifth and Sixth Grades, Non-FictionShowing the Number of Books in EachList, the Number of These Found inthe Children's Catalogue (C.C.), thePer Cent of Agreement with the C.C.,the Number of Books in the List ThatAre Starred in C.C., and the Per Centof Starred Books .. . . . . . . . . . .35
iv
CHAPTER I
INTRODUCTION
This is a comparative study in which the Texas State
Board of Education's list of approved library books for
elementary grades is evaluated by means of comparison
with certain other such lists, known to be based upon
scientific studies, as to per cent of agreement with the
children's catalogue.
Problem
The purpose of this study is to determine how well
the list published by the Texas Board of Education meets
the requirements established by studies in the field by
comparing it with a number of other lists of known value,
which have been compiled by experts on the basis of the
studies mentioned.
Need for Study
It has become an established educational principle
that the kind of voluntary reading done by the children
in their formative years is an important element in the
outcomes of education and behavior that result from time
1
2
spent in the elementary school. Walter Taylor Field
stresses its importance in A Guide toLiteratureSo. Chil-
I have spoken of doors leading into treasurehouses which the key called 'reading' will unlock;but there are other doors some leading down intoan abyss, and reading will unlock those too. Didyou ever realize that this very power we give ourpupils may become not a blessing but a curse? Itall depends upon what they do with it; upon thetastes that they are forming under our influence.
Field says that books fall into three classes; those
that may be read with some benefit; those that are value-
less, in that the authors have no ability to write, their
books are not true to life, and while they do not necessa-
rily injure the morals, they do vitiate the taste; those
that are really vicious, that lead to loose morals, con-
tempt of social conventions and truancy.2
Studies in the Field
Recognizing this fact and knowing that the school
library is the chief source of voluntary reading for the
child, if not the only one to which he has access, it be-
comes the duty of the teacher or librarian who selects the
books for school libraries to see to it that books
1Walter Taylor Field, A Guide to L nature fo Chil-
dren, p. 89.2_Il~. Chapter 1, pp. 8-10.
3
selected belong to the first, and not to the second or
third class; that selections are made according to the
best and most enlightened principles of book selection.
What these principles are has been the subject of numerous
studies and experiments. Prominent among these studies
have been those listed here.
1. Scientific Determination of Content of Elementary
School Reading, by W. L. Uhl, University of Wisconsin
Studies, Number 4.
2. A Study of Children's Interests inPoetry, by
H. K. MacIntosh.
3. Study of Children's Choices in Prose, by W.L.
Garnett.
4. Studies of Children's Interests in Reading, by
A. I. Gales, C. Pearden, and I. Sartorius.
5. Children's Interests in poetry, by M. Huber, H.B.
Bruner, and C. M. Curry.
6. Winnetka GjradedBoo by C. W. Washborne and
M.Vogel.
7. children's Reading, by L. M. Terman and M. Lima.
80. tfh--Twenty-Fourth Q karboo of the National
Society f or the Study f ucaon.
These studies have been the basis of a number of sug-
gestive book lists, compiled by various groups, for the
guidance of teachers who are not trained librarians, and
4
who often are not even familiar with the various sources
of guidance in the field of book selection. Also for this
purpose the Texas State Board of Education has issued
Bulletin No. 424, Apiroved Library Books Lo. Elementary
Grades. Obviously such a list should contain only such
books as meet the requirements set up by scientific studies
and have been evaluated by qualified staffs or individuals.
Terman, in children's Reading, recommends such lists.
There are on the market today enough books byreputable authors to make unnecessary the selectionof anything questionable. Use an annotated listand be rewarded by resulting encouragement ofliterary appreciation on the part of the children.3
Again, from 500 B for Children, by Nora E. Beust,
this statement is made: "A child should be allowed to
choose his own books, but only the best should be4presented for his choice."
Criteria to Be Used
Basic criteria for evaluation is to be the general-
ly recognized and widely used Children's CatAlogue. This
Catalogue is an annotated list of approximately 5,200
books, kept up to date by supplements; it is used and
recommended by the American Library Association.However,
3L. M. Terman and M. Lima, children'ss Reading, p. 203.
4Nora E.Beust, 50 Books hIldren, p. 19.
this catalogue is so comprehensive that direct comparison
of any list with it would have little significance. No
single list for average school libraries could contain
more than a comparatively small number of the many books
listed in it. Therefore, we have chosen a number of other
lists, of approximately the same date and covering the
same elementary level but of known value as to basis of
selection. These, together with the Texas list, are to be
checked against the Children's Catalogu2. This checking
will yield data in the form of per cents of agreement with
the Catalogue for each list. Comparison of these per cents
will enable us to draw conclusions as to the quality of
the list which the Board of Education has furnished for the
guidance of Texas teachers.
Limitation of the Study
There have been studies made which indicate proper
selection of books as to the physical make-up, illustra-
tions, type, size, paper, etc. This study will make no
effort to include this type of evaluation since it would
involve the handling of each and every book. Such con-
clusions as we will draw will have to do with subject
matter only. The Texas list considered is that published
in 1942 (the latest to be published), and therefore the
Children's Catalogue of that year will be used and the
6
comparative lists will be chosen as being of approximately
that date. (1937-1939-1939-1942). The study is further
limited to those books recommended for grades one through
six. It excludes those recommended for grades seven and
eight as belonging to the Junior High School level. Also
excluded are books listed under Book of SpecialI est
to SDanish Speaking jerican Children, since that list con-
stitutes a special interest which would not be common to
other lists.
Organization
Classification on which this study is based will follow
the general plan indicated by the Texas bulletin, namely:
(1) books for primary grades, (1, 2, 3,4); (2) books for
fifth and sixth grades, fiction; (3) books for fifth and
sixth grades, non-fiction. There are, however, some slight
variations from the Texas bulletin. Included in class
number one are books found in the Texas list under two
Since this study was begun it has come to my atten-tion that in May, 1946, the State Department of Educationappointed as Supervisor of Libraries, Miss Mattie RuthMoore. Miss Moore began her duties in this capacity June1,1946, and has subsequently sent out notices that until anew bulletin could be published "all books listed in Book-
Sfor Elementary Grades of the American Library Associa-tion's Children's Catalogue . . . are approved forlibrary work."
7
headings; books for primer and first grade, and books for
second, third, and fourth grades. This combining of two
lists, primer and first grade with grades two, three, and
four is necessary because the Catalogue makes its annota-
tions in this manner (1-4) or (1-3). Added were books
found in special lists for elementary science and for
social studies for these grades. To class number three,
non-fiction, as listed in the Texas bulletin, are added
those books listed in special lists for elementary science,
social studies, democracy, and health for the grades in-
dicated (5-6).
