College and Research Libraries

(

) I CI I r r v ,o II I

; J i r i J \ Now in University Microfilms9 0-P Books BHSK Russian PUBUCflTIOnS

Complete HORECKY Bibliography Spans Past and Contemporary Affairs

The University of Chicago Press is publishing Basic Russian Publications, an annotated bibliography on Russia and the Soviet Union, edited by Paul L. Horecky, Assistant Chief of Slavic and Central European Division, Library of Congress. Available from Chicago about De- cember 4th, at $6.50, the book lists 1620 publications in 1396 entries.

This bibliography promises to be the most significant project in recent years for the teaching, study, and research of Russian political and social sciences, and the humanities.

The work was sponsored by the Coordinating Com- mittee for Slavic and East European Library Resources (COCOSEERS) and the Association of Research Libraries. It embraces titles published in Tsarist Russia, the Soviet Union, and in other countries in the Russian language.

University Microfilms is now filming the hard-to-get and out-of-print titles so they will be available in the O-P Books Russian Language Series. Write for complete information.

UNIVERSITY MICROFILMS, INC. ^HIIII 313 N. FIRST STREET, ANN ARBOR, MICHIGAN G. K. HALL & CO. PUBLICATIONS

Dictionary Catalog of the

EDWARD E. AYER COLLECTION

AMERICANA AND AMERICAN INDIANS

•NEWBERRY LIBRARY, CHICAGO-

"ft AT r. Stanley Pargellis, Librarian of The Newberry Library, has XviL provided us with the following statement on the collection.

"Mr. Ayer began his famous collection in the 1870's and presented it, with an endowment, to The Newberry Library in 1911. It comprises today some 90,000 volumes. The main fields are: 1) The Indian of the Americas, North and South, from pre-history and archaeology to modern studies in ethnology and anthropology; 2) The contact of the white man with native tribes, including eighteenth and nineteenth century books of travel and description which mention Indians; 3) Voyages and travels during the period of exploration and early setdement; 4) Cartography, especially from the fifteenth century through the eighteenth century; and 5) Hawaii, the Philippines, and adjacent Oceania.

"This is the first time that the author and subject catalog of the collec- PRICE (U.S.) $650.00 Outside U.S. $715.00 tion, containing 169,300 cards, has been made available. Of the various publications of materials in the collection, including linguistics, manu-

Payment may be made in three scripts and manuscript maps, only the lists of Indian captivities and of equal annual instalments, for an printed Philippine material are included in this catalog." additional 5%.

The 169300 cards in this Catalog have been reproduced by offset with 21 cards per 10" x 14" page. Permalife paper, developed G. K. HALL & CO. by W. J. Barrow under a grant from the Council on Library Re- 97 OLIVER STREET sources, was used. The 16 volumes are oversewn and bound in BOSTON 10, MASSACHUSETTS Class A Library Binding, stamped in gold.

Free catalog of publications This is a limited edition and it is suggested that you place your on request order as soon as possible to assure availability. Two major bibliographical publications from G. K. Hall & Co.

LIBRARY CATALOGS OF THE UNIVERSITY OF CALIFORNIA Berkeley and Los Angeles

The University of California has authorized us to reproduce and offer for sale copies of its library catalogs at Berkeley and Los Angeles. The Uni- versity is purchasing several copies in order to make the collections of its two largest libraries available to other campuses of the University of California.

The Author-Title Catalog at Berkeley, containing approximately 2,500,000 entries, and the Author-Title-Subject Catalog at Los Angeles, containing approximately 2,750,000 entries, will be reproduced in book form. It is expected that future accessions will be recorded in supplements.

The cards in these catalogs will be reproduced by offset with 21 cards per 10" x 14" page. Permalife paper, developed by W. J. Barrow under a grant from the Council on Library Resources, will be used. The volumes will be oversewn and bound in Class A Library Binding.

