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'1 Esta-9192’“ 23:. ::.2; 233- 22“ " ‘9’!;J'nl”r‘f 9292-035‘039) Sand. .190 22:; 3199-1 ‘2! ‘ .9.‘;:3:-:.’. 1‘. .3 x ’ d9 of? :‘)DH‘W‘. 42212.22; 0.“ ~59 322:4IO9S.II99‘ Q_::;; 1 a '3’!“ 2 ::'. «I '0‘;i?:.3 «n.1, ~omr 4. .I‘ :.:i:;‘.. O .. _ 2 I sue: nov-r-II 09121s'c_on:'L-vaaALHIoa' i2339‘9‘3. COO-Q'“.I|‘ J.‘O?3'ic I I Izjgl;.': 9 I§t9' of characters and much more variety of choice was shown.” In the ninth grade we continue to find less emphasis on comic strips, particularly in reading group V, still more diversity, and many more characters from classics and real life like Lincoln and Will ROgers. Favorite Characters from Favorite Books In listing their favorite characters from books, the pupils almost invaribly gave the hero or heroine. 1n the seventh grade these were all from fiction. Louisa may Alcott's wholesome real personalities influence all grades. Heidi is a favorite even with some ninth graders. Tom Sawyer, Huckleberry Finn, Penron and Sam continue to suggest mischief to modern boys and girls. dim Hawkins, John Silver, Jane Eyre, Scarlett O'Hara, Rhett Butler, and Melanie, are listed by older pupils while Rebecca of Sunny- brook Farm and Anne of Green Gables delight the younger ones. Sue Barton is spreading the romance of the nursing profession among all groups. These are the fine characters who meet the pro- blems of everyday life. But most of the heroes listed are found in an unreal world, perhaps not definitely bad, but which gives the pupil a great deal of thrill. They like excitement and ad- venture, and as a result when they grow older they turn to the movie and romance magazine as pastimes which can provide the fears and heart throbs they got from Nancy Drew in their childhood. 100 Characters Pupils Wish tg_kesemble When asked to give the character they wished to resemble the pupils became reticent. Further, in the majority of cases they thought in terms of vocations instead of qualities, one saying she could think of no character who was engaged in the vocation she wished to follow. By the end of the ninth grade most pupils have been forced to make some kind of occupational decision to knOW‘WhiCh course to take in high school. This may explain why 50 per cent of the seventh grade, 26 per cent of the eighth, but only 15 per cent of the ninth grade said they did not know whom they wished to be like. It was impossible to group these results into any kind of table. here again characters from comic strips were chosen more by younger pupils and by those who read the least. Sonja Henie was mentioned several times by the seventh graders for her skill in skating. On the whole few movie stars were given. The following are statements from seventh grade papers: "She solves mysteries and I want to." "Mrs. Roosevelt-~intelligent, good speaker, and has personality.” "Chiwee--told his friends good things." vmy mother, who is kind, loving, forgiving, and ready for anything." These show a beginning of idealism and discrimination. One iseventh grader showed his scepticism by replying, "It is useless to dream." Five per cent of the seventh grade, eight of the eighth, and two of the ninth wished to be original. One said ”I want to live a life of my own not a copy.” One said she lacked the physical 101 attractiveness to resemble anyone else. By the eighth grade, some pupils began listing outstanding national figures like Lincoln, Florence Nightingale, and Edison. Nevertheless most of the heroes given were still recorded because of their occupations. one teacher was given a fine compliment when a child said she wished to be like this instructor because she was "pretty, kind, friendly, gracious, and a good teacher.” Several mentioned members of the family, one boy saying he wished to have a face like his father's. In the ninth grade the vocational emphasis was still more pronounced although some of the answers show an interest in several phases of character. One admires Jo from.Little flgmg£.because she "combines poise and boyishness together and gets away with it." Another wants to be like Napoleon because he is ”a forceful character, has perseverance, a wonderful personality and leader- ship." Another looks up to Will Rogers because he was "a friend to everyone, rich or poor,” another adding about Rogers ”honest, frank, faithful, and courageous.” {A girl speaking of Queen Victoria said, "a great woman, she knew and got what she wanted.” Several colored children listed Joe Louis. One each gave Marion Anderson and Br. Carver, because of service to their race. One knows that favorite characters do not give theinhole story concerning a group's idealism. moreover, few pupils gave any reason for copying anyone except his professional success. Nevertheless it is disappointing to find such a large number of young people so absorbed in comics as to give Superman first place on any list of characters. It is also disappointing not to find more boys and girls giving heroes because of their service to 102 humanity. Napoleon was much like Hitler. Possibly the boy giving Napoleon hopes to dominate by force. In.my judgment we have failed as teachers