Method of Procedure
Method of procedure will be to compile from the anno-
tated lists of the Children's Catalogue three lists as
described above. One will contain all books for grades
one, two, three, and four. The second will contain all
books of non-fiction for grades five and six. Under this
last classification will be included all biographical ma-
terial except that of legendary characters; also included
will be all factual and scientific material, even though it
may be presented in narrative form.
Against these three lists will be checked each of the
five lists to be compared, including the Texas list. Thesechecks will provide data for estimating the per cent of
8
agreement of each list for purposes of comparison. From
these percentages it will be possible to estimate the
strength and weakness of the Texas list as compared with
lists of known value and to recommend its improvement or
commend its excellence.
It is to be kept in mind that no given list could pos-sibly include all worth while or desirable books, that noperson or group of persons would have opportunity to Judgeall of those published, that, therefore, any study of thiskind can draw only very general conclusions.
CHAPTER II
CRITERIA TO BE USED
Basic criteria used in this study is to be the Cil-
dren's Catalosue, 1942 edition, compiled by Siri Andrews,
Dorothy Cook, and Agnes Cowing. This editorial group is
assisted by a staff of experts in the field of children's
literature. These experts have each contributed opinions
on tentative lists of books. Final decisions have been
made by the editors on the basis of the combined opinions
and considered judgments of the collaborators. The cata-
logue is cumulative and normally has a new edition each
year (war conditions have made the recent editions less
regular).
The main section of the catalogue uses dictionary ar-
rangement of author, title, and subject entries. The main
entries, which are annotated, are under the author's name.
It is from these main entries that the list used in this
study is drawn. They give author, title, date, publisher,
grade placement, Dewey classification number, and a de-
scriptive annotation. For our purpose it was necessary to
copy only the author and title and to note the grade and
the annotation in order to classify the book correctly.
9
10
Those books recommended for first purchase are marked in
the Catalgue with asterisks; this mark has also been
copied on the list made for our checking in order that
further comparative data might be compiled.
The Catalogue contains also a classified and a graded
list of all books included in the annotated list. Of this
gradedlist the editors say:
Everyone recognizes that all such grading is un-satisfactory and sometimes misleading, but all agreethat some indication as to the relative difficulty ofbooks is desirable. The grading in this edition hasbeen carefully considered with the help of The RjghtBook for the Right Child and Graded offor Children, and several exc6l1ent state and citylists for school libraries. Trading must never betaken too seriously, however.
The original edition of Children's Catalogue was pub-
lished in 1909, edited by Marion Potter, and contained
listings of 3,000 books. The list was based upon a study
of twenty-four selected lists. Miss Potter also edited
the second edition. Minnie Earl Sears was editor of the
third and fourth editions, and these were the editions
that gained general recognition for the catalogUe. The
present editorial staff edited the fifth and sixth
editions, the latter (1942) being the one used in this
study.
The four lists chosen for comparison with the Texas
1S. Andrews, D. Cook, and A. Cowing, Children'scatalogue, p. 950.
11
List in this study were chosen because they seem best
suited to the objectives of voluntary reading, as they are
set forth by the best authorities. Terman, McKee, Richards,
Browning, Field and others have each expressed these ob-
jectives variously, but they all agree in principle that
the main objectives of a voluntary reading program are:
1. To provide extended and enriched experiences
2. To establish insights concerning human character-
istics and relationships
3. To help the child become acquainted with places,
past events, customs, peoples, etc.
4. To meet the demands of child interest and develop-
ment
5. (Concomitant) To develop permanent interests and
tastes in good reading material.
List Number 1, 0.0 Books .or Children, was compiled by
Nora E. Beust, specialist in school libraries for the
United States Department of Interior, and is published by
them as Bulletin, 1939, No. 11. The foreword of the bulle-
tin is by the Assistant Commissioner of Education, Bess
Goodykoontz.
The importance of reading in the lives of chil-dren demands that teachers, librarians, and parentsgive careful attention to the selection of books fromwhichbchildren may make their choices. The purpose ofthis bibliography is to acquaint adults and childrenwith wide range of interesting subjects andreadablestyles of literature which are available to youth to-day. Grateful acknowledgement is made to specialists
12
in librarianship and elementary education whoassisted in selecti n of the representative listof titles included.
The method of compilation of this list, which contains
500 books with annotations, price, publisher, author and
grade recommendation is described as follows:
During the summer of 1938 a tentative list ofbooks, based upon a partially completed MinnesotaState List, was compiled by a class of students ofchildren's literature at the University of Chicago.Later, the list was sent for cheCking and suggestionsto the State supervisors of school libraries, a groupof children's librarians, and a group of specialistsin the field of elementary education. The editor thenformulated the present list by studying the individualbooks with the aid of the suggestions from special-ists.3
The editor of this list states three general principles
which guided the selection of types of books to be included.
1. Children have many different interests; namely,those centered about the home, the school, the com-munity; their own activities, needs, dreams, and desires,Moreover, these interests may be developed to variousdegrees in each child.
2. Children differ in their ability to read, tounderstand science, to work with their hands, to ap-preciate music, to comprehend the need of living, etc.
3. The environment is an important factor in thelife of a child. 4
She also sets forth the criteria used in the selection
of books.
2Nora E. Beust, 0_ Boos for Children, p. 950.
3 , 44Jtid., p. 1. Ibid., p. 1.
13
A. Content
1. Factual:
(1) Subject interests the child.(2) Contents contribute to the child's mental,spiritual, aesthetic, or social development.(3) Style suitable to subject matter.(4) Authoritative.(5) Up to date.(6) Accurate.(7) Unprejudiced.
2. Imaginative:
(1) Subject interests child.(2) The fancy true to the scene designed.(3) Characters, plot, and setting, sincere, vital,and true to the life described.(4) Style of writing appropriate to subject.(5) The literature gives the children an oppor-tunity to gain desirable experiences
vicariously in relation to an understandingof self, of his community, or of the past.
B. Format
1. Binding appropriate.
2. Size suitable.
3. Appearance satisfactory.
4. Readability of printed page.
5. Iusrations in harmony with and illuminating
List Number 2, A Bibliography of Books for Young Children,was compiled by a sub-committee of the Literature Committee ofthe Association for Childhood Education under the chairmanshipof Martha Seeling of the Public Schools o? Roslyn, New York.This also is an annotated list giving publisher, price, author
-02,p. 2.
