Excerpt

Excerpt from Library Work with Children, by Alice Isabel Hazeltine

The special report on "Public Libraries in the United States of
America," published in 1876 by the U. S. Bureau of Education
includes the following paper by Mr. W. I. Fletcher, in which he
advocates the removal of age-restriction and emphasizes the
importance of choosing only those books which "have something
positively good about them." This and the following eight papers
give, in some measure, a history of library work with children.

William Isaac Fletcher was born in Burlington, Vermont, April 28,
1844. He was educated in the Winchester, Mass., schools, and
received the honorary degree of A.M. from Amherst in 1884. He
served as librarian of Amherst College from 1883 to 1911, when he
was made librarian emeritus. Mr. Fletcher was joint editor of
Poole's Index to Periodical Literature, and editor of the
continuation from 1882 to 1911; edited the A. L. A. Index to
general literature in 1893 and 1901; the Cooperative Index to
periodicals from 1883 to 1911, and in 1895 published his Public
Libraries in America. He was president of the A. L. A. in
1891-1892.

What shall the public library do for the young, and how? is a
question of acknowledged importance. The remarkable development
of "juvenile literature" testifies to the growing importance of
this portion of the community in the eyes of book producers,
while the character of much of this literature, which is now
almost thrust into the hands of youth, is such as to excite grave
doubts as to its being of any service, intellectual or moral. In
this state of things the public library is looked to by some with
hope, by others with fear, according as its management is
apparently such as to draw young readers away from merely
frivolous reading, or to make such reading more accessible and
encourage them in the use of it; hence the importance of a
judicious administration of the library in this regard.

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Explanation

Detailed Explanation of the Excerpt from Library Work with Children by Alice Isabel Hazeltine

This excerpt is from a historical report on public library services for children in the late 19th century, specifically from Library Work with Children (compiled by Alice Isabel Hazeltine), which references a 1876 U.S. Bureau of Education report on public libraries. The passage discusses William Isaac Fletcher’s perspective on how libraries should engage with young readers, particularly regarding book selection and the moral/intellectual influence of juvenile literature.

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1. Context & Background

• Historical Setting (1876):

  • The late 19th century was a period of rapid expansion in public libraries in the U.S., influenced by the library movement (e.g., Andrew Carnegie’s funding of libraries) and growing literacy rates.
  • Juvenile literature was becoming a commercial industry, with publishers producing books specifically for children—some educational, others purely entertainment-driven (e.g., dime novels, adventure stories).
  • There was moral panic among educators and librarians about the quality of children’s reading material, fearing that "frivolous" or sensational books would corrupt young minds.

• William Isaac Fletcher (1844–1917):

  • A prominent librarian and bibliographer, Fletcher was a key figure in library science and indexing systems (e.g., Poole’s Index to Periodical Literature).
  • His views reflect the progressive but cautious approach of late 19th-century librarians, who saw libraries as institutions of moral and intellectual uplift rather than mere repositories of books.

• The 1876 Report:

  • The U.S. Bureau of Education’s report was part of a broader national discussion on education reform, including how libraries could shape young readers’ habits.
  • Fletcher’s contribution argues for removing age restrictions (allowing children access to a wider range of books) but strictly curating those books for moral and intellectual value.

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2. Key Themes in the Excerpt

A. The Role of Public Libraries in Children’s Education

• The excerpt frames the library as a cultural and moral guardian, asking:

  "What shall the public library do for the young, and how?"

  • This reflects the Victorian-era belief that institutions (schools, libraries, churches) should guide youth toward virtue and knowledge.
  • Libraries were seen as alternatives to unregulated reading (e.g., cheap, sensational literature sold in stores).

B. The Problem of "Juvenile Literature"

• Fletcher critiques the commercialization of children’s books, noting:

  "the character of much of this literature... is such as to excite grave doubts as to its being of any service, intellectual or moral."

  • Many books for children were entertainment-driven (e.g., Horatio Alger’s rags-to-riches stories, dime novels), which some educators feared would distract from serious learning.
  • There was a class and moral dimension: Working-class children were seen as particularly vulnerable to "lowbrow" reading.

