DOCUMENT RESUME ED 022 509 LI 000 972 SUMMARY (HARRIMAN, NEW CONFERENCE ON LIBRARY SERVICES FORTHE DISADVANTAGED, PROCEEDINGS YORK, DECEMBER 10-11, 1964). New York State Library, Albany. Pub Date [64] Note-26p. EDRS Price MF -$025 HC-$1.12 *LIBRARY Descriptors-CONFERENCE REPORTS, *CULTURALLYDISADVANTAGED, *LIBRARY PROGRAMS, SERVICES, *POVERTY PROGRAMS, PROGRAMCOORDINATION, *PUBLIC LIBRARIES Identifiers-Library Services and Construction Act,*New York An invitational conference washeld to bring togetherlibrary system staff members immediately concerned with projectsfinanced under the LibraryServices ant...: Construction Act, representativesfrom the New York StateEducation Department, and leaders in rebted agenciesfor discussion of: (1) identifiedneeds and projects designed to meet these needs,(2) cooperation and coordinationof projects, (3) evaluation techniques, and (4)publicity about the projects.This summary of the proceedings includes descriptions of projectsfor the disadvantaged inpublic library systems in the state ofNew York, along with critiquesand comments on these projects. Summaries of remarks by principalspeakers are also included, coveringthe subjects of library participation in the war onpoverty, characteristicsof the disadvantaged child, and service to the disadvantaged.(JB) 000972 SEP 2 3'68 di

CONFERENCE ON LI BRARY SERVICES FOR THE DISADVANTAGED

PROCEEDINGS SUMMARY

0%

rj U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE OFFICE OF EDUCATION (Z) THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE LIU PERSON OR ORGANIZATION ORIGINATING IT.POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION

POSITION OR POLICY.

ARDEN HOUSE HARRIMAN, NEW YORK tcl. DECEMBER 10 AND 11, 1964

tc:

THE UNIVERSITY OF THE STATE OF NEW YORK/THE STATE EDUCATION DEPARTMENT THE NEW YORK STATE LIBRARY/DIVISION OF LIBRARY EXTENSION/ALBANY, NEW YORK THE UNIVERSITY OF THE STATE OFNEW YORK

Regents of the University (with yearswhen terms expire)

Edgar W. Couper, A.B., LL.D., L.H.D.,ChanceZZor, Binghamton, 1968

Thad L. Collum, C.E., Vice-Chancellor,Syracuse, 1967

Alexander J, Allan, Jr., LL.D., Litt.D., Troy,1978

Charles W. Millard, Jr., A.B., LL.D.,Buffalo, 1973

Everett J. Penny, B.C.S., D.C.S.,White Plains, 1970

Carl H. Pforzheimer, Jr., A.B., M.B.A.,D.C.S., Purchase, 1972

Edward M. M. Warburg, B.S., L.H.D., New York,1975

J. Carlton Corwith, B.S., Water Mill,1971

Joseph W. McGovern, A.B., LL.B., L.H.D., LL.D., NewYork, 1969

Joseph T. King, A.B., LL.B., ,1977

Joseph C. Indelicato, M.D., ,1974

Mrs. Helen B. Power, A.B., Litt.D.,Rochester, 1976

Francis W. McGinley, B.S., LL.B., Glens Falls,1979

George D. Weinstein, LL.B., Hempstead,1966

Max J. Rubin, LL.B., L.H.D., New York,1980

President of the University and Commissioner ofEducation James E. Allen, Jr.

Deputy Commissioner of Education Ewald B. Nyquist

State Librarian and Assistant Commissionerfor Libraries S. Gilbert Prentiss

Director, Division of Library Extension Jean L. Connor CONTENTS

Page

PURPOSE OF THE CONFERENCE 1

VISUALIZING THE PROBLEM 1

EXHIBITS 1

SUMMARY DESCRIPTIONS OF PROJECTS FOR THE DISADVANTAGED IN SYSTEMS - 2

Brooklyn - Community Coordinator Project, and Preschool Program--- 2 Buffalo and Erie 3 Nassau 3 3 Pioneer 4 Queens 5

PROJECTS PRESENTED BY SIX LIBRARY SYSTEMS 5

COMMENTS AND CRITIQUES 7

Theron A. Johnson, AdMinistratOr, Division of Intercultural Relations in Education, State Education Department 7 Mrs. Pauline Targ, Area'Director, New York State Division for Youth 8 Harold W. Tucker, Chief Librarian, Queens Borough Public Library 9 Dr. Kenneth B. Clark, Professor of Psychology, City College, New York City 9 Dr. Norman D. Kurland, DiPector, Center of Innovation iu Education, State Education Department 10 Harold S. Hacker, Direexr, Monroe County Library System 10 Mrs. Augusta Baker, Coordinator, Children's Services, The 11 Meredith Bloss, Librarian, Free Public Library, New Haven, Connecticut 11 Dr. John H. Niemeyer, President, Bank Street College of Education, New York City 12 Myra de H. Woodruff, Chief, Bureau of Child Development and Parent Education, State Education Department 13

SUMMARY OF REMARKS BY PRINCIPAL SPEAKERS 13

"Library Participation in the War on Poverty," Henry T. Drennan, Coordinator, Public Library Service, Library Services Branch, U.S. Office of Education 13 "Characteristics of the Disadvantaged Child," Dr. Edmund W. Gordon, Chairman, Educational Psychology and Guidance, Yeshiva University 14 "Service to the Disadvantaged- Powerhouse orPacifier?", Dr. Dan W. Dodson, Director, Center for Human Relations and Community Studies, Aw York University 15

PARTICIPANTS 20 PROCEEDINGS SUMMARY

Conference on Library Services for the Disadvantaged

Arden House, Harriman, December 10-11, 1964

PURPOSE OF THE CONFERENCE

Invitational Conference to bring together library system staffmembers immediately concerned with projects financed under the LibraryServices and Construction Act, key people in the State Education Departmentand Library Extension Division, as well as some leaders in related agencies inorder to:

- Discuss the variousidentified needs and description of projects designed to meet these needs

- Discusspossible areas of cooperation and ways to coordinate the projects in an effort to avoid isolation and unnecessary duplication

- Redefine and refinethe projects as needed

- Incorporateevaluation techniques into the design ofeach project

- Publicize projects atall levels and stimulate ctherlibrary systems to plan for what they might do in this area.

VISUALIZING THE PROBLEM

Film Showings: SUPERFLUOUS PEOPLE, a WCBS-TV Public Affairs Documen- tary, CRILDREN WITHOUT; HIGH WALL, andNEIGHBORHOOD STORY.