14
and grade placement. It is not, however, compiled in the
dictionary manner but catalogued alphabetically under in-
terest heads. These heads are:
Alphabet books.Animals.Children and childhood.Children of other lands.Collections of stories.Community workers.Farm books.Indians.Marionettes.Mother Goose books.Picture story books.Pioneers.Poetry.Religious books.Science.Some of the old favorites.Transportation. 6
These are followed by a Publishers Idex2 and a t
Index. An out-of-the-ordinary feature of this list which
makes it interesting to consider is the use of appropriate
quotations at the beginningof each section. Boogs aout
Animals has this preface from Kipling:
"Feet in the jungle that leave no mark!
Eyes that can see in the dark--the dark."7
The Children and Childhood section is introduced by
these lines from Walter de la Mare's ogn.g .I childhood:
6Selling and Others, Bibliography o fBooks for tChildren, Association for Childhood Education, (orword).
7Rudyard Kipling, I , p. 7.
'Chariots of gold,' says Timothy,!Silvery wings,' says Elaine, 8'A bumpety ride in a wagon of hay for me,' says Jane.
The apt selection of these quotations reveals not
only the real interest of the group in the job they have
done but a splendid insight into the minds of children and
a profound knowledge of what books should mean to them. In
the foreword of this list Mary Lincoln Morse, Chairman of
the Literature Committee says:
A Bibliography of Books for Young Children wascompiled by a sub-committee of the Uiterature Committeeof the Association for Childhood Education as a con-tribution to the book needs of children; the titleswere selected as representing the best of their kindand as characteristic of the various purposes for whicha child seeks books--such as the wide range of his in-terest in their content; the appeal of their imagina-tive approach in fact or fancy; his joy in theirpattern, art or beauty; and for his own child-like senseof satisfaction in their contribution to his life.
Because children use books for various purposesat different times, some titles appear in more than oneclassification. That many books meet the needs of morethan one stage of the child's development is indicatedin the bibliography's grade placement. Again, in place-ment, the compilers have allowed a higher than averagegrade level in book choice for the child of unusualbook interests and appreciation.9
List Number 3, Reading for Fun, is edited by a com-
mittee under the chairmanship of Eloise Ramsey of Wayne
University, for the National Council of Teachers of English
with the cooperation of its Committee on Recreational Reading
8De la Mare, Ijd., p. 15.
9b-id., p. 9.
Lists for Elementary Schools. This list is bound color-
fully and carries lining pages and title pages of suggestive
colored pictures. It is designed to catch the attention of
the children themselves as well as the adults who have
their reading problems to solve . It also is arranged under
interest heads. Comparison of its section headings with
those of List Number 2 reveals much the same sort of or-
ganization, a bit differently worded. Both organizations
reflect the findings of the studies to determine children's
reading interests mentioned previously. The headings, with
sub-heads indicated by numbers, are:
Good Times at Home. (7)City, Country and Travel. (5)Animals Everywhere. (9)People and Things We Like, (11)Old Tales and Brave Deeds. (9)Magic and Poetry. (5)Our World; Today and Long Ago. (19)America and Her Neighbors. (9)Festivals and Holidays. (5).1
The Letter t B an Girls dedicates the book to thepurpose for which it was compiled.
Dear Boys and Girls:
This list of books, Reading for Fun, is made foryou. It is really a book about books to help you findwhat you like to read.
Each page of Re for Fun offers a short list
10Eloise Raussey, Reading f.or Fun National Councilof Teachers of English, Pp. 3-4.
16
17
of books about something in which boys and girls areinterested. The easy books are mentioned first oneach page and the longer ones in the second part.Many new books are introduced, old favorites appear,and all the books included have illustrations. Inusing the list you may begin with any page that in-terests you and select any book that suits you.
The books introduced in the pages of Readingfor Fun are books to enjoy at home, in school, incamp, in libraries, or wherever you happen to be.With best wishes for more fun with books from thefriends who have made this list possible,
Sincerely yours,
Your grownup friends.11
In the list proper, only the title, author, illustra-
tor, and annotation are given. Publishers are given in
an alphabetical author index, no prices are quoted. No
grace placements are given, Of this omission the editors
say:
Since growth in taste and power of appreciationdepend upon finding out for one's self what is suitableand interesting, age and grade labels are omitted.Suchdesignations tend to limit boys and girls in the matterof making choices and offer little that is satisfactoryin guiding the selection of home and school libraries*What children need is unobtrusive help in finding booksthey can read easily enough to enjoy. To meet thisproblem the selections on each page of Reading for Funare arranged in sequence; the simple books appear inthe first part of the list, the longer ones for enter-prising readers are in the second part. Informal crossreferences at the ends of many pages are intended toencourage the discovery of relationships. 12
11Ibic., p. 5.
12Ibid., p. 94.
18
This alphabetical index has Junior Literature Guild
selections marked with asterisks. The purposes of the
editors are set forth in a Noteto ; Grownups.
Reading for Fun is an attempt to provide boys andgirls with suggestions for reading on their own thatare in keeping with the high-hearted spirit in whichchildren explore books. Curiosity, interest in animalsand people, delight in humor, love of the imaginativeand fantastic are the great reading drives of child-hood, and freedom of choice among good books varied intype make possIble the discovery of reading as an ex-perience. . , . ., * . . .0*0*0*0*0*0 *0 * * * *0*0*
The selection of titles mentioned in ReAding forFun shows emphasis upon contemporary literature forchildren, for young readers need books that belong totheir own time. Since they need also the rich ex-periences offered by books that have satisfied severalgenerations, established favorites and books that areclassic for childhood are included in sufficientnumbers anq variety to maintain balance and encouragestandards.-L3
List Number 4, ndLi R edin for Pupils
the Intermediate Grades, is one of a series of Supplementary
Educational Monographs published by the University of
Chicago. Its author is Evangeline Colburn, Teacher-Librarian
of the University Elementary School at the University. In
the preface the list is evaluated thus:
As a whole, the selected titles are representativeof the types of literary production and the content ofreading materials which are adapted to the interests andabilities of children in the intermediate grades. Theannotations are sufficiently detailed to tell teachers
13
.Ibi.d., p. 94.
19
and parents which books are most appropriate forvarious purposes. 14
Miss Colburn has prefaced her annotated list with
several chapters in which she discusses the use of libra-
ries and books. These chapters are:
Training Children to Use Books and Libraries.Guidance- in Voluntery Reading.Reading to Enrich Classroom Experience.Selecting Books for the School Library1The Plan and Pgrpose of a Book List.