These two catalogs will be available separately. Volumes will be shipped and billed as they are produced. The price will be determined by the total number of entries. Based on the University's estimates shown above, the price will be $9150. for the Los Angeles Catalog and $8350. for the Berkeley Catalog. Arrangements may be made to spread payment over a period of years.

Production is expected to start in the first part of 1963 and will be completed in about one year. Libraries wishing to purchase a copy should notify us as soon as possible to assure availability. A prospectus will be sent on request.

G. K. HALL & CO., 97 Oliver Street, Boston 10, Mass. New Microfilm Publications . . .

PERIODICALS EDITOR AND PUBLISHER Current Subscription—1961 year . . . $22.00 77 Years of Back Files Journalist 1884-1893 66.00 Fourth Estate 1894-1901 44.00 Editor & Publisher 1901-1920 214.00 Editor & Publisher 1921-1930 233.00 Editor & Publisher 1931-1940 233.00 Editor & Publisher 1941-1950 285.00 Editor & Publisher 1951-1960 285.00

(Market Guide, International Year Book and Syndicate Directory Included with all Editor & Publisher microfilm) .DEUTSCHE RUNDSCHAU 1874-1905 350.00 .

NEWSPAPERS .PHILADELPHIA AURORA and General Advertiser 1791-1810 270.00 .BURLINGTON (Iowa) SATURDAY EVENING POST 1882-1933 300.00 .ALBANY ARGUS 1813-1865 1,175.00 MICRO Now Available . . . PHOTO Listing of current Russian News- papers and Periodicals on mi- 1700 SHAW AVENUE I M C crofilm . . . Write for free copy. CLEVELAND 12, OHIO Division of Bell & Howell Company In the spotlight Neatly, Vertically, Visibly with PRINCETON FILES by GAYLI

Now file all kinds of periodicals, even paperback! where they can be seen and selected easily. Princeton Files by Gaylord, are available in three sizes. Each size holds aboutj£5 issues, keeping them neat and orderly. Made of one-piece shee0netal with label holder. Choice of gray, blacy or desert sand finish, with or without felted base. No. 1013 (large) $1.60 each; No. 884 (medium) $1.00 each; No. 573 (small) $.95 each. With felted base, $.15 additional. Substantial savings on quantity orders.

Order today! Immediate shipment . . . Transportation charges paid. Gaylord Bros., Inc. LIBRARYSUPPl/FS

SYRACUSE, N. Y. STOCKTON, CALIF. College and Research Libraries

Richard Harwell, Editor Mrs. Mary Falvey, ACRL Contents Publications Officer

Editorial Board: PETER DEMERY, "THIS IS, INDEED, THE HEART OF THE MATTER," University of Washington; DAVID by James F. Govan 467 KASER, Joint University Libraries, SOCIO-PSYCHOLOGICAL RESEARCH ON COLLEGE EN- Nashville; W. PORTER KELLAM, University of Georgia; FLORA VIRONMENTS, by Daniel P. Bergen 473 B. LUDINCTON, Mt. Holyoke Col- A MILITARY COLLEGE INITIATES A LIBRARY IN- lege; ELI OBOLER, Idaho State College; BENJAMIN RICHARDS, STRUCTIONAL PROGRAM, by Sidney E. Mat- Kansas State Teachers College; thews 482 MAURICE TAUBER, Columbia Uni- versity School of Library Service. UNIVERSITY LIBRARY ORIENTATION BY TELEVISION, by Edward G. Holley and Robert W. Oram 485 College and Research Libraries, the official journal of the Asso- THE ROLE OF THE COLLEGE LIBRARY STAFF IN ciation of College and Research INSTRUCTION IN THE USE OF THE LIBRARY, by Libraries, a division of the E. J. Josey 492 American Library Association, is published bimonthly—Janu- MAGNITUDE OF THE PAPER DETERIORATION PROB- ary, March, May, July, Septem- LEM AS MEASURED BY A NATIONAL UNION ber, November—at 1407 Sher- CATALOG SAMPLE 499 wood Ave., Richmond 20, Va. FEED AND WEED: A PHILOSOPHY OF BOOK SELEC- Subscription to CRL is included in membership dues to ACRL TION, by Philip M. Benjamin 500 of $6 or more. Other subscrip- PRINCETON'S NEW JULIAN STREET LIBRARY, by tions are $5 a year; single copies, $1.25. Warren B. Kuhn 504