EXHIBITS

1. Background Reading on the Poor and the Problems of Poverty

2. Program of book reading and discussion designed to changeattitudes regarding disadvantaged individuals - The Disadvantaged:A Program for Understanding

This exhibit introduced a booklet outlining a suggestedreading- discussion program suitable for library-sponsorship incommunities. The aim would be to create understanding of socialproblems and of the culture of poverty for individuals involved in CommunityAction Programs and the War Against Poverty.

This program may be obtained as a separate bywriting to: Margaret C. Hannigan, Library Extension Division, NewYork State Library, Albany, New York 12224. SUMMARY DESCRIPTUNSOF PROJECTS FOR THEDISADVANTAGED IN PUBLIC LIBRARYSYSTEMS Act Financed by GrantsUnder the Library Servicesand Construction and planning Profiles of systemprojects concerning various programs these profiles reflect for the disadvantaged weredistributed. Note: some modificationsand developments as ofMarch 1, 1965. There are four areasin BROOKLYN - "CommunityCoordinator Project." considerable number of Brooklyn which are similarin that they have a prevalent and earning power high school dropouts,cultural illiteracy is brought about by aninflux of im- is limited. These elements have been migrants and the bandingtogether of large numbersof particular ethnic groups such asNegroes and Puerto Ricans.The Bedford-Stuyvesant com- project of this munity, one of these areas, waschosen for the pilot experiment. established in March The unique position ofCommunity Coordinator was community for more of 1961 to supply theneed in the Bedford-Stuyvesant staff to operate it. than the mere physical presenceof a library and a full-time in the test A librarian was appointed tothis position to wotk continuing educa- community and to make theservices of the library a of tional force. His prime objectives wereto: create an awareness people who live library services on the part ofthe community and the library to community in it; promote the importanceof the role of the by encouraging living; generate an atmosphereof library acceptance greater use of it. the administra Through the activities ofthe Community Coordinator, residents aware of the tion of the library hasmade Bedford-Stuyvesant through the people access to educationwhich is theirs. It is apparent, adequate training and who have been reached inthis area, that with they can be moti- comprehension of the need to usethe tools available, from school to job,how vated and shown how tomake a smooth transition first hired and thelast fired. to get into a laborunion, how to be the burden on the community as They have been shownthe effects of being a that opposed to the satisfactionof self-dependence,and have learned social mobility. command of languageassists in job success and 1964, and will Through the present project,which began December 1, the CommunityCoordinator program isbeing ex- continue for 12 months, has been panded to serve all fourdisadvantaged areas.Hardy Franklin appointed Senior CommunityCoordinator. Community Coordinators are all of whom were ap- Major Owens, Thelma Gipson,and Bessie Bullock, staff. Library pointed from the BrooklynPublic Library professional the disadvantaged are materials identified asespecially useful among now being purchased. for disadvantaged BROOKLYN - Preschool Program. This yearlong project Its purpose is topresent preschool children beganDecember 1, 1964. day-care centers, pre- specially designed programsfor these children in The programs are kindergartens in public schools,and branch libraries. books and reading intended to orient and acquaintpreschool children with them in becoming for their own pleasure andenrichment, and to assist learning experience inschool. emotionally and sociallyprepared for formal have been employed Nine college graduates,trained during January, week, tell- February 1. They work 15-25 hours per in the project since A ing stories to 3-4 groupseach in approximately20 locations. in training at second group40 12 aides,also college graduates, are present and will begin workaround March 15. Followup supervision of the all aides is being given byprofessional personnel who conducted training sessions. Programs for parents, tobe offered concurrently withthose for children, are being developed. All programs are being coordinated with day-care center directors,the Board of Education, andvarious community groups.

BUFFALO AND ERIE. The library is undertaking a one-yearprogram, starting in January 1965, forthe disadvantaged whichinvolves an staff expansion of service and strengtheningof the book collection and for the North Jefferson Branchunder the supervision ofWilliam Miles. This project is to serve as apilot program for possibleapplication to other depressed areas ofthe city. Since there are presently no action groups in Buffalo,the library hopes to beorganized to offer supplementation by the time other groups areformed. The project will be set up todeal first with groups,but there are plans to workclosely with individualsalso. Much work will be done with school classes in thelibrary. The first priority will go tostrengthening the book collection The with a heavy emphasis on multiplecopies and supportingmaterial. juvenile collection will bestrengthened in all areas andmuch will be added in the field of Negrohistory, life and culture. There will be material for illiterates andslow readers, vocationalmaterial, especially retraining materials, agood reference collection,multiple copies for school reading lists,armed forces and civilservice exams, books on family life, budget.ng money, etc., aswell as a basic col- lection for program leaders. A student work program will beorganized, using 10 students to recover overdue materials. There are also plans towork out a cooper- ative program with the Family LifeServices. A consultant staff will beorganized and additionalstaff will be added to permit librarians to go outin the area to reachthe people directly, and a community councilwill be set up to encouragecommunity participation.

NASSAU. This project will attempt to secureadequate data on who are the disadvantaged in NassauCounty, what agencies arecurrently pro- viding what types of programs,what relationship thelibrary can bear to other agencies' activities,and what implications there arefor libraries on legislation enacted orproposed at all levels of govern- ment. Studies will be conducted on theschool dropout, the adult functional illiterate, theculturally deprived at all agelevels, the segregated, the retrainableunemployed, and the handicapped. The need for coordinated information onand a coordinated approach tothe problem stems from the dilutionof the disadvantaged population overa large number of communities, eachwith its own library program. The project was approved for aI2-month period, beginningNovember 1, due to 1964. Implementation of the proposals thusfar has been delayed the inability to hire a projectdirector, despite some 15possible ap- plicants. Efforts are being stepped up tofind a project director.

NEW YORK CITY. Northern Library CenterProject will establish nnd demonstrate the value ofintensive library service toall age groups in the northern third of Manhattan(New York County) withparticular attention to the Harlem region centeringin the Countee CullenLibrary

- 3 - which serves a large population including many poor and underprivileged citizens with limited but developing reading ability. The project will test and demonstrate library skills and techniques effective in bringing this socio-economic group into the library to use its materials and services for personal gain and satisfaction. It will train nonlibrarians and evaluate their use to augment and serve within the library program at a level of skill and responsibility commensurate with their academic and vocational training: a) college graduates trained in another disci- pline but not active in that field; b) college students or those with some college credit but not presently enrolled as students; c) high school graduates in search of a public service career. It will locate and test materials adaptable to the interests and reading level of the neighborhood group and will also develop a variety of programs to enrich and stretch cultural horizons. It will actively cooperate with other nonlibrary groups such as Haryou, the Domestic Peace Corps, and others. The Countee Cullen Library and the Schomburg Collection of Negro Literature and History have maintained for many years services which make this library building the cultural center of Harlem. Financial limitations have required its emphasis to be centered on those who seek its services of their own accord. Residents with limited reading ability have not used the library and have not realized the potential value of its services. The project which will be located in this established center will develop its resources for this group in order to serve all members of the community. Esther Walls, branch librarian at Countee Cullen, has been appointed director of the project which is expected to begin around April 15 and to continue for 12 months.