and parents to give our boys and girls heroes which are so real, so absorbing, and so compelling that they will be more than glad to follow them. CI'IAPTER X - ANALYSIS OF QUESTIONNAIRES FROM SIX ALL "A” PUPILS 103 In an effort to shed some light on the reading habits of the more able, the individual questionnaires from six all ”A" pupils in the authors home room were carefully analyzed. All of them.are white, all of native-born parents, both parents and pupils read only English, and there are no foreign language publications in these homes. All the fathers are employed, there being two insurance agents, three associate directors of state departments, and a minister of a large local church, and none of the mothers work away from home. All of the paremts are well trained, five- of the fathers being college graduates. and three of the mothers, all having graduated from high school. While two reported no encyclopedies in the home, the others had from one to four sets, and all of the Britannicas reported in the eighth grade came from these homes. Thus we have an unusually fine home back- ground economically and educationally., The youngest one in the group and the youngest child for all grades is in reading group 1. Until this fall he has lived in upper Michigan where he has had poor library facilities and frequently moved from place to place. His use of the library has increased during this school year. Since much of his read- ing is done in school he has probably understated his reading time, as he reads eight comic magazines regularly outside of school. There is one 15 year old who is in reading group III. The others are all 14 years of age, two being in reading group II, and two in group IV reading nine hours per week each. Since all these youngsters are active in many kinds of recreation, group as well as individual, nine hours of reading is the max- imum they can allow for one activity. 104 Health One of the pupils in reading group II has a serious eye difficulty and is only permitted to read the amount reported, 3% hours, 15 minutes on school days and one hour each on Sat- urday and Sunday. Another in group IV has had a bone infection and cannot do many outdoor activities. The others appear to be healthy and attend school regularly. Movie and Radio They attend from two to eight movies per month, the larger numbers corresponding with the lover reading groups. Those in group IV attend two and three respectively. They listen to the radio from 6% to 18 hours per week. Time devoted to the radio and movie is about the same as for the 462 pupils as a whole. Number of books read were from two to nine per month, a range corresponding with that of other pupils. Reasons for Reading They all take suggestions as to their reading, two using twelve of the people and sources listed, the lowest report being four. While they take recommendations of other people, only one reports reading to please his parents, none do it to please teachers or because their friends do. Nevertheless they all read to get information and because they like it. One reads to for- get his troubles but only two because of a lack of something else to do. TWO added reasons of their own stating reading was a "lot of fun" and "I find interesting things in books." The one in 105 reading group I gets books from the school library, gifts, and purchase, while all the others get them from the six sources listed in the questionnaire. The boy in group I reports not getting books at home, and that the family has no encyclopedias. Perhaps his moving from place to place as his father's work shifted indicates no chance for accumulation of books and makes the boy seek other means of recreation. Characters and heading hatter Preferred The group all prefer adventure stories to any other type, detective stories falling in second place. Fiction is the favorite of five while one, our little fellow in group I, likes historical books hest. In reply to their methods of choosing books and magazines, their answers are worth quoting: Case Reading Method of Choosing Group Reading haterial A I "Material in it." B II "Librarian's recommendation and specific information." C II "Interesting and worth the time." D III ' "Contents, frontispiece, title, read first two pages." E IV "Asking others who have read ' them, also teachers, and parents. Other books by authors I like." F ' IV "Books of the same series or which tell how to make things." These answers show more discrimination than those of most pupils, as well as a desire for certain types of knowledge. When one reads for definite information he has begun to read with a purpose. 