/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.