PIONEER (Rochester area). This project is concerned with the disadvan- taged in the five counties served by Pioneer Library'System. It was planned to consist of three phases; research, pilot projects, and inservice training program for staff. Approval for the project was granted December 1, 1964, for a 12- month period. The major item in the budget is for personnel, consisting of a project director, a special services librarian, and supporting clerical help. For project director, the system has sought a person with good background on sociology and research, since it will be the responsibility of this person to conduct the preliminary research, to plan, direct and evaluate the pilot projects, and to coordinate the inservice training phase. On January 25, Clement Hapeman was appointed. He holds undergraduate and graduate degrees in sociology, has college teaching experience, and served with the New York State Department of Mental Hygiene. The special services librarian is to assist the project director and give special effort to assembling and evaluating information and materials helpful in doing the background research, and in implementing the pilot projects. This position has not yet been filled. Through surveys, interviews, and analysis of available data, this project proposes to determine who are the disadvantaged in the Pioneer area, what are their needs and interests, what agencies are already working with them, and how, andon a nationwide basis, what other libraries are doing to serve the disadvantaged. Exact form which the pilot projects will take will follow from the research phase findings. Possibilities include supplying reading materials and guidance in support ofProject ABLE, or establishing model career information collections tocooperate with :Ale objectives of the Manpower Training Project. Through the inservice phase, the projectdirector will provide working knowledge and techniques tostaff of the Pioneer Library System, appropriate librarians of memberlibraries and Rochester Public Library branches, and personnelof other agencies also working on projects for thedisadvantaged. Through this, a coordination of outlook and method would be hoped for.

QUEENS. "Operation Head Start" is a new program forpreschoolers now underway in 10 branch libraries. Aimed at the 3-5-year-olds from "bookless" homes, the project is an extension ofthe library's picture book hour program. Its objectives are to introducechildren to the joys and pleasures contained in books and to encouragea later readi- ness for reading whenentering school. The project is organized to reach a maximum number of children throughthe development of daily programs as well as multiple onesin a given day as the needarises. Individual children may attend one session eachweek. Parents and interested adults escorting thechildren are being given an opportunity to make known their owninformational needs and on the basis of these specificfindings, adult programs willbe developed to meet parent requirements. Borough social, health and welfare agencies areworking closely with the library to reach parents of childrenwho may benefit from the program. For the picture book hours the libraryhas recruited junior and senior college students with special aptitudesfor work with children and graduate students in social work. They have been given an intensive two-week training course conducted by thelitrary's children's con- sultant and including sessions with outsidespecialists in the fields of child study, parent education, and socialwork. Thus trained, these aides are now working 20 hours per week each,presenting picture book hours in the 10 branch libraries between thehours of 10 a.m. and 2 p.m. Library materials have been purchased forthe project, among them for each branch the list of 75 picture booksused in the picture book . hours. The collection of each branch hasbeen strengthened further by the addition of $1200 worth of books for lower agelevels selected from replacement lists as of special interest tothe disadvantaged. Like other projects in this category,this will be a 12-month program. Its beginning date was December9, 1964.

PROJECTS PRESENTED BY SIX LIBRARYSYSTEMS

NASSAU COUNTY LIBRARY SYSTEM - SpencerShaw In Nassau County a microcosm has onlyrecently been discovered - the "disadvantaged" behind the wealthy, sophisticated, suburbanfacade. Already many communities are engaged inprojects to help these disadvantaged atall age levels. Libraries must have a role inthese projects and the objective of the proposed study with the help of LSCAfunds is to reveal this role and then to develop a program for action. To accomplish this we willhave a director, an assistant and a secretary; Hofstra andAdelphi colleges will have consulting roles as will Eastman Kodakconsultant from Rochester to aid in graphics and communication. PIONEER LIBRARY SYSTEM -Harold Hacker It will Project will need constantevaluation - and will have it. socially, edu- identify ways in which thedisadvantaged are disadvantaged: disadvantaged cationally, psychologically. It will consider the rural (migrant workers, etc.) aswell as city disadvantaged. It will critically change in examine current nonlibrary programsfor duplication of effort, methods to fit the times, awarenessof what is being doneelsewhere. There will be a review ofthe library - its policiesand programs. How does itinvolve How does the librarycommunicate with the disadvantaged? Is it now toomiddle- these people? Is there a new libraryrole emerging? the whole class oriented? The library should be theinformation center for disadvantaged program. work in a The project should beself-canceling. The team will not action program vacuum. Once the dimensions ofthe problem are known, an ociologist, will .collow. The project director willbe a nonlibrarian, a There will be inservice who, with his assistant,will lead the staff. agencies to help themin programs forlibrary staff and staff of other dealing with the disadvantaged.

BUFFALO AND ERIE LIBRARYSYSTEM - William O. Miles be in the At present Buffalo has noaction groups although some may other groups are making. Library project should beorganized by the time First priority is organized in order to offer itssupplementary services. highly concentrated to strengthen the bookcollection in the branch serving of materialsneeded, group ofdisadvantaged. Multiple copies and full range especially in these areas: Negrohistory, life and culture;children's especially books; materials for slow learners,illiterates; vocational and retraining material; multiple copiesof school reading listtitles; good reference collection; Civil Serviceand Armed Forces examand training materials; books dealing withfamily budgeting and otherproblems; back- Hope to have ground material for program leadersof the disadvantaged. Program. messengers employed toretrieve overdue booksunder Student Work for parents Will work with Family Life Servicesto develop library programs work closely with all typesof and families. Will need additional staff to community groups as in Brooklyn.