106 All the favorite books listed by this group were mystery or adventure stories and many of their favorite characters were taken from these. They are still very maginative and love to deal with the improbable. Superman, Our Bill, Freckles, Pep Morgan, Pug, Jerry Todd, and Lick knight vere characters from comic strips listed by this superior group. Nancy Drew, heroine of a mystery series, was given three times, while Judy Bolton, 8 girl detective, was given once. Sue Berton was chosen by one pupil because she likes nursing stories. The three boys all gave characters from comic strips while all but one of those listed by girls were from books. In giving the characters they wished to resemble, two pupils gave leaders in occupations which they would like to follow. Nancy Drew and Judy Bolton were given because they have adventure and solve mysteries. As she knew no character vho was a great accompanist one girl gave "No one," in response to this question. Only one boy gave an outstanding national character. he selected Edison for his inventions and work with electricity. The lack of idealism shown by this group of our finest boys and girls would indicate a need for more careful training in the elements which go to make up a fine individual. “one of them wished to resemble a person because of honesty, or service, or some quality other than material success. -They need to read more biography, and they like it when it is given to them. One of these six was in bed three months this year and read five or six books a week. Even with opportunity to improve her reading tastes her mother made no effort to interest her in anything but the light- est fiction. 107 Newspaper Reading Having seen something about the books these boys and girls read, let us now look at the parts of the newspaper to which they devote their attention. The local newspaper vas in every home. Three reported the presence of other papers. All of them read the headlines, all but one the comics and "Believe It or Not," four read the theatre page and school news. Two boys read the‘ crime news, sports, foreign news, and local news. One boy and one girl reported reading national news. The boy in reading group I reads eleven parts of the paper regularly vhile the boy in group II reads nine. 'The boys read more of the news than the girls. The paper is obviously not a very great influence in the lives of the remaining four of these pupils. Magazine Rendipg Comic magazines seem to a peal more to the boys than to the girls, or else the boys are the only ones with enough spend-5 ing money to buy them. Perhaps, too, the girls read them but are ashamed to say so. Whatever the truth may be, the three boys in this group read, five, six, and seven of these magazines regularly. The girls read none. Two of these boys also read "all" of 3332 and the other "all" of News Week, while only one girl read a news magazine, even though there was one present in each home. Of the picture news magazines the boy in group I reads three, one girl reported two, and one none. This tendency of boys to read the news would explain their greater interest in current happenings and social studies in general. host girls are somewhat bored by 108 a current events discussion. To the boys exclusively go the airplane, radio, science, and movie magazines. The latter is an accident as more girls than boys are interested in movies. The boys and two girls reported the Reader's Digest. All of them read the stories from some woman's magazine but none read all of the monthly magazines in their homes. Harpers and Fortune are in two homes but make no appeal as yet to these pupils. All but one reported some young folks magazine, two of the boys having both The American Boy and Cpen Road for Boys. All of these magazines except Child Life are devoured from cover to cover. Only three had Sunday School'papers, two of which vere read. Only one lodge magazine was listed and no romance magazines. On the whole this group have more and better magazines in their homes than ~most pupils, and use their opportunities to read them. One hopes that our finest boys will grow out of comics and our girls into news magazines. In answer to the question, "How has reading been of value to you this school year?", the replies were unsatisfactory. Three did not consider the question of sufficient importance to answer it at all. The others have read for enjoyment "because ; it's fun," and to gain knowledge. Reading clearly has become as: yet nothing but a recreation to most of these youngsters. There is much that librarians, teachers, and parents can do to see I that these superior children learn of the tremendously interest- ing benefits to be derived from non-fiction. Scholarship and 109 amount of reading do not seem to have any relation for this group. The boy in group I, ho"ever, reads the cheapest magazines and the greatest number of them. It would be interesting to learn whether his scholarship drops later on and whether his reading interests change. CHAPTER II - SUMMARY OI" FINDINGS AND RECOMMENDATIONS 110 Having completed our survey of the data in detail, our next task is to summarize the results. Some items,9languages read by parents and pupils, and reference books in the home, were found to have no connection with the amount of reading the pupils did.i The children of parents with only high school training did not appear to read more or less because of it. Another group of items had some relationship to the amount of reading done. :The economic status seemed to have importance, particularly for reading groups II, III, and IV} The largest number with low incomes were in groups I and II. Reading groups — II, III, and IV