C. The Library as a Gatekeeper

• Fletcher argues that libraries must actively shape (not just provide) reading material:

  "the public library is looked to by some with hope, by others with fear, according as its management is apparently such as to draw young readers away from merely frivolous reading, or to make such reading more accessible."

  • "Hope" = Libraries could elevate children’s tastes by offering high-quality books.
  • "Fear" = If libraries stocked popular but "worthless" books, they would encourage bad habits.
  • This reflects the debate over censorship vs. access—should libraries restrict certain books, or guide children toward better ones?

D. The Call for "Judicious Administration"

• Fletcher advocates for selective curation:

  "the importance of a judicious administration of the library in this regard."

  • Librarians should not ban books by age but should choose only those with "something positively good."
  • This aligns with the late 19th-century "library mission"—libraries were not neutral; they had a duty to improve society.

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3. Literary & Rhetorical Devices

Device	Example from Text	Effect/Purpose
Rhetorical Question	"What shall the public library do for the young, and how?"	Engages the reader in a moral debate, framing the issue as urgent.
Contrast (Hope vs. Fear)	"looked to by some with hope, by others with fear"	Highlights the polarized views on libraries’ role—are they saviors or enablers of bad habits?
Loaded Language	"frivolous reading," "grave doubts," "positively good"	Moral judgment is embedded in the wording, reinforcing the idea that some books are inherently better.
Appeal to Authority	References the U.S. Bureau of Education report and Fletcher’s credentials	Lends credibility to the argument, positioning it as an expert opinion.
Parallel Structure	"intellectual or moral" (repeated)	Emphasizes the dual responsibility of libraries—both mind and character must be cultivated.

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4. Significance & Legacy

A. Historical Impact on Library Science

• Fletcher’s ideas influenced early children’s librarianship, leading to:
  • Selective collection development (librarians as curators, not just providers).
  • The rise of children’s rooms in libraries (late 1800s–early 1900s), designed to guide young readers.
  • Later debates on censorship vs. intellectual freedom (e.g., ALA’s Library Bill of Rights, 1939).

B. Modern Relevance

• Echoes in today’s discussions:

  • Should libraries ban books? (e.g., challenges to LGBTQ+ or "controversial" YA books).
  • How should libraries balance access and guidance? (e.g., summer reading programs vs. unrestricted browsing).
  • Is "frivolous" reading harmful? (e.g., debates over graphic novels, video games, or social media as literature).

• Shift in Perspective:

  • Modern library philosophy often prioritizes access and choice over moral gatekeeping, but Fletcher’s concerns about quality and influence persist in educational and parental debates.

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5. Close Reading of Key Passages

Passage 1:

"The remarkable development of 'juvenile literature' testifies to the growing importance of this portion of the community in the eyes of book producers, while the character of much of this literature... is such as to excite grave doubts as to its being of any service, intellectual or moral."

• "Remarkable development" → Acknowledges the boom in children’s books (a new market).
• "Grave doubts" → Strong moral disapproval; suggests many books are wasteful or harmful.
• "Intellectual or moral" → The two key criteria for judging books—not just entertainment.

Passage 2:

"hence the importance of a judicious administration of the library in this regard."

• "Judicious administration" → Librarians must actively decide what is best, not just passively provide books.
• Implies that neutrality is not an option—libraries have a responsibility to shape young minds.

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6. Conclusion: Fletcher’s Argument in Modern Terms

Fletcher’s 1876 perspective can be summarized as:

"Libraries should give children access to books, but not just any books—only those that will make them better thinkers and better people. If libraries fail in this, they risk doing more harm than good."

• Strengths of His View:

  • Recognizes the power of reading to shape young minds.
  • Advocates for librarians as educated guides, not just clerks.

• Criticisms (Then & Now):

  • Who decides what’s "positively good"? (Subjectivity in moral judgments.)
  • Risk of elitism—does this approach exclude working-class or marginalized voices?
  • Overemphasis on control—modern libraries often prioritize freedom to read over paternalism.

This excerpt captures a pivotal moment in the history of children’s librarianship, where the tension between access, guidance, and censorship first took center stage—a debate that continues today.