THE NEW YORK PUBLIC LIBRARY - Mrs.Jean Godfrey foreign born - mostly Even in 1890, 80 percent ofthe populatlon was Cullen-Schom- poor. In late 1920 and 1930 had anactive program at Countee Harlem is heavily burg and at this time testsoflibrary programs were made. saturated with all sorts of socialagencies - usuallywell supported finan- doing cially. Library should not compete, butshould know what others are particularly for the and library should supply basicessential of books, We limited reader. The library should be therewhen the teaching stops. techniques after cannot teach techniques ofreading but we can strengthen they are acquired. Programs of books in quantityshould give cultural impetus and benefit in practical ways. Disadvantaged need pride of accomplishment,race, country,citizenship. Schomburg Collection can help them butthis collection needsstrengthening. scholars and Should be used by the young adults andchildren as well as by agency leaders. We There are 71,000 under 21 yearswho are dropouts andunemployed. need to work with these peopleand hope to set up"cultural programs." People'want someone of their ownin the branches they use. This is central- true in Harlem and in otherneighborhoods. We hope to effect some ization of the program among thesebranches. establish a We also hope to develop anonlibrarian participation - to enthusiasm. "Peace Corps" of our own to try to capturetheir use and their

QUEENS BOROUGH PUBLIC LIBRARY -Mrs. Ellen Pryor between the homeand The purpose of this projectis to bridge the gap in this the school insofar as reading isconcerned. The branches involved Library Journal program serve deprived areas. For fuller description see for September 15, 1964, p.30-31,Children's Section.

BROOKLYN PUBLIC LIBRARY - HardyFranklin descrip- The Community CoordinatorProgram was explained. For fuller and LibwryJournal tion see Wilson Bulletin forDecember 1963, p.349-351 three approaches: for October 1, 1964,p.3689-3693. This program involves Mr. Franklin goes to the individual, theorganization and theinstitution. problems, etc. He thinks where the people work, wherethey meet about their deprived is that one of the majorbarriers to our reaching outto help the in our personalities and ourmethods. The hypothesis The Preschool Program wasdescribed by HarrietQuimby. help children do of this program is that contactswith the library will had, contact with better in school than those whodo not have, or have not libraries and at day- a library. These "contacts" willbe achieved at branch also there will care centers. The professional staffwill be expanded but staff. be additional nonprofessional program and must These will receive a welldeveloped inservice training This program be college graduates withteaching or social workexperience. on-going programs atday-care centers andwill support will be integrated into will be kept social agency and parents'association programs. Work schedules flexible in order to permitevening assignments.

COMMENTS AND CRITIQUES

Intercultural Relations Theron A. Johnson,Administrator, Division of in Education, StateEducation Department include enforcement Functions of the Divisionof Intercultural Relations and steps to eliminate of laws concerningdiscrimination in higher education imbalance in school districts. and of School people are now finally awareof the social revolutions the changing role ofall institutions, but thereis a danger of stereo- typing. The disadvantaged vary asmuch as any other..group. The most con- Leadership does not alwaysexist in boards ofeducation. There is a fearof servative people are oftenin policymaking positions. They the community on the partof school board membersand superintendents. things often wish that the Commissionerof Education wouldorder certain Some heresy done, which they want done,but do not have the courage todo. and forms. in education is needed tobreak through old structures

7 They seem closer to,the We can learn muchfrom voluntary agencies. other institutions. needs of people than doschools, libraries and of contact toinvolve These voluntary agenciesmight be a good point the disadvantaged in our programsand services. for Youth, Mrs. Pauline Targ,Area Director, NewYork State Division New York City

The New York StateDivision for Youth isthe State's delinquency prevention agency. established, it hasprovided Since 1945 when theYouth Commission was the establishment State-aid in a matching basis tolocal municipalities for and/or expansion of local programsin the areas ofrecreation,,youth service and youth bureaus for theprevention and control ofjuvenile delinquency. for Youth whenthe This function has continuedunder the present Division responsibilities in latter was established in 1960 and wasgiven additional the division hasestablished the area of rehabilitation. In this connection Youth OpportunityCenters and is at present operating10 Rehabilitation and youth who are for delinquent and delinquent prone15, 16 and 17 year-old by public andvolun- referred by the courts as acondition of probation or people known to tary agencies in the instanceof delinquent prone young and START Centers them. The Centers includeResidential Homes, Camps They offer group (Short Term Adolescent ResidentialTraining Centers). designed to rehabilitate counselling, work experienceand other services the young people referred tothis program. financed with 100 percent In addition, the divisionhas sponsored and demonstration Youth andWork Training programwhich State funds, a 3-year March 31, 1965. is due to terminate atthe end of thedemonstration period, beyond the termination However, the Research componentwill be continuing have been inoperation, of.the action phase. Eight Youth and Work programs each in Buffalo, five of them in New YorkCity and three upstate, one provide a variety ofservices to"unemployable Syracuse and Rochester, to well school dropouts" with aview towards increasingtheir employability as methods and techniqueswork for as to determine, amongother things, what this particular group.

engaged in anotherexperimental programwhich The division is also people functions during the summermonths and is designedto train young for work with youth. shewill carry back toher Mrs. Targ assured theconference group that library in their staff a greatly increased awarenessof the role of the work in relation to localcommunities.

CRITIQUE: deprived, It has been ourexperience in working withthe culturally generally do not seek out multiproblem group in ourpopulation, that they assistance, we mustreach out to them an agency andthat, if we are to be of

8 and work with them where they are. The terms aggressive casework, oroutreach came into being as a resultof the experiences of socialworkers and others in attempting to help these families andtheir children who we havefound have been largely unmotivated insofar as seeking helpfor themselves is concerned.

Our experience in working with multiproblemfamilies has also indicated that although we can be successful, this success isoften of a very limited nature with which we must be content.

In all of your projects, make use ofexisting resources; i.e. inNassau County there is a strong Health and WelfareCouncil which can be ofassistance;

I would also urge you not to get lost inminutiae but to keep thelarge objectives of your program in mind. And insofar as individuals areconcerned, use all the information alreadyavailable from the different community re- sources. The disadvantaged have been"bothered" enough by surveyors, workers and researchers.

Harold Tucker, Chief Librarian, Queens BoroughPublic Library

Commented on similarities of the Nassau and Pioneerprojects. Both are research projects; bothinvolve systematic studies. Both require people with training in sociology. Both recognize existing programs orother agencies and provide for library involvement in existing programs. Both will develop a set of recommendations. Neither has a timetable on implementation, an estimate of man-hours needed or how many cases. Both expect to develop an action program from the studies.

The Nassau study is the broader of the two,including the handicapped. Statistics for alien groups are cited but no planfor serving such groups is indicated.

The disadvantaged in Nassau total only three orfour percent. (The State figure is 8.7 percent.)

The equipment needs of the project are notspelled out nor are the surveys and questionnaires neededdetailed.

The Pioneer project is in three parts -research, a pilot project and inservice training. The inservice training program isnebulous. Questions assurance of involvement of allagencies and the depth and duration ofthis training program.

Both Nassau and Pioneer projects need tobe pinned down with concrete projects aimed at individuals. Both are described as supplementaryand a resource to other agencies. It is possible that the library maybe forced to assume more of a leadership role as aneducational agency.