also had the highest percentages for those who were the most successful in school, as is shown by the fact that they were of average agefor their grade, that they failed less, and that they were on the first and second honor rolls more often than other groups. Qomic magazines were read most by reading group V'while those in groups II, III, and IV read more of the factual and less sensational magazines. Items Having EDDefinite Association with.Amount 2; Reading ,/‘ A large number of items had a definite association. The children of college trained parents tend to read more while those whose parents have merely a grade school education read less. (The more foreign language publications in the home, the less reading the student does.' This also is borne out by the fact that as the proportion of English speaking parents increases the amount of reading increases slightly.i Pupils who read a great deal also spend much time in going to movies and listen- ing to the radio. In addition, those who read most do so in- lll creasingly at the suggestion of parents, librarians, teachers, other adults, book reviews, and especially their friends. Again, as the amount of reading increases, the pupils do it more and more because they like it and for information, those in reading groups I and II reading much more to please parents and teachers. "When it comes to books, those who spend more time definitely read more, get books from.a wider variety of sources, and like fiction best. ‘When permitted to give their methods of choos- ing books, the title and the recommendation of friends were listed the most frequently, the percentages for the latter ria- ing very definitely with the amount of reading.’ With newspapers the same situation is apparent, those having the most reading the most. The reading of national and local news increases decidedly through group IV while crime news is read largely by group I and the continued story by I and V. The proportion of monthly and pictorial news magazines per pupil rises with the amount of reading. As‘to favorite characters, those listing them from books were largely in reading groups III, IV, and V, while Superman was given most in groups I and II. Differences bz_Grades Some differences were noticed by grades. As our pupils grow older more read because of their friends' or parents' recommendations. More also read on special topics and for material which will be valuable in later life. In addition there is a slight increase in non-fiction reading. ‘The older pupils gave more favorite characters from books and real life, 112 and a wider range of characters. hThe preference for comic magazines and characters reaches its heighth in the eighth grade and falls off decidedly after that. \Romance, news, general weeklies, and monthly magazines are read much more by ninth grade pupils, while the younger ones read the biggest number of Sunday School papers. Differences for the Children.g£ the Foreign-Born , The children of foreign-born parents follow the librarian's suggestions less than any other group. TThey also use the library less, have fewer books at home, get fewer as gifts, and do not buy so many.~;0f the types of books on.which they were questioned they prefer less fiction, and have the highest percentage liking science. Quite naturally, they read more foreign news. Headlines, national and local news, and crime also seem to appeal more to them.) In magazines they read fewer monthlies and more pictorial news and comic magazines. Differences for the Negroes The most decided differences from the group norm were found in the colored group. They are the poorest economically, none being well-to-do.{JThey read the fewest books and get them from fewer places. While they do use other libraries, probably the community center library established for Negroes, yet they have many fewer books in their homes, buy less and have fewer given them. The Negroes had the highest percentage of any group preferring books of religion, stories about children, and 113 love stories. In newspaper reading, they show less interest in local and school news and more interest in sports, foreign news, Dorothy Dix, and the theatre. LAmong magazines, they read many fewer monthly and general weeklies and many more pictorial news, romance, and comic magazines. General Conclusions Inconolusion, it may be said that the home situation has less to do with the amount of reading done by pupils than one might think, that from three to fourteen hours of reading leads to more successful school work, that pupils who read most tend also to spend the most time in other recreations like the movie and the radio, that those reading from three to fourteen hours per week tend to read more books, prefer more book characters, read more news, read fewer comics and sensational magazines than those in other groups, and that the most compelling motives for increasing the amount of reading are the desire for inforé mation and for pure enjoyment. How Reading Benefits Pupils After a good deal of time and energy has been spent col- lecting and recording data, the question as to whether the topic warranted such labor naturally arises. The