Production and Advertising and EXTRA-UNIVERSITY SOURCES OF FINANCIAL SUPPORT Circulation office: 50 East Huron FOR LIBRARIES: A SYMPOSIUM 509 Street, Chicago 11, Illinois. Change of address and orders for PRIVATE AND INDUSTRIAL FUNDS FOR UNIVER- subscriptions should be ad- SITY LIBRARIES, by Ralph H. Hopp .... 509 dressed to College and Research Libraries, at the above address, FEDERAL FUNDS FOR UNIVERSITY LIBRARIES, at least three weeks before the by Russell Shank 514 publication date of the effective issue. FOUNDATION SUPPORT FOR UNIVERSITY LI- BRARIES, by G. A. Harrer 518 Manuscripts of articles and copies of books submitted for re- WHEN DO YOU USE A JOBBER? By John Veenstra view should be addressed to Richard Harwell, College and and Lois Mai 522 Research Libraries editor, Bow- doin College Library, Brunswick, NEWS FROM THE FIELD 525 Maine. Material for the news PERSONNEL 530 sections should be sent to CRL, 50 E. Huron St., Chicago. PROFILES 530

Inclusion of an article or ad- APPOINTMENTS 531 vertisement in CRL does not NECROLOGY 538 constitute official endorsement by ACRL or ALA. RETIREMENTS 538 DOCTORAL STUDY IN LIBRARIANSHIP—A SUPPLE- Indexed in Library Literature. Abstracted in Library Science MENT 539 A bstracts'. REVIEW ARTICLES 541 Second-class postage paid at VIRGINIA ALMANACS, M. A. McCorison .... 541 Richmond, Virginia, and at additional mailing offices. BOOKS BRIEFLY NOTED 541 November 1962 Volume 23 Number 6 Full-Size Copies in 30 Seconds!

Thanks to the new Microcard Copier, you can now enjoy all the conveniences of the Microcard system and still have full-size copies when you need them. This new Copier, a major breakthrough in the micro-reduction field, will make large (8V2 x 11) positive copies directly from the images on a Microcard without any additional equipment. Combining push-button simplicity with quality performance, the Microcard Copier is fully automatic and the sharp black and white photo-copies it produces will last 10 years or more. For more information on the new Micro- card Copier, write to:

MICROCARD* READER CORPORATION MANUFACTURERS OF MICROCARD READERS AND COPIERS / WEST SALEM, WISCONSIN ^This Is, Indeed, die Heart of die Matter"