Dr. Kenneth B. Clark, Professor ofPsychology, City College, New York

Described lifelong friendship with Arthur Schomburgwho did not turn aside a small, inquiring boy who went"upstairs" to the special library seeking

9 escape from his peers in aschool in Harlem. Over many years they shared a love of books and a love of people. There was never any rejection, any help offered condescendingly, no labeling as one of the "disadvantaged."

The disadvantaged do need nelp, but this help mustbe brought within the context of love, humanity and dignity of the person. For background reading, Dr. Clark suggested Youth in the Ghetto, HarlemYouth Opportunities Unlimited, New York. Find a way to help without anysubtle stigma, with no sense of superiority. Eighty-nine percent of youngsters in Harlem cannot read. Superfluous people are being spawned by schools.You cannot hope to attract those who cannot read and whose egos arethreatened by sight of a book. Many might want to go to the library but with thisassault on their egos, they have to try to escape. Programs should have to relate tothis.

Can libraries find ways to entice youngsters inby offering something to compensate for this deficit? The library may be a place for tutoring, remedial reading, etc. to provide youngsters with reading"success." Music rooms can be a refuge where youngsters can get somekind of peace.Give children protection and inducements from ego assaults.

When asked how Dr. Clark chooses his staff, he replied that hefirst finds persons who care for people even if he must sacrifice someacademic qualifications. It is not difficult to teach technical skills,but it is most difficult to teach empathy, respect for otherswhich are essential to self-respect.

Dr. Norman D. Kurland, Director, Center of Innovationin Education, State Education Department

The center is concerned with integration as aneducational value for children. All aspects of education can contribute to theachievement of integration from pupil assignment to curriculum content. Libraries can play a crucial role by being a source of information about all matters related to integration.

The center is also concerned with other innovations.There is increasing emphasis on independent study and on the access toinformation in the most usable form whether on the printed page, film,filmstrip, TV, audio tape or picture. Libraries need to keep pace with increased demands for information and with the methods by which it can beefficiently stored and retrieved. They can also help meet the needs of the nonreaderand the slow reader by providing appropriate materials.

Harold S. Hacker, Director, Monroe County Libraty System

CRITIQUE:

Questioned as to how the Buffalo and Erie County projectproposed to recruit participation in their Family Life program. Might be better to use advice in planning of the people themselvesfor whom program is planned. suggested it might On the New York PublicLibrary project, Mr. Hacker be better to concentrate onthe regular library program up to asaturation We need outlets point. Need to test effectivenessof materials and methods. place primary in informal places such assettlement houses, but as long as we records and pro- accent on books we arein trouble.Must use more films and vide equipment to usethese materials if needed. Circulation Mrs. Augusta Baker,Coordinator, Children's Services, Department, The New York PublicLibrary

CRITIQUE:

Mrs. Baker has no questionof the value of the Queensand Brooklyn introduced to projects dealing with preschoolers. These children need to be only books. Will the projects reach theculturally deprived, however, or order to the midway level?We must bring in themothers from the street in reach their children. We need to select the 20 to gointo the group and keep groups small.

Recommend that Queens and Brooklynshare their inservice training pull program. Both projects need trainedstaff members. Are we willing to good experienced staff out of thebranches to carry out theseprograms? We should, and then use good volunteers inthe various branch areas.

Meredith Bloss, Librarian, FreePublic Library, New Haven,Connecticut

CRITIQUE:

Constructive criticism and commentheard from colleagues is agood sign that we are growing up. He has more questionsthan criticisms or answers.

What is saturatirn? What is being sout? Whathoped for? Is it better to have trainingtake place in a spot removed from the job? Are we too wedded to the"book"?

Mr. Bloss agrees with MikeSperdof in his article,"Romance with Poverty," problems is in the American Scholar who saysthat our approach to these piecemeal.

Brooklyn's plan for CommunityCoordinator is a sound, dramatic idea, What but what does the coordinator learnthat he can tell to thelibrary? library? is the feedback? How do these disadvantagedpeople feel about the What do they want? this sounds Mr. Bloss questions theparent-children program although like a great idea. It requires sophisticationto sit and listen to an Such socialization authority. Would the mothers just preferto "socialize"? well as theirs. might develop an awareness of theirneeds both on our part as

To what extent are these projectsbased on what the people really want or to what extent on what wethink they ought to want?A library should be a friendly pinco wheresomething might happen that couldbe fun. Where is the dnring in those plans? There is no real breakthrough, nofeedback, no sense of urgency andimmediacy.

Dr. John D. Niemeyer, President,Bank Street College ofEducation, New York City

He is excited by the possibilitythat organized society shouldtake the public library seriously enough sothat it has hope of becomingthe great educational institutionthat it has the potentialof becoming.

The public school is expected togive the opportunity ofeducation and even beyond that to educate notjust to offer education. The same is true of libraries. We are working to openthe doors to opportunity.

Bank Street College has had projects oninnovation. We have been working with schools where achievement is low. One of the tasks relates to libraries and their cooperationwith other agencies, especially schools. It is often difficult to obtain cooperationfrom schools. Librari2s must seek cooperation from the schools.

The Bank Street College programreaches out to find the mostdisad- vantaged students in fifth and sixthgrades. We get permission fromparents and guardians to send children to BankStreet College for onemonth. We child - have never failed to get an adult to carrythrough an obligation to a there is always an adult who cares. Parents need help andwill respond to any teaching that helpsthem. Often this can be done through"role playing"- perhaps oral reading to a child.

A third Bank Street project involvesworking with PAL and JOIN and with volunteer students in developingmaterials.

There are four needs of children asregards this type ofeducational program: 1. A fresh approach - anonauthoritarian approach

traditional 2. Acceptance and help for each child. Do not work with presentation used in school, but enterthe life of each child. Many children with this approachgain reading skills in just one month. Theirtortantthininalip_sagei_s_j_lroects is empathy. Race of the child is unimportant. people are 3. Need for correct information. These disadvantaged young riddled with superstitions and falseknowledge. Adolescent girls involved in teenage gangs have oftenhad sexual intercourse,but know very little factual informationabout sex. We need new materials of many kinds - multiracialbooks, books relating to Negro history, books which enhancethe self image of children.

Schools are 4. Need to find interesting things todo for children. insufferably boring. Content should be more interesting.