answer lies with the young people themselves. how much do they feel they get out of reading? While several said they got nothing and a few that it merely filled up waste moments, yet the majority gave interesting and stimulating replies. The majority read 114 for enjoyment and information, two very good reasons. Some have stumbled upon new knowledge and have gotten an explorer's delight in discovery. They have "learned to speak more cerrectly," have increased vocabulary, have found that reading helps in con- versation, and have learned how ”people lived long ago” and in foreign countries. One pupil even reads because reading gives her a better view of life. Recommendations for Parents, Teachers, and the Community While the grouping for this study has been based on the amount of time pupils spend in reading, the kind of material read is of more significance sociolOgically. Since those in reading group I in general are the least able students, reading will probably never mean much in their lives. As they do not seem to enjoy the printed page now, it is unlikely that they will ever become wide readers. They will be more likely to continue to look at publications which are profusely illustrated, as many of the cheaper periodicals are. An interesting exper- iment could be carried on to show what could be done through physical make-up of publications to broaden and improve the reading habits of this group. It may be that the individuals reading more than fifteen hours per week do so because they have limited chances for new experiences, such as travel and camping. Since all their thrills must be gotten vicariously, they use reading as well as the movie and radio excessively. As these individuals have al- ready established the habit of much reading, perhaps by cars- ful guidance they could be taught to like non-fiction and could 115 be led to read more magazines other than those of the romance and comic variety. 'With the exception of the Negroes, the ten- dency to outgrow the latter has been demonstrated. Here again is a fertile field for experimentation. It is the majority of the students, those reading from fourg to 14 hours who should be given the most attention. As has 2 been indicated in the summary, these are the most successful in school work, come more often from well-to-do homes, and read the less fantastic and sensational material. How can we as adults help them to get the most from the printed page? The home can do more than any other single agency to set up standards not only in reading but in every other phase of life. Our first heroes are our parents. For this reason, par- ents must be very careful of the example they set. If they read; cheap, sensational material, their children.will do it too. On the other hand, if nothing but the best literature is found in-the home, the child will develop a taste for good publications which will be difficult to overcome. Another thing parents can do is to use the library themselves, urging the children to have cards and to go regularly through the summer months when the school library is closed. If the parents will become acquaint- ed with children's books, they can recommend things for the children to read. The magazines brought into the home should be of non-sensational, true-to-life variety so that the child will become accustomed to seeing this type of material. He should also be supplied with fascinating publications suited to his age and interest. Discussion of the news at the dinner table not only raises the level of the conversation above Jane's and Bob's 116 quarrelling, but also stimulates the children's interest and givesthem knowledge of current events. One of the most effective means of increasing the amount of“ reading is doing it aloud. Younger members of the family are thus able to get much they could not read to themselves, and the older ones benefit also. With our growing tendency to in- dividual instead of group activity within the home, reading to- gether can be used as a unifying influence. The home can, then, be of value in helping children read by setting up high standards,; by giving the child an example of an adult's enjoyment of books,‘ by guiding children in their choice of books, by showing them i how reading can be of value in conversation,'and by giving them: the opportunity to hear material read aloud. Through the school, also, reading is stimulated. The grade school teacher does her_part in starting youngsters on the path to good literature by teaching the fundamentals of reading and urging them to read much. In the junior and senior high schools pupils have more freedom and can, therefore, obtain a much larger supply of reading matter than in the grades. Further— more they have spending money in increasing amounts, which means they can buy more publications if they choose. Because of this the high school teacher has a responsibility for setting up standards by which the pupil can judge the worthwhile and re- ject the tawdry. As shown in the study, almost all the pupils use the school library and will grow into using the high school library; but these libraries are closed through the summer, so that not only the pupil's chief source of supply but his surest means of get- 117 ting at least harmless literature is shut off. The author .