In Chapter 5,, electing Books for the School Library,
is given a bibliography of helps for selecting books.
1. Bibliography of Books for Children, com-piled by sub committees of the Literature Committee ofthe Association for Childhood Education, WashingtonD. C., Association of Childhood Education, 1939,
2. Children's Catalogue, compiled by Siri Andrews,Dorothy Cook, and Agnes Cowing. New York, N. Y., H.W.Wilson Company, 1941.
.3.0 fLoar Qildren Nora E.Beust. Office ofEducation Bulletin, 1939, No. 11, WashingtonD.CGovernment Printing Office, 1940. , D.C.
4. Graded List of foBooks'_ or Children, compiled bya joint committee of the American Library AssociationNational Educational Association, and National Councilof Teachers of English, Nora Beust, ChairmanChicago,American Libeary Association, 1936.
5e. eisure Reading. Prepared for the National "ouncilof Teachers of English by its committee on RecreationalReading, Max Herzberg, Co-Chairman, Chicago, NationalCouncil of Teachers of English.
14Evangeline Colburn, Books andlibraryRedin foru of s fntermdiate G p. 2. ""f
15Tbdd., Table of Contents, P. vii.
20
6. n Dollr r ss: Inexpensive Books forLibraries. Prepared by Edith A. Lathrop, Office
of Education, Pamphlet No. 88, Washington, D.C., Govern-ment Printing Office, 1940.
Periodical Aids
1. The Booklist: A guide to Current Books. Chicago,American Library Association. (Contains a section onchildren's books.)
2. Book;, New Yoj Herald Tribune. Mary TanebertBecker, editor of section called "Books for YoungPeople."
3. Elementary English Review, Detroit, Michigan.
4. The Horn Book Magaine. Published bimonthly byThe Horn Book, Inc.,Boston, Mass.
5. Young Wings: The Magazine of the Boys and GirlsBook Club. Edited by Helen Ferris, Junior LiteraryGuild,Garden City, New York.1
The annotated list in this book is also arranged by in-
terest groups, giving author, title, publisher, date, an-
notation, and grade placement. The topic headings are more
general than in lists number 2 and 3. This is due in part
to the fact that this list contains only books from the
third grade up and by the time they reach the third grade
children have presumably learned to make associations, and
it is no longer necessary to break down such a topic as
Science, Industry, and Invention into Farm Animals, Trains
and Boats, Insect Friends, and like classifications. Topic
headings here are as follows:
16bid., pp. 29-31.
21
1. World History and Exploration.2. The Americas.(6)3. Other Lands and Other Peoples.4. Biography.5. Science, Industry, Invention.6. Fairy Tales and Legends.7. Art, Music, Poetry.8. Special Award Books.17
This section is followed by a title index and an author
index with page references to annotated entries. No where
are prices quoted.
It has been gratifying to observe that the lists named
in Miss Colburn's bibliography include those that have been
chosen for use in this study, thus adding authenticity to
the choices made by the writer.
In this study the Children's Catalogue becomes basic
Criteria. These four other book lists to be designated as
List Number 1, 2, 3, and 4 respectively are used as one
might use a control group in another type of study.
Lists Used as Criteria
Basic.--Children's Cataloget, S.Andrews, D.Gook, and
A.owing, H. W.Wilson Company, New York, 1942.
_ist.h--..500Books o _r Children by Nora E.Beust,
Government Printing Offic9, Washington, D.C., 1940.
List Number 2.--A Bibliegraphy . Books .sfor Children
by a sub-committee of the Literature Committee of the
17jd., Table of Contents, pp. vii-viii.
22
Association for Childhood EducationWashington,D. C., 1939.
ist Number -.-- Redng for -F n by Eloise Ramsey,
National Council of Teachers of EnglishChicago, 1942.
;s b .44--ooks and Library Reading forPupilsthe Elementar Grades by Evangeline Colburn, University of
Chicago PressChicago, 1942.
CHAPTER III
EVALUATION OF TEXAS LIST BASED ON THE
SELECTED CRITERIA
The checking of the four control or comparative lists
against the basic list, made from the Children's Catalogue
as described in the previous chapter, gave data for the
comparison of the Texas list with each of the four other
lists. (Samples of these check sheets are given in the
Appendix.)
These data have been set up in three tables represent-
ing the classifications or groupsings named: Primary grades
(1-4): fifth and sixth grades, fiction: fifth and sixth
grades, non-fiction. List Number 4 gave no grade designa-
tions; therefore, the total figures for that list appear
in each table. List Number 2 contained books for primary
grades only; therefore it does not appear at all on the
second and third tables.
The data on primary books in the chosen lists are
shown in Table 1.
The agreement of 10.3 per cent in general and 2.4
per cent in the list specially recommended books, shown
by the Texas list is the lowest per cent shown by any
list in any classification.
23
24
TABLE 1
PRIMARY BOOKS SHOWING THE NUMBER OF BOOKS IN EACHLIST, THE NUMbER OF THESE FOUND IN THE CHILDREN'SCATALOGUE (C.C.) THE PER CENT OF AGREEMENT
WITH THE C.C., THE NUMBER OF BOOKS IN THELIST THAT ARE STARRED IN C.C. AND THEPER CENT OF STARRED BOO0S
List No. No. of Bks. Per cent No.Std. Per Cent ofNo. Bks. from C.C. of Corr. Bks. Std. Bks.
1 147 122 82.9 35 23.82
3 931 626 67.2 178 19.14 106 33 31.1 8 7.4T 694 72 10.3 17 2.4
The number of books the Texas list shows for primary
grades, 694, as compared with 514 in the intermediate grades
seems out of proportion to the reading abilities and needsof the respective groups. This large number of primarybooks together with the small per cent of agreement shownwould indicate that the books have not been chosen with asmuch discrimination as is desirable. In compiling sach alist fewer and more carefully chosen books would be pre-
ferable.
One standard for this discrimination is suggested byTerman. Books for small cblldren are apt to be profusely
illustrated, which is a splendid quality; the danger is
that there may not be enough reading material in such books
to make them worth re-reading.
Nor should a book contain so little reading matterthat there is no desire to re-read. This is a wasteof money. . . Be on guard against books charming inappearance but lacking in other qualities that makethem worth while.l
Various authorities have listed the interests of dif-
ferent age and grade levels in children's reading. In this
study we choose Terman's list as being in accord with the
best studies.