- 12 - Parent Myra de H. Woodruff,Chief, Bureau ofChild Development and Education, State EducationDepartment three-, four- My area ofresponsibility relates tothe education of education of their parents. I am and five-year-oldchildren and to the for libraries to increasetheir delighted to know of theprojects and plans tremendous need for pro- programs for youngchildren. Certainly there is a areas. viding sound programs for youngchildren from disadvantaged librarians in locatinggood picture We need much helpfrom children's that help them inbuilding an image ofself worth. books for young children very.simple stories Particularly needed arebooks with goodillustrations and of affairs when Ifind nursery of various ethnic groups. It is a sad state children's books becausethey school teachers coloringfaces brown in the can't find needed books withNegro children. that we all be awareof As we work with youngchildren it is important We need to knowwhat are the research regarding ways youngchildren learn. four and at agefive. the normal developmentaltrends at age three, at age in disadvantaged areas But in considering compensatoryeducation for children from an impover- learn more about thespecial lacks arising we all need to visual perception ished environment. Does the child needhelp in developing help in knowirg the namesof and auditory perception? Does the child need to developverbal the objects in his environment? Does he need a chance chance to discover communication and thevocabulary involved? Does he need a in learning that that wonderful things comefrom books? Does he need help there are many constructive waysof expressing hisfeelings?

all have to studythese children as wework What an opportunity we possible. with them in order thateach of us can provii:ethe best experiences

May I salute thelibrarians in theirundertaking!

SUMMARY OF REMARKS BYPRINCIPAL SPEAKERS

LIBRARY PARTICIPATIONIN THE WAR ON POVERTY - Library Service, Henry T. Drennan,Coordinator of Public Library Services Branch,U.S. Office ofEducation and Congress thatthe stubborn There is a determinationof the President eliminated by an all-outeffort conviction that poverty isinevitable can be Education is thebest tool to beat pov- properly supported byfederal funds. federal programsproviee the erty. The Economic OpportunityAct and the 52 There is a wide rangeof armory to wage anall-out attack on poverty. provisions to involvethe poor activities and aninterrelatedness as well as merely to help them. The ALA Bulletin forJanuary 1965 in the programs, not relevant (p.43-48) has a quickreference chart onfederal legislative programs isolation in workingwith It is importantthat libraries avoid to libraries. federal acts and knowthe the disadvantaged. Know provisionsof the various community agencies ororganization.

-13- CHARACTERISTICS OF THE DISADVANTAGED CHILD - Dr. Edmund W. Gordon, Chairman of EducationalPsychology and Guidance, Yeshiva University

Dr. Gordon recommended as backgroundreading Rosenblith, J. F. and Wesley Allinsmith, Causes of Behavior: readings inchild development and educational psychology. Rockleigh, New Jersey: Allyn and Bacon, 1962.

Schools have failed to train the disadvantaged. They have not recognized the inhibiting effect on learning of low economic,social and employment conditions or of caste barriers. They emphasize the fact of the deficiencies rather than the kind of deficiencies. They have not developed techniques to prepare the disadvantaged to cope with a new society but rather attempt to prepare them for a world that nolonger is.

Changes in our society work against the disadvantaged. There is a decreasing need for manual skills - no room for "strongback" success. At the same time there is increased need for trained minds.

Dr. Gordon suggested what can be done for these young peoplewho come to school with other than conventional orientation. We should redefine our educational goals - shift from content mastery to continuing learning; train for the management of knowledge; focus on basic skillsand develop techniques which follow the needs of society. These goals which may be appropriate for all pupils include:

1. Communication skills (speech, reading, writing, etc.) to replace manual skills 2. Competence in identifying and solving problems 3. Management of knowledge - first principles 4. Self management and interpersonal relations 5. Profitable use of leisure (continuing education and work centered self expression)

If we really try, there need not be "uneducatables." This task of serving the disadvantaged does not belong to schools or librariesalone, but to the entire community. We need to know these characteristics of the disadvantaged child:

1. Contradictory attitudes toward self and toward others, with low self concept and the resultant exaggerated positive andnegative attitudes toward others prevalent

2. Utilitarian and materialistic attitudes, not unlike those which dominate in our society, but which, in the light of limited horizons and opportunities, function as depressants on motivation, aspiration and achievement

3. Low-level aspiration and motivation relative to academics and academic products, as well as in relation to some social norms

4. Low-level academic task orientation and variable levels of general task involvement

- 14 - habituation which do notcomplement Styles and modesof perceptual 5. academic efficiency the emphases which areimportant to traditional abstract symbols and Weaknesses in theutilization of traditional 6. communicate dominant group languageforms to interpret and abstractions with a markedtendency 7. Weaknesses in theutilization of to favor concrete,stimulus-bound cognitive processes conditions of lifewhich Marked socio-culturalpatterns in their 8. standards of academic tend to benoncomplementary to traditional achievement and socialstability, these includehypermobility, relationships, economicinsuf- family instability,distorted model inadequacy, repeatedsubjection todIscriminatory ficiency, housing main treatment, as well asforced separationfrom many of the channels of our society identifying some ofthe positive Even fewer attemptshave been made at However, amongthese characteristics of sociallydisadvantaged children. the following havebeen observed: creativity and proficiency 1. Selective motivation, reflected in ingrouplanguage forms and 2. Complex symbolization ritual behavior

3. Functional computationalskills around some social, 4. Accuracy of perceptionand generalization psychological and physicalphenomena and generalization 5. Selective recall, association relationships 6. Capacity for meaningfuland loyal personal and sustainedselective taskinvolvement 7. Capacity for meaningful pursuit of selfselected Ingeniousness andresourcefulness in the 8. conditions of lifepeculiar goals and in copingwith the difficult low social class . to states of economicinsufficiency and poverty; status; and lowracial-caste status

1 SERVICE TO THE DISADVANTAGED -Powerhouse or Pacifier? Human Relations and Dr. Dan W. Dodson,Director, Center for Community Studies, NewYork University of New York City as an I have been putteringaround in the environs Whatever insights I mayhave alleged sociologist now forabout 28 years. that has been in will be a result of thatexperience. We run a center to train people towork on problemsof operation since 1947, designed Much time intergroup relations, do someresearch and someconsultation. different places. This poverty is spent meeting withdifferent groups in business is about to killus!

1965 issue ofThe This speech by Dr. Dodson wasprinted in the March 1 Extension Division. Bookmark. Reprints are availablefrom the Library

- 15 - We have had the chance, of course, toparticipate in the great social movements and the changing psychologicalmoods of people beginning with the close of the war. We had the experience of the Bureauof Intercultural Education, which helped to establish us in theUniversity. We have studied the attitudes and values of groups towardeach other as they come tothe great encounters with each other inthese great metropolitan environments. This has been an exciting and rewardingundertaking.

A great portion of our time has been spentin the more recent years ' with the problems of de facto segregation,in education, in residential living and in community affairs in general. Out of this identity andin- volvement with problems have comestudies: the New Rochelle racialimbalance problems, the Englewood, and the Orange, NewJersey, and more recentlythe Mount Vernon, New York study of lastspring. These, of course, focused attention on problems of the total communityand the total situation and how agencies orchestrate their resources tobetter meet needs in changing neighborhood areas. We also focused on some more concreteproblems. The conscience of the country has certainly beenpricked by the dramatic efforts that are being made by the government's attention onthe problems of poverty.