BY JAMES F. GOVAN

NDERGRADUATE EDUCATION in this U country today faces two serious prob- Mr. Govan became Librarian of Trinity lems, either one of which singly would University, San Antonio, Texas, in 1961. pose difficulties of almost unmanageable He took his doctorate in English history in proportions. On the one hand, it must 1960. shortly provide for great increases in enrollments, and on the other, it must improve its quality. This dual challenge faculty promises to become crushing. has already produced voluminous dis- Moreover, as the demand for faculty cussion in academic circles, and bids fail- mounts in relation to the supply, it is to be the center of educational contro- inevitable that the larger and richer in- versy for an entire generation. stitutions will draw on the smaller and Usually these two problems are dis- poorer ones. The New Republic, in a re- cussed separately, for few proposals com- cent editorial discussing this inequity fortably combine solutions to both. and its results, aptly labeled the victims There is a real danger that the pressure of these raids on faculty personnel "the of increasing enrollments will demand intellectual slums" of the future.2 To a accommodation at the expense of any certain extent, this attrition of small in- effort to raise standards. As Robert stitutions has already begun, and no pro- Downs has warned, the tendency may posal leaving the lecture system un- well be to take the line of least resist- changed will solve it. ance, to dilute instruction, and to resort What, then, is to be done? More in- to methods of mass communication.1 dependent study by undergraduates Certainly much of the discussion thus far seems inevitable. The question is what justifies these forebodings. Too often it form it is to take. A substitution of the has centered around the idea of extend- printed word for the spoken word, of ing the range of the instructor's voice reading by the student for at least some through television. This plainly would of the lectures on which we rely today, accommodate larger numbers of students. seems to offer the best solution. A num- That it would raise the quality of in- ber of librarians have already pointed struction is much less certain. out in the journals of the profession that Unfortunately, our present instruc- a technological invention of the fifteenth tional methods lead naturally to this century, the printed book, still outstrips line of reasoning. For these proposals all others when it comes to imparting merely assume the perpetuation of the information and developing critical lecture system in its present form and judgment.3 One of the great deficiencies ubiquitousness. This is not the time or of our instruction in the past has been place to go extensively into the virtues our failure to assign a more prominent and vices of that system of instruction. role to the book, and we now have an But whatever its deficiencies in the past, opportunity, perhaps, to expand that it is clear that there are more to come. role in higher education. For one thing, the burden, already un- 2 "Intellectual Slums," The New Republic, March 27, 1961, 3. wieldy, of providing new and qualified 3 See, for example, Frederick Wagman, "Library Requirements of the Modern College," The Library Quarterly, XXXI (1961), 38; and Wyman W. Parker, l Robert B. Downs, "Crisis in Our University "College Library Standards and the Future," CRL, Libraries," CRL, XXII (1961), 10. XIX (1958), 359.

NOVEMBER 1962 467 Numerous experiments with instruc- graduate assistants for consultations. He tion are going on in our colleges and could also require a research paper or universities, and almost all of them re- not, as he saw fit (although to tie the in- quire more independent reading by dependent reading entirely to this paper, students. In fact, this kind of course has as some instructors do now, would de- long been familiar to many campuses in feat the purpose of the course). Exami- the country. Over the past twenty-five nations of the conventional type, but years, the tendency has steadily been in framed to include a variety of individual the direction of laying less emphasis on interests, could still be given. a single textbook and relying more on The above is merely a suggestive out- the library collection through reserve line. Local needs and circumstances lists, outside readings, and the like. Even would necessarily determine the details in the most provincial institutions, in- of these courses. If it seemed desirable dividual instructors give reading courses to introduce them as honors courses, for from time to time. And it is the common example, they could later be expanded practice to require large amounts of in- to include all advanced courses, as the dependent reading of advanced under- student body became accustomed to graduates enrolled in courses with grad- them. And their adoption, so far from uate students. prompting the neglect or abandonment The foundation on which to build, of other forms of instruction, might then, already exists. The difficulty is that easily come hand-in-hand with these al- it is merely a foundation. Only our more ternatives. It is quite possible, for in- prominent universities and colleges offer stance, that televised lectures by distin- reading courses regularly, and even these guished authorities in a subject, when institutions normally limit them to supported by extensive reading by the honors courses. Yet is there any truly students, could greatly enhance the value insurmountable obstacle to providing of the course. But the fundamental and courses for all students on an advanced essential point is that books and stu- undergraduate level in which indepen- dents come in closer and more constant dent reading largely replaces classroom touch, and that lectures occupy less time lectures? Why could not reading courses for both faculty and students. become the normal pattern for junior The advantages of this program seem and senior work as the lecture course has to me to outweigh the disadvantages de- been up to this time? cisively. There is no substitute for the Under such a program a student, hav- learning process a student alone with a ing passed his basic curriculum, would book experiences. It can be argued that have to attend only one lecture a week this self-education is the only real educa- and could spend in reading the time he tion. It seems, in any event, an experi- now devotes to preparing for and at- ence a student must know well if he is tending two or more additional lectures. to continue to educate himself, as we He would receive an annotated bibli- hope he wTill, after he graduates. The ography on the subject under study as crippling neglect of individual reading well as more specialized bibliographies and independent judgments in American for each week's lecture. Within the scope colleges and universities is familiar to of these fairly exhaustive reading lists, anyone who has worked in an academic he could make his own selections and library in this country. The lengths to follow his own interests. If the instruc- which students will go to avoid reading tor desired, he could arrange periodic and forming their own opinions of what consultations with his students, or, if they have read is legendary. As Harvie circumstances permitted, assign them to Branscomb pointed out some twenty