-__., _ would recommend that our junior high school libraries be kept Open at least half a day through the summer months. Since the schools are open anyway so that pupils may go swimming, and the librarian is on duty much of the time, the library service could become a part of the city recreation program.without great ex- pense and with benefit to the pupils. Teachers can also increase the pupil's interest in magazines by having them about the room and urging pupils to use them dur- ing spare moments. For example the Reader's Digest and the National Geographic are of untold value in teaching social studies. The author has increased the seventh grade pupils' reading of the former by having copies available and asking pupils to read certain articles. No reports were required, but the boys and girls soon began prefacing their remarks with "I read in the Digest.5 With the slower pupils the magazine was taken to the individual and he was requested to finish the article only if he liked it. In two cases the pupils were successful in per- suading their families to subscribe to the magazine. Both news- paper and magazine material can be used in the discussion of current events. While boys have a natural interest in news, the girls need to have their interest quickened. As they care about marks, requiring reading of news does make the better students do it. Another way in which teachers can show to pupils the fun there is in books is to tell interesting incidents from them, being careful to state clearly the title and author and where the book can be found. 'With this, too, the author has had 118 success. Pupils have come several days later to ask more de- finitely about the book, and many have read those books suggested. This method is particularly effective in stimulating non- fiction reading. One pupil after reading a biography of Martha Berry remarked, "I didn't know such interesting things happened to real people.” In addition, teachers need to be more careful not to con- demn too much the reading of a classic if it is being done at the wrong time. Pupils are human, too, and if they become fas- cinated by a story are apt to try to glance at a page during a mathematics class. Since recreational reading will probably 1 do more to shape a pupil's ideals than square root, teachers should not be too harsh, even though they may find it necessary to have the pupil return to the work at hand. The school can help, therefore, by offering library service through the summer and employing teachers who will stimulate reading of non-fiction' and other factual material in the class room. The home and the school must do the largest amount of work but the community, too, must play its part. Ample and conven- I ient library service is the right of all individuals. Mothers' clubs can do much to raise the standards of-children's literature and to advise on wise guidance so that the most profitable material is read. For_the Negro, greater security and recog- . nition would probably bring his reading habits more nearly to I those of the group as a whole. ‘While in the last analysis, what an individual reads should be his own choice; yet our young folks should be protected from some types of periodicals. While comic magazines introduce 119 the pupil to an unreal world, yet they may take the place of fairy stories for junior high school pupils and are outgrown J by all but the Negroes. The romance magazines with their de-t cided sex appeal are in the author's judgement definitely harm- ful. If the community could do something to curb their sale or at least to restrict it to adults, it might lead fewer young people to read them. If public opinion were strong enough to stop their publication, that would be a fine step. Nevertheless, this will not be done for a long while, and our boys and girls must meanwhile be protected if possible by guidance at home, at school, and through substitution of more wholesome material for the objectionable publications. The printed page is the only way by which civilized man can pass on his experience from one generation to another. Does it not, therefore, behoove all adults to do their utmost to see that our youth is provided with wholesome, adequate, and interesting supplies of reading matter, that he may preserve this heritage given to him and perhaps contribute new ideas which will_help to solve the problems faced in the chaos of to- day? BIBLIOGRAPHY 120 Books Bond, Eva, READING AND NINTH GRADE ACHIEVEMENT. New York: Teachers College, Columbia University (Ph. D. Thesis). 1938 Gray, William Scott and Munroe, Ruth, A READING INTERESTS AND HABITS OF ADULTS. New York: MacMillan Co. 1930 Gray, William S. READING IN GENERAL EDUCATION; AN EXé PLORATORY STUDY°'° 'Washington, D.C.: American Council on Education. 1940 ' Lloyd, Stuart M. and Gray, C. T., READING IN A TEXAS CITY, DIAGNOSIS AND REMEDY. Austin, Texas: The University. 1920 Waples, Douglas, RESEARCH MEMORANDUM ON SOCIAL ASPECTS or READING IN THE DEPRESSION. New York: Social Science Research Council. 