Age 6-7--Mother Goose, nature stories, fairytales, myths, and legends.Age 8--fairy tales, fantastic stories, real
life stories.Age 9-- fairy tales, real life stories.Age 10--stories of other lands, myths, legends,
hero tales, history in story form, travel. 2
The Texas list shows recognition of these interests
in some respects but ignores them in others. Many titles
represent books about animals, about home life, and nature
stories. However, fairy tales, myths, and legends, given
as being of interest at all these age levels,are almost
entirely left out.
In a study made by W. L. Uhl, it was found that fairy
and supernatural interest was the most important in grades
two to five. Uhl's findings determined eleven qualities,
L. M. Terman and M. Lima, Children's Eding, p. 78.2Iid4At pp. 31-41.
26
listed in the order of their importance, which make booksor selections interesting to children. Of these eleven
"fairy and supernatural"ranked fourth and were most im-portant in the third, fourth, and fifth grades.3
McKee quotes results from Terman and Lima's study ofQh4rLen's Reading.
Many interesting things were derived from thisstudy. For example. . .children of six or seven areprimarily interested in nature stories, myths, andlegends. 'he eight-year-old is interested 9hieflyin fairy stories and stories of real life.4
Terman further emphasized this opinion.
Children of eight years show the greatest interest in fairy tales. It is interesting to seethat this is practically universal. The child ofthis age is living in a world of imagination and themore fanciful the tale is, the more appeal it has.In some children the interest in fairy tales beginsat seven years, in others not until nine. FromEhgland, France, Scandinavia, and Italy, investiga-.tors of children's literature report thissamething.,
There is no apparent reason to believe, unusualthough Texas may be, that Texas children would not conformto this universal tendency. W. L.Garnett in a study made ofseveral fourth grade classes found fairy tales to rank
3U. Lo tUhl,Sc n e erminaion of the Content ofthe i~tr I s le ading,p.02
4Paul McKee, Readi ngjnd Literature ii the mentar
p.hool ---493 .
' 5 erman, 22, cit., Pe 35*.
27
third among reading interests for girls and eighth for6
boys.
Of the 694 books listed, only four of the pure fairy
story type are included: Thumb Twilight , Tom
Thumb, and Publo ndin T . Four books of the fantastic
nature are listed: Alice's Adventures in Wonderland, Peter
P~a~n, Pinnochio, and Scalawags p.f Oz.
Poetry is an important element in the development of
reading tastes and in encouraging creative imagination.
Books containing poetry are as scarce in this section of
the Texas list as are the fairy and fanciful tales. De la
Mare's Peacock Pie, Milne's When We re Very Xoung, and
Chute's Rhymes About Qrselves are the only ones found.
The school has accepted the obligation of helping the child
interpret his environment for practical living; do we not
have the same obligation to help him to a realization of
things of the spirit and imagination? For the majority of
children this experience must come through the school. Inpoetry, the most accessible of the arts, the teacher has her
7opportunity.
Can we wait until a child's ideals are formed to try to
6W. L.Garnett,'Study of Children's Choices in Prose,elementary Enish Review, XV (June, 1924), 133-137.
7M. Huber, H.B.Bruner, C. L.Curry, children's Interests
28
shape him to a realization of the ideal to which Whitman
refers in Democratic Vistas?
But in the region of imaginative, spinal andessential attributes, something equivalent to creationis, for our age and lands, imperatively demanded.. .I suggest, therefore the possibility, should some twoor three really original American poets arise. . . theywould give more compaction and more moral identity tothese Status than all of its,. materialistic ex-periences.
The six-to-ten-year-olds' preference for animal
stories is well taken care of as is the desire for real life
stories. On one page of fifty consecutive listings were
found the following titles:
AnimalsAesops' FablesEzra the ElephantJimmie, Story of a Black Bear CubMy Wild Animal GuestsPolaris,Story of an Eskimo DogSprite, Story of a Red FoxJust DogsSharp Ears a Baby WhaleAdolphus the Adopted DolphinHumbo the HippoPeter the Pig's SecretTrix the Runaway MonkeyFive Bears and MirandaThe Velveteen RabbitHamlet the Cocker SpanielYou Can't Pet a 'Possum. 9
Speaking of six and seven-year-olds, Terman says:
8Walt WhitmanDmoraic i--&gsRepresentative
Selections from 'WaltWhitman, edited by Floyd Stovall, p.382.
9Ard rovedtLibr= jfrBooks rElementary des, TexasBoard of Educ-ation, 1942, p. 25.
29
. . .but their chief interest is the nature story--little books about the wind, birds, animals, trees,and flowers. Their background of experience is grow-ing and they like to hear about the life they seearound them. They still interpret nature in anthro-pomorphic terms and think of animals and naturalforces as talking and acting much as they them-selves do.10
On the same page with the above list of animal stories
are found the following stories of real everyday life.
Real Life StoriesLI l HannibalLittle Woodsman of the NorthOrgan Grinder's GardenManuelaI's BirthdayFun at Happy AcresKing CottonThe Piper's SonLife Story of Baby SandyMister OleGoing PlacesThe Birthday PartyPellels New SuitJory's Cave 11The Little Boy and His House.
The real life interest grows as the child advances in
the primary grades.
"At eight, too, begins the interest in stories of real
life,. . .and stories of children in general have great ap-
peal." 12
Along with that interest in real life a curiosity con-
cerning things about him develops rapidly. Since the purpose
10Terman, 22,._t p. 33.
11Approved Library Books, Texas Board, 22. .cit., p. 25.
12 Terman, U . 2 .-t., p. 35.
30
of providing the child with good books is to enrich and ex-
tend his experiences, part of those books need to be the
sort that will help to answer his questions. A good repre-
sentation of such books is found in the Texas list. On the
same sample page quoted above are found the following.
Informational Books
Fun With WordsSo That's GeologyFirst Book of American HistoryBirds Every Child Should KnowTraveling with the Birds.13
In the third and fourth grades interest in other landsand other regions becomes an important motivation for read-
ing.
Age of ten. . . Books of travel and stories of otherlands now take on a most striking popularity. HMrs. Perkins' Tn s Lisabeth Longfrock and otherbooks of this type are read and enjoyed. This interestin children of other lands can, of course, be utilizedto a great advantage in te ching geography, history,and other school subjects, 4
The Texas list provides well for this demand with agreat number of such books. Five to ten may be found on
every page.
Fifth and Sixth Grades -- Fiction
Terman's classification of reading interests places
those at fifth and sixth grade levels as follows:
Approved Library BooksTexas Board, .R. cit., p.25.Terman, _.Cit., p. 37.