468 COLLEGE AND RESEARCH LIBRARIES years ago in his classic Teaching With It is to be expected that some instruc- Books, the instruction that the vast ma- tors will resent this innovation, regard- jority of our undergraduates receives not ing it as unappreciative of their indis- only militates against independent pensable contribution to the student's thinking and critical judgment but posi- progress. This is the very opposite of the tively encourages an unquestioning defer- true intent and desired result of this ence to authority.4 The kind of gradu- proposal. The reduction of the teacher's ates this education often produces has time in the classroom to one meeting a long been deplored by all who are in- week, with whatever additional consulta- terested in an educated and informed tions he desires, should permit him not citizenry. (And this instruction just only to keep in touch with the class's might go further, incidentally, than the progress but will also enable him to per- blandishments of television westerns and form at maximal capacity at the time he crime stories to explain the limited read- is before his students. The shift of re- ing public in America today.) sponsibility to the student implied in It seems essential, consequently, that this program is as important for its a "reading course", in the sense being benefits to the instructor as for its bene- used here, should preclude specific as- fits to the student. The hope is that the signments as much as possible, leaving time is in sight when a well-trained the student free to pursue his interest teacher can abandon the role of task- within the realm of a broad bibli- master and disciplinarian to devote his ography. Let him rid himself of the tie time to acting as guide and critic. to one source on every subject he studies: Here may be one of the most valuable the instructor, a textbook the instructor rewards to come from a wide adoption has selected, or a reserve list of specific of reading courses. The harassed lec- outside readings compiled by the instruc- turer, relieved of two out of every three tor. Let him instead follow his individ- of his present lectures, would have the ual line of reading, come up against opportunity to prepare a lecture in the conflicts of ideas in what he reads, and true sense of the word. If he met only resolve these into opinions of his own. four classes a week, instead of twelve, Lectures, textbooks, and reserve lists say, it is conceivable he would have ade- simply cannot provide a similar experi- quate time to present an interpretive ence. They cannot possibly supply either study of the week's work, tying the read- the variety or the profundity that wide ing together and stimulating his listeners reading in the literature of a subject to further thought on their own judg- affords. Under present conditions, the ments of what they have read. Moreover, lectures given in classrooms are gener- he could then keep both himself and ally catalogs of basic information which his students more nearly abreast of re- is available in any good encyclopedia cent research and ideas on the subject and which the student might well ac- before them. quire before coming to class. Were he to The use of good books, no less than devote these hours to reading, he could the full engagement of the faculty's easily spend them with the foremost au- talents and training, will become im- thority in the field rather than with an perative as the better scholars on the overworked instructor whose teaching campus depart for larger and wealthier load may compel him to present a highly institutions. A book, it has been repeat- superficial and pedestrian treatment of edly said, is a permanent acquisition the subject. (relatively speaking), requiring no annual salary to retain it. The editorialist 4 (Chicago: Association of American Colleges—ALA, 1940), pp. 62-63. of The New Republic, by way of sug-