Sometimes I think we see them a little bit outof perspective. The great movement from rural places tothe cities has been, of course,the dramatic thing in our lifetime. In the time of the developmentof the reaper, it took 56 hours toplant, and harvest an acre of wheatand it is done better today in 2 hours' time. It took 146 hours to produce 100bushels of corn which is done today in 4 hours' time. Since 1950, in these last 14 years, they have cut the amountof feed that is required to produce apound of flesh on a chicken from 21/2 pounds to 2pounds. In other words, they have cut it by 20 percent. This alone has brought about theinternational hassle with Germany over tariffs. Twenty-five years ago it took one person totend 109000 fowls. Today one person can handle equallywell 40,000. These de- velopments have caused a tremendous expulsivepopulation force. People have moved from rural to urban places.

The cities have always been the greatcivilizing force in cultures. They brought the poor and the humble, thedespised and the outcast, the un- educated, the uncouth to the great encountersand in one or two generations produced out of them urbane, humane people. This has been the function, the role, of the city in history. This process is unfoldingbefore our eyes here. The big problem, it seems to me, is the extentof the problem in so short a period of time. There are a million more peopleliving in the slums of our large cities then live on all the farms,and a million more to come. The history of civilization also is that theyhave attracted the marginal, but choked them down because they found iteasier to keep these people amused than to integrate them purposefully intothe life of the community. Ultimately, bread and circuses produced such attritionof resource that the civilization fell of its own weight.

Today we are in the great throes of testingwhether we're going to integrate this new migration from the farms andthe Appalachias purposefully into these great urban centers or not. Many are becoming tremendously con- cerned because we've now gone through the thirdgeneration of people who are

- 16 - developing a culture reared on welfare andthere is the possibility we are kept people in these of poverty in which wewill maintain permanently a concentrated urban environs. dealing is the sense I believe that thebiggest issue with which we are powerless in these greaturban of apathy that stemsfrom a feeling of being I believe that Adler wasonly half right in hispsychology concentrations. He also that a person who feelscompromised in his potency,overcompensates. dealing with is the resigns in apathy and Ibelieve that the problem we are The testing point pervasive sense of powerlessnesswhich produces apathy. is how to deal with this. always made The dominant group, the powerorder, in the society has brisht ones characteristic approaches to thepowerless. This was to get the sympathies from the groupof involved, alienate them intheir sentiments and Every nationality which they are a part, makethem ashamed of theirheritage. in its second group has had towrestle with the problemof group self-hate American generation youth, to getthem to take stock inthe mythology of the his initiative and dream - that every person willbe rewarded according to sandpapered sufficiently his ability, and ultimatelywhen these bright ones are into what, in quotes, to the dimensions of the powerorder they are transmuted off process. It you would call"ideal Americans."This is the siphoning left the group itself to stew inits own problems;hence the slum is an the fact that institutionalized pattern of everycity. It is testimony to off the we never solvethe problem of the slum, wealways are siphoning bright ones. that This process works aslong as there is enoughescalation upwards, make it, if they willwork hard people can feel that eventhough they may not will make it. This enough and give their children achance, their children for many people whohave made has been the great hopethat made life bearable inordinant sacrifices for theirchildren. or whether Whether there is time enoughfor this integrative process The alternate to it there is an alternate to it, Ithink, is a great issue. have it given tothem (you would be for the groupitself to take power, not the risk of makingits can't give them power, powerhas to be taken); to run itself to deal with its mistakes and come back to findthe ways of improving make a problems - but ultimately toforce the power orderof the society to In the involve- place for it and to share powerin communal decisionmaking. (what we sometimes refer to ashaving ment and theparticipation this produced learn how to handle to earn for yourself yourright), people have to then for the kind of themselves purposively, hence outof it comes the search instances following education that is necessary. It is said that in many join with the the Civil War when the Negroesfelt that they were going to there was the greatest whites in building the neworder in the South, that Bibles between upsurge of learningin the Negro group,that they tied their working, in order to their plow handles to learn toread while they were and brought the kind of prepare themselves. Reconstruction blotted this out apathy we are dealing with now. in a sense the surrogates The thing I fear most,with us as people who are process of the C the power order, is that we aremortgaged to this integrative

17 - involves conflict and we "siphoning off" versus theother because the other We are not sensitive to do not want to getinvolved in that by and large. Let me be a little the things that representthe raw meat of theseproblems. Depressed more specific. I reviewed criticallyPassow's book, Education in good book (it is the Areas, for the SaturdayReview. Not that it was not a best compilation of thismaterial from the learnedscholars that I know), but all of us in thehelping-profession have as our majorjob the providing of the rationalizations as towhy the power order iswhat it is and why it This is deserves to stay as it is andwhy those who are not init, are not. our job.

The historian's job is tocontinuously reinterprethistory, to inter- pret the shifts of powerorder. When America was a protestantcountry, it became a history was protestant history. As Catholics have gained power Christian history and as the Jews are nowgetting a toehold, t isbecoming of our commonHebraic-Christian tradition.History is reinterpretation the learned divine power arrangements. At the middle of the last century, figured why you could not getcreativity out of certainpeople - God had damned them before birth and thisprovided a perfect excuse asto why it in was notman's fault; it was God's fault for thislack of creativeness psychologists had come up with a some. By the end of the century the secular version of it which was alow IQ. And it means about the samething.

Very rapidly the sociologists among us arecoming up with ours,which contributions sua as this is low social class. When you wade through our Passow book provides, of"low IQ," "low social class,""weak ego strength," "lack of father image w!th which torelate," "inability to foregoimmediate pleasures for long-range goals,""cultural deprivation,""matriarchial domination" (I'd like to know which of usaren't under that) and allthese cliches, you wonder if the culturallydeprived and disadvantaged maynot which scholars have as his hardest job that ofbeating down the mythologies potential create about him. If a person ever had anynotion of the human the back of and he took these things seriously,he would have pictures in for him to work his head when he got throughthat would make it impossible all we with them. When you are through, you feellike saying, "If this is them see in the humanpotential then we had bettercall the Muslims and turn dose of over to them"; becausewhen they are through withthem and they get a Those low IQ's do their ideologies they In me ratherimaginative people. to get not seem to make too muchdifference. Low social class does not seem immediate pleasures, they seem in the way. Instead of inability to forego remarkably disciplined people, and givethe lie to the notionthat the limi- in the tation is in the human potential. The problem is in what we see material with which we work. The scholars have theirresponsibility for providing the rationalizations ofthe power order as towhy it operates the way it does.