31
Age 10--travel stories, stories of other lands,stories of invention, myths, legends, hero tales,history in story form.
Age ll--adventure stories, mysteries, books aboutmechanics stories of home life.
Age 1 2--hero tales biographies, historical nar-rative, nature stories.15
Jordan's study of Children's interests nReading
showed that children prefer books of fiction, adventure,
poetry, humor, history, biography, science, and travel in
the order indicated and that fiction is the first choice16
of both boys and girls. The proportion of fiction and
non-fiction to appear on the Texas list does not show recog-
nition of this fact. Fiction titles number 238; non-fiction
titles number 276. The disproportion however, is slight and
may be based on the assumption that non-fiction is apt to
be slighted by the average teacher-librarian. Since fiction
ranks first in child interest we shall consider that list
first, as shown in Table 2.
Here again we find the per cent of agreement with the
Children's Catalogue to be much lower than that of any of
the other lists; 48.3 per cent with only 17.2 per cent of
the books especially recommended. This agreement though
much higher, thirty-eight points, than that in the primary
list, is still too low to recommend the list very highly.
15Ibid., p. 41.
16Jordan, ChUlren's interests in Reading, p. 525.
32
TABLE 2
FIFTH AND SIXTH GRADES, FICTION SHOWING THE NUMBER OFBOOKS IN EACH LIST, THE NUMBER OF THESE FOUND INTHE CHILDREN'S CATALOGUE (C. C.), THE PER CENT
OF AGREEMENT WITH THE C.C., THE NUMBEROF BOOKS IN THE LIST THAT ARE STARRED
IN C.C., AND ThE PER CENT OFSTARRED BOOKS
List No. No.of Bks. Per Cent No.Std. Per Cent ofNo. Bks. from C.C. of Corr. iBks. Std. Bks.
1 210 180 85.7 94 44,7
2
3 931 626 67.2 178 19.14 330 263 79.3 95 28.7T 238 115 48.3 41 17.2
As was the case in the primary list, stories of other
lands are well represented here.
Since the interest in fairy stories carries over into
this period, one might have expected to find those missing
from the primary list given here. Terman says, "The in-
terest in fairy stories often continues into the tenth17year and beyond." but they are not here except in three
books; neither do we find poetry well represented. Of the
fairy tales there are: Three Golden Oranges and Other
17Terman, J p. 36.
33
Spanish e., South Ameican Jungle Tales, and The
Children of Poetry is represented by a single
volume, De la Mare's Bells and Grass. Nor is this omission
taken care of in the non-fiction list.
Several important studies have been made to determine
children's interests in poetry. Those of Huberiruner, and
Curry; H. K. MacIntosh; Cora King; Alice Coast; and M. Eck-
hert are reported by McKee.18
The number of books of history in story form seems verysmall; only a few were readily identifiable, though there
may be some titles with which the writer is not familiar
that would come under this classification. The titles
identifiable are: Little lrim ofPenn's ods, j
Woodl Th, T 2oy Apprenticed to AEnchantrthinthe
-. M Trail, and ! of iabalon.
"History is preferred in story form, but interest in
it is quite apparent, none the less. 9Thirty-five animal stories are included in this list.
Even when allowance is made for the fact that individualdevelopment is not the same in any given grade or chrono-
logical age group, and that some books from the lower age
18McKee, .2.. it., pp. 487-498.
19Terman, .j.. St., p. 37.
34
levels should be included here, this seems to be an un-
necessarily large number.
Age eleven. . .. By the time a child is elevenhe has ordinarily reached the fifth or sixth grade inschool. . . .The interest in animal and nature storiesdrops off. About twenty-five per cent of eleven-year-old boys express eome interest in book50on mechanicselectricity, aircraft, or exploration,.c s
Fifth and Sixth Grades -- Non-Fiction
Historical narrative, nature stories of a scientific
type, books about mechanics, travel, and biography are
found in the non-fiction list.
Table 3 shows the fifth and sixth grades, non-fiction
list with the number of books in each list, the number of
these found in the Children's Catalogue, the per cent of
agreement with the Children's Cataloue, the number of
books in the list that are starred in the Children's
,atalogue, and the per cent of starred books.
This table shows the same low per cent of agreement
that was shown in the other two lists. In this one the
agreement is a few points higher than in the fiction
group, but it is still much lower than the lowest of the
other lists in its own classification. Per cent of books
in this list marked for special recommendation is 17.2.
20Ibd., p. 38.
TABLE 3FIFTh AND SIXTH GRADES, NO-.MFICTION SHOWING THE NUMAbEROF BOOKS IN EACH LIST, ThE NUMBER OF THESE FOUNDIN THE CHILDREN'S CATALOGUE (C. C.) THE PERCENT OF AGREEMENT WITH THE C.C., THE
NUMbER OF BOOKS IN THE LIST THAT ARESTARRED IN C. C., AND THE PER
CENT OF STARRED BOOKS
List No.of No. of Bks. Per cent No. Std. Per Centh~o. Bks. from C.C. of Corr. Bks. of Std.Bks.
1 237 120 50.6 60 2.52
3 931 67.2 19.14 214 117 54.6 53T 276 117 42.3 40 14.4
Books of non-fiction, since they are normally lesspopular with children than are books of fiction, should beselected with even more care, in order to have in thelibrary those attractive enough to overcome this preferencehandicap. Here as well as in fiction there is danger ina poorly written book. Terman-lists among the writers tobe avoided:
& . . also historians who are so inaccurate that onecannot separate the fact from the fiction, biographerswho fill gaps in stories with incidents that never oc-curred, poets who sacrifice poetical feelings to anattempt to tell a story, nature fakers who write manythings nature never heard of.' I
21 *-,P. 81.
36
biography, an important interest at this age and a
most important aid in character building, is represented
here by only a few titles, two being series of lives of
great musicians; others are American Inventors, Explorers
Ind Pioneers, Discovering Christopher Columbus, and Daniel
Booneand the Wildeiness.
Although the most marked interest in biographycomes at twelve years, almost all ten-year-old chil-dren will read narrative that recounts in simplestyle the lives of famous men and women. . . . Attwelve years. . .however, this is especially the ageof hero worship, when biographies and historical nar-rative are preferred. Stories of both legendary andhistoric heroes enthrall the reader of twelve orthirteen years, who projects his own life into thethrilling lives of his heroes.22
The field of natural science is well represented by
thirty-four titles, and that of science and industry by
twenty-five titles. Health and safety problems are given
seven titles.