NOVEMBER 1962 469 gesting a plan of intellectual slum clear- But once again, specific arrangements ance, concluded that only libraries of for the provision of books would neces- adequate size and quality could compen- sarily follow the dictates of local circum- sate for the concentration of the better stances. The British universities which scholars at the larger universities, and have provided books to enable students provide the necessary "academic equal- to "read" for a degree over many gener- izer."5 It is another point made years ations have long experience in this mat- earlier by Dr. Branscomb, but it is ter. Undoubtedly they could teach us a a point which cannot be made too lot about it—as could those American often.6 universities which have adopted similar A fundamental change in instruction programs—and possibly suggest to us like this inevitably brings problems in some practicable equivalent to the Brit- its train. First, there is the providing of ish college and house library. books in sufficient quantity. Larger stu- There will be objections, too, that the dent bodies reading still more books will American undergraduate cannot stand so tax the main library of the campus to nourishing a diet of learning, that he the point of collapse. But the extent and needs more personal attention, guidance, nature of this added strain would de- and, above all, coercion to work. This pend largely on the bibliography and, argument still finds adherents despite the of course, the size of the classes involved. evidence against it produced by reading Liberal use of paperbacks can relieve courses and honors programs in our own much of the strain. Already many ad- universities. But to go further, anyone vanced courses are requiring students to who takes this position, it seems to me, buy several paperbacks instead of a text- must be prepared to argue that Ameri- book. And it may well be, as Wyman can students innately are inferior to Parker has suggested, that the paperback students of other nationalities. For the will surpass microreproduction in its im- program set forth here is the normal 7 pact on American education. pattern of instruction in many universi- It seems clearly possible that regard- ties abroad and brings excellent results. less of the changes in our instructional I prefer to think that its difficulties in methods, we may be forced to supple- this country stem more from our stu- ment our present library resources with dents' lack of effort and familiarity with something on the order of dormitory it than from any deficiency in their libraries—made up of paperbacks, per- ability. haps—on a larger scale than we have Oddly enough, this objection some- done on most campuses up to this time. times comes from one's colleagues on the Lewis Branscomb recently suggested that faculty. Presumably everyone in aca- more extensive dispersals of library col- demic life has heard the argument. It is lections than we have known up to this a real tragedy that this inclination to time will result from larger student keep our sights low has so infected some bodies. The present trend towards un- of the very men and women who are dergraduate libraries in some of our supposed to be engaged in stretching larger universities, as Dr. Branscomb in- young minds. I recently heard of a dicates, is a frank recognition of this movement initiated by certain members need to make books more available to of one faculty to reduce the library from 8 undergraduate readers. fifty thousand volumes to ten thousand

5 Op. cit., p. 4. volumes in order to prevent the students 6 Op. cit., p. 4. 7 Op. cit, p. 359. from being confused over which books 8 Lewis Branscomb, "Libraries in Larger Institu- they should select! Here, obviously, the tions of Higher Education," Library Trends, X (1961), 188. one-eyed are leading the blind, and one