1937 Periodicals Atkinson, C. "Voluntary Reading Habits and School Success," Sierra Educational News 29:58-59, June, 1933 Banta, N. K. ”Analytical Study of the Independent Reading of Junior High School Pupils," Bulletin 9;.the Department 2; Secondagg-School Principals (N. E. AJT 24:94-96, an. 929 Beggs, B. B. "Magazine Reading of Youth,” School and Community 17:440-443, November, 1931 Booth, H. ”Experiment in Leisure Reading at Prospect Junior High School," Pittsburgh Schools 13:141-148, May, 1939 Brunot, E. ”Negro Child and His Reading; a Public Library Point of View,” Elementary English Review 9:159—160, June, 1932 ' Cain, M. J. ”Recreational Reading," Teachers College Journal 5:75-76, September, 1933 Center, S. S. and G. L. Persons. "Leisure Reading of New York City High School Students,” English Journal (High School Edition) 25:717-726, Nevember, l 3 Q 121 Center, S. S. "Reading in the Junior High School,” National Education Association Journal 21:293-294, December, 1932 Clarke, L. K. ”Recreational Reading in the Social Studies," Social Education 2:31-34, January, 1938 Cleary, F. D. "Recreational Reading in Junior High School,” Nation's Schools 16:31-33, July, 1935 Colburn, E. ”Stimulating Interest in Voluntary Reading," Normal Instructor and Primarnglans 8:22, May, 1929 Dick, I. "Junior High Reading Interests," 'Wisconsin Journal 2; Education 68:165-166, December, 1935 Durrell, D. D. ”Increasing the Effectiveness of Voluntary Reading," Harvard Educational Review 9:307-315, May, 1939 Friedman, K. C. and Nemzek, C. L. ”Survey of Reading ‘Interest Studies," Education 57:51-56, September, 1936 Gin, S. S. "Study of the Nature of Outside Reading of Middle School Students," Educational Review (China) 22:411-420, October, 1930 Gray, C. T. ”Reading in the Junior High School,” Educational Outlook 6:46-51, November, 1931 Gruber, F. 0. ”Home Libraries of Junior High School Pupils," English Journal (High School Edition) 21: 136-137, February, 1932 Heller, F. M. "Free Reading in the Junior High School," Educational Research Bulletin 19:217-222, April 10, 1940 Hermans, M. C. "Results of Free-Reading Experiments," Educational Research Bulletin 11:82-88, February, 932 Johnson, B. L. "Children's Reading Interests as Related to Sex and Grade in School," School Review 40: 257- 272, April, 1932 ' Kramer, M. J. "Reading Preferences of Elementary and High School Pupils,” Catholic Educational Review 37:310-325, 440-453, May, September, 1939 Ludenia, M. J. "Reading Just for Fun," School Review 48:165-167, March, 1940 122 McGlennon, R. "Aid to the Ailing: the Active School Library," Wilson Bulletin 12:367-370, February, 1938 Malchow, E. C. "Reading Interests of Junior High School Pupils," School Review 45:175-185, March 1937 Mersand, J. ”Radio Makes Readers," English Journal (High School Edition) 27:469-475, June, 1938 Parker, B. and Thying, F. J. ”Tastes Differ," Educational Method 19:162-168, December, 1939 Purcell, H. ”Reading as a Factor in Moral and Civic Developement," Pennsylvania School Journal 77:310, January, 1929 Royster, S. "What High School Freshmen Like to Read," English Journal (High School Edition) 22:137-139, February, 1933 Schars, E. ”What! No Love Stories?” Nation's Schools 19:31-32, January, 1937 Webster, W} F. ”Activities in Recreational Reading," American Childhood 16:17-19, January, 1931 Wells, R. E. "Study of Tastes in Humorous Literature Among Pupils of Junior and Senior High Schools,” Journal 2; Educational Research 28:81-91, October, 1934 - 'Williams, L. A. "What the School Expects of the School Librarian," Library Journal 64:678-680, September 15, 1939 1939 Witty, P. A. and Lehman, H. C. "Reading and the Reading Interests of Gifted Children,” Pedagogical Semina 229 Journal 93 Genetic Psychology 45:466-481, December, 1934 Pamphlets Milam, Carl H., Chairman, Children's Reading. Report of Subcommittee on Reading of the White House Conference on Child Health and Protection. New York. Century Co. 1932 National Council of English Teachers. Committee on Recreational Reading. Leisure Reading for Grades Seven, Ei ht, gg9_Nine; Graded and Classified. Ch cago: The Council. 1938 123 Rinehart, A. C. What Pittsburgh Junior Hi h School Pupils Read. Pamphlet. H. C. Frick Educat onal Commission. Pittsburgh. 1931 Jul 20 ’48 AugS ma 0.001037 ' ”"3617 8:48 Dec17 57 ‘F‘b ’16 '49 W W 191949 June 4; M‘- x . J . n 1 . . . _ . _ . . e . it- “In... . .4. . . a . J5...“ ‘26.... O .... PM .m .. N . . ... .. ....A . \ VJ . n ..x. . fix; . . v. I . .x’u. . y .. . . a v . ... . . ... . . . a .. . . . r cu... fl "ska... .... . v C... ,. . . . . 5 ,. v . . v .. . p . .. . . . . v v. . g . . v . .1 . . . Q 1. . . n . . . .1... . I u . . u w. ... A ~v» .P . w . . . leex. . .. .. . Q . . \l . I . ..Fuv out. . l .. . l .. ' ....u ... ,.« .. ...s .....bw’.€(‘ O\o.. lief .. .. . . - ~ . . . if.) A . . . . ._ ...v. ....-. .. .. r a -| :.V' |.l l,- .. ... 4fa‘» A A A... . s ....0 c . .9 \.... . .. ., ... . . . v . . ... . . .l ‘. e A. ..JI D A .. . euf. . . l 4 .r.-..J’. . . .‘x . . H”. v. . 4 .. '4....\.¢..l . ~ I. .. y . .19 Pa . . ... . :1 an. ...:I u . 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