Books about things to make and things to do, which
would encourage hobbies and help children to develop
handicrafts, are not well represented. Only four appear:
Let's Make a Bo hildren of _the.Handerfts, Homespun
Playdass, and ;Ly and Girls Go Birding.
Twelve years. . . Hobbies have been developed whichlead to various lines of instructional reading, and theboy turns to bird books, radio books, astronomy booksand other differentiated fields of reading. He makesmodels of boats and airplanes, and he likes to have
22*b.I gPo 37.
37
reference boon that he may refer to for designs andsuggestions.
Historical narrative is represented by twenty-eight
easily identifiable titles and there may be others that
would be so classified. Travel and geography have thirty-
two titles. These numbers seem adequate for a list of
this length.
The following sumnarybased on Terman's list of read-
ing interests, sums up the writer's estimate of the Texas
list as to number of books included.
Summary
Adequate Inadequate
Primary List
Animals (too many) Mother Goose
Nature Study Fairy Tales
Real Life Hero Stories
Other Lands History in Story
Travel
Fifth and Sixth Grades Fiction List
Other Lands Myths and Legends
Adventure Home Life
Mystery Hero Tales
History in Story
23Ibid., p.41.
38
Fifth and Sixth Grades Non-Fiction List
Invention and Mechanics Biography
Historical Narrative Poetry
Natural Science Home Life
Travel
Other Lands
This examination of the Texas list shows that the books
in general are carelessly chosen as to literary value. It
also reveals that the numbers of books chosen in various
subject matter fields do not conform to what is known about
the comparative interests of children in these fields.
Instances of this disproportion in numbers of books are
shown in the summary of the adequacy of Texas list in
various specific interest fields.
CHAPTER IV
CONCLUSIONS AND RECO&EADATIONS
Conclusions
The evaluations of Chapter III result in certain con-
clusions regarding the value of the Texas Board's Approved
List of Librar Books for Elementary Grades.
1. The low per cent of agreement with the Children's
Patalogue suggests that sufficient care has not been taken
as to selection of books of literary excellence.
2. The recognized interests of children as shown by
studies in the field have not been considered in the pro-
portionate numbers of books representing these interests.
3. The organization of the list is too rigid.
4. The lack of annotations renders the list much less
helpful than it should be to assist teachers in serving
individual needs and interests.
5. The publication of a guidance bulletin might
better meet the needs of teachers in selecting books
than would any kind of a list.
Recommendations
Greater literary rmerit.--Our first recommendation is
that greater care be given to the selection of books of
39
40
literary merit. It is not enough that subject matter shall
meet the needs of children's interests. With the wide choice
of books available, these needs can be met without accept-
ing any book that is not well written, that does not have
that indefinable, unanalyzable element that distinguishes
the good book from that which is mediocre. A writer whose
work shows an inherent sense of beauty, an ability to paint
striking word pictures, a liberality of ideas which pre-
vents him from ever descending to the common place is as
important in children's literature as in that of the adult.
There is reason to believe that good literature does a
much better job of helping the child to experience than
does cheap or sentimental writing. In fact, probably one
thing that makes excellent literature excellent is its
adaptability to the reader s re-experiencing. Cheap litera-
ture with its lack of concrete detail cannot actually be
felt or experienced. We recognize the psychological laws
of conditioning experience, namely, that what people ap-
preciate depends primarily upon their experience, because
development of feeling depends upon the laws of readiness,
exercise and effect. Therefore, those who accept the
responsibility of choosing children's libraries must
realize the importance of choosing the best,
-btter aalance.--Our second recommendation is that thelist should contain books to meet the demands of children's
41
interests in numbers proportionate to the importance of
those interests. Studies in the field have shown children
at various age or grade levels to be interested in certain
kinds of books. They have also shown the relative importance
of the different kinds of subject matter at each age or grade
level. These findings should govern the proportionate number
of books on any list. In the Texas list this would mean
specifically in the primary list, fewer animal stories, more
poetry, and more history in story form; in the fifth and
sixth grade fiction, more myths7 and legends, more history
in story form, and more hero tales; in the fifth and sixth
grade non-fiction, more biography, more stories of home
life, and more poetry.
Less rigid rading.--Our third recommendation is a less
rigid type of grading designation. Recognizing that since
the reading ability of the child often does not correspond
to the grade or the chronological age groups in which it is
found, it is evident that many books will appeal to many
different age or grade levels. The use of a list classified
as the Texas list is classified tends to limit teachers or
pupils in the matter of choices and offers little that is
satisfactory in guiding the selection of books for home and
school libraries. A separate grade designation for each
book listed would permit of much greater elasticity in
selection and give better opportunity for the selection of
42
books to meet the individual needs of pupils within any
given grade.
Annotations.--Our fourth recommendation is that the
list should be annotated so that teachers can tell something
about the content of the books listed. Even though this
might necessitate a shorter list, what was lost in the
quantity would be gained in the quality of the service
rendered. It would enable the teacher to choose books with
an eye to individual interests and correlation require-
ments in a manner impossible with a list that is not an-
notated.
To sum up these recommendations:
1. A higher standard of literary merit.
2. A more proportionate distribution of subjects to
meet the demands of children's interests.
3. A less rigid organization as to grade placement
of books.
4. Annotations of all books.
A substitute recommendation in lieu of the above is
in line with the best opinions available and much more in
keeping with the democratic principles of education and
with the recognized conception of supervision as guidance
rather than dictation. We recommend a guidance bulletin.
This bulletin could contain such material as would help
teachers to make their own book selections; such definite
43
principles of selection as have been derived from the
research of McKee, Terman and Lima, and others who have
reviewed the field; brief summaries of the more important
studies and their findings; a bibliography that would
provide for further study; references to outstanding lists
of knownvvalue. A bulletin of this kind would fulfill the
real function of supervision, that of helping the teacher
to grow and improve her methods, and to develop initiative
and stimulate independence. A teacher could be expected to
have much more interest in a library which she herself had
selected with the aid of such a bulletin than in one dic-
tated by a state board. If interest is considered as being
the pleasure contained in activity itself, which leads to
further pleasure and activity because its source lies in
meeting the needs of the organism, this sort of plan seems
to promise better results for teacher and pupil alike.
The most obvious objection to such a plan is that
books from which teachers could make selections might not
be readily available. Few teachers, however, are more
than a short distance away from a good book store; further-
more, many publishing houses will ship to any school a
large collection of books from which selections may be made,
the only obligation being that an order of a stipulated
amount be selected. This order is small enough to make the
plan a practical one for any school or county to use to ad-
vantage.