470 COLLEGE AND RESEARCH LIBRARIES may legitimately wonder whether per- quire more reading than listening and sonal attention from faculty members of that one's education is primarily one's this persuasion would be of any educa- own responsibility, the difficulties will tional value. no longer persist and the effect will be Some students unquestionably will salutary. abuse the freedom from close supervision There are heartening signs that the by faculty. But, then, some students man- student of the next decade will have far age to resist education successfully under better preparation for reading courses present circumstances. To those who in- than students of the past decade had. sist that students will not do the work With the intensification of instruction with anything less than three class meet- in our high schools, the entering fresh- ings a week,9 I submit that such recalci- man soon may have many of the basic trants are in for an unhappy time in the skills he formerly acquired during his future under any program. The mere first two years of college. In addition, number of their classmates is not only more and more colleges and universities going to throw them more on their own are encouraging students to acclimate responsibility but will force more selec- themselves to independent reading tive standards both for entering and for through summer and holiday reading remaining in school. This is all to the lists. If this trend continues, reading good. We have come dangerously close courses on the advanced level will soon at times to believing that higher educa- be entirely consistent with the education should and can be forced on a re- tional experience the student has had up bellious young adult. The time for a to that point. renunciation of this philosophy, where it Other issues aside, no other proposal exists, is past due. for accommodating the increase in stu- There will be much wailing and gnash- dents holds out any hope for continued ing of teeth, no doubt, from the students close supervision of the student. Book- until they become accustomed to doing men should seize this opportunity to put more of their own work. Their chief books in their proper place in higher complaint will be that they do not have education. The task of proselyting for the time for the necessary reading. But programs similar to the one outlined this complaint, when it is valid, results above will fall largely and rightly to li- more from a meager acquaintance with brarians—and to book-minded teachers. books than anything else. So few of our We need now to turn from arguing our students know how to examine a book case before our own profession and to properly, how to read discriminate^ in convince our colleagues on our own cam- it from preface to concluding chapter puses. Most faculties have a number of and extract the meat of it in the shortest members who are still woefully ignorant period of time. This is a skill that comes of the library's proper role in education. easily with time and training. It is only It is, unfortunately, an ignorance to reasonable to assume that a period of which librarians themselves have inad- two or three years or more would be vertently contributed by repeatedly stat- necessary before students become suffi- ing that the library is comparable to the ciently acquainted with this new method laboratory—an adjunct or a support to of instruction to adapt themselves to it instruction. No more erroneous analogy without genuine struggle. But after it is was ever drawn. The library is no spe- established that advanced courses re- cially equipped area where principles and theories learned in a classroom are 9 For an interesting discussion of this point, see demonstrated. It is rather the repository John S. DickhofT, "Teacher Go Home," The Saturday Review, July 15, 1961, p. 52-53. of those principles and theories, the

NOVEMBER 1 962 471 source to which the lecturer must go be- as scholars that we find acceptance in a fore he teaches. This is no adjunct, no community of scholars. There is over- support. This is, indeed, the heart of the whelming evidence that any librarian matter. whose position obviously demands schol- Were this truth to become more perti- arly proficiency, or who, as an individ- nent to teaching generally, we might ex- ual, contributes to the intellectual life of pect more assistance from faculty mem- the institution rarely decries his status bers in educating students in the use of on the campus. What better opportunity, the library—a burden which regularly then, could be asked for than that the alarms librarians. If each instructor took teaching function of the library grow it upon himself, as well he might in a and the librarian's knowledge of books reading course, to bring his class to the come more prominently into play? library and acquaint them with it (as The time is fast approaching when some do even now), the pressure on the our institutions of higher education will library staff would greatly diminish. necessarily modify many traditional There is no point, however, in pre- forms of instruction and re-examine their tending that this pressure and, with it, fundamental organization and structure. the teaching function of the library staff The details of these changes, as im- will not steadily grow. This, in my portant as they are, should take second opinion, is inevitable in any case and is place in librarians' minds to the over- a challenge that librarians should wel- riding value of this opportunity. We come. Lately we have shown great con- should now carry Harvie Branscomb's cern over the status and prestige of our exhortation to teach with books to our profession. Much of this problem arises administrations and faculties as never from our stressing the techniques we before, providing them at once with a have developed rather than our knowl- possible solution to the problems of ex- edge of books, the truly unique contri- panded enrollments and an avenue to a bution we can make to scholarship. It is higher level of instruction.

Price to Libraries . . .