Now, on these library servicesprojects you are designing,I agree with you that research is necessary,but how much directionhas research given us for what we need to do? As to research and allthe work on IQ, I don't believe really that thediscovery of the IQ hashelped very much in lifting the horizons of kidsand getting them to aspire tovistas on the horizons. It has been a limizing factorin itself. It set perimeters beyond which people were not expected to go. It gives the schools asorting

- 18 - people in. Is it research and machine operation ofpigeon-holes to put of how better tooperate? But factfinding geared topolicy determination whole lot like theBritish operate to what end? The power order operates a when there was tensionthe British in dealing with someof their colonies; squirt on a little more found that the best way tocontrol it was just to tranquilized in Egypt thatthey welfare so that it keptpeople sufficiently wouldn't launch out to seekthe promised land. of more welfare? Does our Are our servicessimply the squirting on keep the tensioncontrolled interest stem simply fromthe concern that we must potential? If with a little more and so on,or is it torelease the human human potential, we must runsome calculatedrisk. If it is to release the self-direction, out of this people are going to take powerand move from movements that aregoing will come the need forthe library to service some themselves and not simply programsof service ofwelfare to be autonomous in their services in a agencies, that get togetherand coordinate and wrap up the biggest issue we aredealing cartel kind of arrangement. In other words, this is, but of some with is not the issue of moreservice, as important as and meaning and purpose. One undergirding ideology thatgives life structure which cause them tofight that moves people towards someautonomous goals surrender their potency. In back and not be willingquite so rapidly to the community? Are this, where do we stand as aninstitution of service to these autonomous kindsof goals we committed tohelping all people to pursue order to servesuffi- or are wethere as representativesalso of the power ciently well that we keeppeople tranquilized?

19 - CONFERENCE ON LIBRARY SERVICES FOR THE DISADVANTAGED

PARTICIPANTS

Mrs. Augusta Baker, Coordinator, Children's Services Circulation Department, The New York Public Library

Meredith Bloss, Librarian, Free Public Library New Haven, Connecticut

Milton S. Byam, Chief of Public Service Brooklyn Public Library

Kenneth B. Clark, Professor of Psychology City College, New York

Elizabeth Campanis, Chief, Extension Services Department Queens Borough Public Library

Jean L. Connor, Director Library Extension Division

William Cox, Adult Services Consultant Rochester Public Library

Dan W. Dodson, Director Center for Human Relations and Community Studies, New York University

Henry T. Drennan, Coordinator of Public Library Service Library Services Branch, U.S. Office of Education

Mrs. Olga Edwards, Head, Extension Department Rochester Public Library

Mrs. Jacqueline Enequist, Public Library Consultant Library Extension Division

Hugh M. Flick, Associate Commissioner Cultural Education and Special Services, State Education Department

Robert J. Flores, Associate Library Supervisor Library Extension Division

Hardy R. Franklin, Senior Community Coordinator Brooklyn Public Library

Andrew Geddes, Director Nassau Library System

Mrs. Jean O. Godfrey, Chief,-Circulation Department The New York Public Library

- 20 - Edmund Gordon, Cherman, Departmentof Educational Psychology andGuidance Yeshiva University

Mrs. Frances A. Griffin, Supervisorof Branches Buffalo and Erie County Public Library

I. Marie Gustafson, Public LibraryConsultant Library Extension Division

Harold.S. Hacker, Director Monroe County Library System

Margaret C. Hannigan, Public LibraryAdult Services Consultant Library Extension Division

Virginia M. Heffernan, Public LibraryChildren's Consultant Library Extension Division

Esther Helfand, Public Library YoungAdult Consultant Library Extension Division

Mildred L. Hennessy, Assistant Chief Librarian Queens Borough Public Library

Reid A. Hoey, Director Onondaga Library System

Mrs. Muriel Javelin, Adult ServicesConsultant Nassau Library System

Theron A. Johnson, Administrator Division of Intercultural Relationsin Education, State EducationDepartment

Vesta K. Jones, Regional Librarian Queens Borough Public Library

Bernard A. Kaplan, Associate inEducation Bureau of Guidance, State EducationDepartment

Norman D. Kurland, Director Center of Innovation in Education,State Education Department

Henry J. McCormick, Jr., Director Syracuse Public Library

William 0. Miles, Head Librarian,North Jefferson Branch Buffalo and Erie County Public Library

Berenice Milner, Branch Librarian Rochester Public Library

Stefan B. Moses, Public LibraryConsultant Library Extension Division

- 21 - John H. Niemeyer, President Bank Street College of Education, NewYork City

Katherine L. O'Brien, Coordinator, AdultServices Circulation Department, The New YorkPublic Library

Major Owens, Community Coordinator Brooklyn Public Library

S. Gilbert Prentiss, StateLibrarian State Education Department

Mrs. Margia W. Proctor, DeputyDirector Buffalo and Erie County Public Library

Mrs. Ellen Pryor, Children'sServices Consultant Queens Borough Public Library

Harriet B. Quimby, Coordinator,Children's Services Brooklyn Public Library

Mrs. Betty Rice, PublicRelations Consultant Nassau Library System

Mrs. Alma Russell, BranchLibrarian Albany Public Library

Mrs. Julia Russell, Young AdultConsultant Nassau Library System

Rosemary Schifferli, Assistant Director Monroe County Library System

Margaret C. Scoggin, Coordinator,Young Adult Services The New York Public Library

Allen Sevigny, Public LibraryConsultant Library Extension Divisidn

Spencer C. Shaw, Children'sConsultant Nassau Library System

Dorothy C. Smith, Public LibraryConsultant Library Extension Division

Jack B. Spear, Associate LibrarySupervisor Library Extension Division

Frank A. Stevens, Associate inSchool Library Education State Education Department

Robert P. Stewart, Associate LibrarySupervisor Library Extension Division

- 22 - Mrs. Pauline Targ, AreaDirector New York State Division forYouth, New York City

Thomas Tennyson, MethodsAnalyst Brooklyn Public Library

Edgar Tompkins, Director Upper Hudson LibraryFederation

Harold W. Tucker, Chief Librarian Queens Borough Public Library

Loran C. Twyford, Jr.,Chief, Bureau of ClassroomCommunications Department Division of EducationalCommunications, State Education

Marion H. Vedder, AssociateLibrary Supervisor Library Extension Division

Esther Walls, Librarian,Countee Cullen RegionalLibrary The New York Public Library

Myra de H. Woodruff,Chief State EducationDepartment Bureau of Child Developmentand Parent Education,

Wendell Wray, Acting Librarian,Schomburg Collection The New York Public Library