44
Since there are available results of careful ex-
periments along the line of book selection which enable
us to set up standards, there can be no reason why the
teachers and pupils of Texas schools may not be given full
advantage of them. May we hope that future publications
of the Texas Board of Education on the subject of Elementa-
ry School Library Books may be based upon such standards.
APPENDIX
CHECK LIST FOR GRADES FIVE AND SIX, FICTION
Author Title ist List List List Texas__1 2 3 4 List
Aanrud Lisbeth Longfrock#Sidsel#Sidsel Longskirt * ** *
Abieta #I Am a PuebloIndian Girl
Acker 400 Games
Adams, K. Red Caps andLillies
Adams, F. Book of GiantStories *Aesop Fables f *Albert Little Pilgrim of
Penn's Woods
Alcott, Aunt Jo's Scrap BagL.M. Eight Cousins * *
Jack and Jill#Jo's Boys * j *##Little Men *##Little Women * * *Old Fashioned Girl *Under the Lilacs * *
Allesios Round the MulberryAlger HillOraI
Alger Jan and the Wonder-ful Mouth Organ
Allee Ann's SurprisingSummer
46
Check List Continued
Author Title -ist1 Listj Listj List ITex-as
Qmil 1 3 1 .
Altsheler
Averill
Babbit
Bacon
Bailey
Baker, 14.
Baker, 0.
Baldwin
Allee I1*
Jane's Island#Judith Lancaster
Off to Phila-delphiaSusanna andTristam
Apache GoldGuns of Bull Run
Flash Story of aHorsePowder Story of aColt
Jataka Tales
Mystery at EastHatchet
Little Man withOne ShoeSeven Peas in a PodWhistle for GoodFortune
Baker's Big BookBlack Cats and theTinker's Wife
Dusty StarShasta of the Wolve
Fifty Famous StoriesOld Greek StoriesSampo, Finnish HeroTaleStory of RolandStory of Sieg-friedStory of theGolden Age
*
*
*
*
*
*
4;
*
*
*
**
***
47
Check List Continued
Author Title List List List List TexasSII 11 2 3 4
Church
Clark, A,
Clark, M
Cleghorn
Clemens
Clement
Coats-worth
Coblenz
Cody
#Aeneid for Boysand Girls
##Illiad for Boysand Girls
##Odyssey for Boysand Girls
##In Ly other'sHouse
Poppy Seed Cakes
Understood Betty
.
of Tom
the
Once in France
#Alice-all-by-mHerselfAway Goes SallyBoy with a Parrot
#Cat and theCaptain
4#Cat Who Went toHeavenCricket and theEmperor 's Son
#Fair America#Five Bushel Farm#Golden Horseshoej Knock at the Door#Littlest House
Blue and SilverNecklace
Adventures ofBuffalo Bill
*
*
*
*
*
*
*
*
*
*
*
+
*
*
*
*
*
*
*
*
*
*
*
*
*
*
AdventuresSawyerPrince andPauper
48
Check List Continued
Author Title istjList last List Texas1 2 34 4 List
Uollier
Column
Coolidge
Cottrell
Coyle
Craik
Roland the Warrior
ioy Apprenticed toan EnchanterBoy of EirinnBoy Who Knew Whatbirds Said
##Children of Odin#Forge in the ForestGirl Who Sat in theAshes
##Golden FleeceKing of Ireland's SonLegend of St. ColumboPeep-Show Man
# Yoyagers
What Katy DidWhat Katy Did
SchoolWhat Katy Did
at
Next
Wilderness Orphan
Brittany Summer
Adventures of aBdownie
#Little Lame Prince*
*
*
*
*
*
*
*
*
*
*
*
*
*
BIBLIOGRAPHY
Books
Andrews, Siri, Cook, Dorothy, and Uowing,Agnes, Uhildren'sCatalogue, New York, H.W.Wilson Company, 1934.
Approved Library Books for Elementary Grades, Austin, Texas,Bulletin 424, State Department of Education, 1942.
Bamburger, Florence Eilan,Effects of Physical Makeup ofBooks upo Children's Selection, baltimore, JohnsHopkins Press, 1922.
barr, A. S., and Burton, Wm. H., Supervision of Instruction,New York, D.Appleton and Company, 1926.
Broening, kngela Marie, Developing Appreciation ThroughTeachinF Literature, Baltimore, Johns Hopkins Press,1929.
Bibliography Vof ooks for Young Children, Washington, D.C.,By a sub-committee of the Literature Committee of theAssociation for Childhood Education, 1939.
ColburnEvangeline, Books and Librar Reading for Pupilsin the Intermediate Grades, Publication of Labora-tory Schools No. 10, 1hicago, University of Chicago,1942.
Dunn, F.W., Interest Factors in Primary Reading Material,Contribution to Education No. 113, New York, TeachersCollege,Columbia University, 1921.
FieldWalter Taylor, A Guide to Literature for Children,New York, Ginn and Company, 1928.
Huber, M., Bruner, H.B., and Curry, C. M, Children's In-terests inPoetry, Rand McNalley and Company, 1927.
Jordan, A P., inChildren's-interests Reading, Contributionto Education No. 107, New York, Teachers College,Columbia University, 1921.
McKee, Paul, Reading and Literature in the ElementarySchool, New York, Houghton Mifflin,~1934.
49
Ramsey, Eloise, Reading for Fun Chicago, National Councilof Teachers of English, 1937.
Smith, Samuel, and Speer, Robert K., Zupervision ofElementary School,ew York, The Cordon Company, 1938.
Terman, L. M., and Lima, Margaret, Children's ReadiNew York, D.Appleton and Company, 1934.
Uhl, W. L., Scientific Determination of the Content ofElementary School Readin, University of WisconsinStudies No. 4, Madison, Wisconsin, University ofWisconsin, 1921.
Washburne, C.W., and Vogle, Mable, Winnetka Graded BookLst, Chicago, American Library Association, 1926.
Thitman, Walt, Democratic Vistas, from 7alt Whitman:Representative Selections, edited by Floyd Stovall,revised edition, New York, american Book Company,1939.
Articles
Gates, A. J., and Peardon C.C., and Sartor'ius, J. C.,"Studies in Children s Interests in Reading,"Elementary Scho. Jou ,Vol. XXXI (May, 1931),pp. 656-670.
Grant, E.B., and White, M. L., "Study of Reading in PrimaryGrades," Teachers College Record, Columbia University,Vol. XXVI(February, 1925), pp. 480-497.
kacIntosh, H. K., "A Study of children's Interests inPoetry," El7ementary English Review Vol. 1, pp. 85-89.