The owners and publishers of journals, medical and scientific books, perhaps because they have to deal with scholars in medicine, in science, and in teaching, have generally and rightly been considered to be above reproach. [But] recently several practices have arisen which suggest that a corruption of the profit motive has led to abuses which must be halted. . . . The first of these evils is the nasty little habit of charging libraries and institutions a fee of two or more times what an individual subscriber is charged for an essential though perhaps little read journal . . . Libraries . . . have to subscribe to a large variety of scientific journals. Canny profit-minded business managers see in this fixed market a chance to levy a tariff which scholars see only as an outrageous and scandalous corruption of ordinary business transactions. . . . This practice gives an unscrupulous publisher a built-in windfall at the same time it frustrates librarians with a built-in headwind . . . this form of discrimination puts an intolerable handicap upon the libraries. . . . Another [practice] used by some publishing houses ... is to require prepayment for an unspecified number of issues of a particular journal. In a given year it may vary from one to three, four, or five issues. . . . Libraries with fixed budgets cannot continue their essential function in an orderly way if publishers can levy taxes amounting to several times what the journal costs to a private person.—From an editorial by William B. Bean, Archives of Internal Medicine, CX, no. 1 (July 1962), 39-41.

472 COLLEGE AND RESEARCH LIBRARIES Socio-Psychological Research On College Environments

BY DANIEL P. BERGEN

HE ALA Standards for College Li- Tbraries, adopted in 1959, are shot Mr. Bergen has been Associate Librarian through with the reminder that the level of the Abbey Library, St. Benedict's College, of an institution's library services should Atchison, Kansas, since January 1962. always be determined with reference to its unique character. The third paragraph of the Standards reads: "The to me, have a positive obligation to seek standards laid down in this document means for more accurately describing the must always be interpreted in the light ecology of the library, that is, the wider of the aims and the needs of the institu- collegiate setting of which the college tion of which the library is a part."1 Yet, library represents only a part. what do we, as college librarians, really The ways of assessing institutional know about the aims and needs of the character or environment are now mani- institutions which we serve? To be sure, fold. All of them are more scientific and in the colleges of highest academic qual- "refined" than those used by J. D. Sal- ity there undoubtedly exists a reasonable inger in Franny and Zooey and Catcher student-faculty-administration consensus in the Rye. Since the mid-1950's, some on institutional aims, but even in such of the more progressive members of the colleges there is less likely to be any College Entrance Examination Board thorough understanding of institutional have been sending to secondary school needs. As one moves to the colleges at counselors statements of their freshman the rear of what is euphemistically called class characteristics. These statements, the "academic procession," what agree- while ordinarily including mean scores ment prevails on aims and needs, cata- on the verbal, mathematical, and achieve- log statements notwithstanding, must ment test portions of the College Board certainly take on a more nebulous qual- examinations, seldom contain informa- ity. In the vast majority of colleges, tion which could not readily be obtained therefore, there is probably little sense from the American Council on Educa- of what W. H. Cowley has called the tion's monumental American Universi- "historical continuum" of an institution. ties and Colleges (1960). They do not The components of this continuum—sets usually provide, furthermore, any indi- of value, attitudes, beliefs, ideals, and in- cators of what Philip E. Jacob termed stitutional intellectual levels—give each the "institutional thrust," i.e. its per- college, studied over time, an identity sonality in terms of the values commonly of its own.2 College librarians, it seems held by its students, faculty, and administration.3 1 ALA Standards for College Libraries: Adopted by ACRL, A Division of the American Library Association For the beginnings of systematic at- (Chicago: The Association of College and Research Libraries, 1959), p. 1. tempts to describe institutional charac- 2 W. H. Cowley, "An Appraisal of American Higher Education" (An Unpublished Manuscript, Stanford Uni- ter, one must refer to a study by William versity Department of Education, 1956) as discussed by E. D. Duryea, "Institutional Personality: Some Re- 3 Philip E. Jacob, Changing Values in College: An flections Upon Its Implications for Administrators," Exploratory Study of the Impact of College Teaching Educational Record, XLII (October, 1961), 330-31. (New York: Harper, 1957), p. 114.

NOVEMBER 1962 473 S. Learned and Ben D. Wood of secon- Universities: 1936-1956: With Baccalau- dary and higher education in Pennsyl- reate Origins of Doctorates in the Sci- vania during the late 1920's and early ences, Arts, and Humanities, contained 1930's. Their work was directed to "fix- a raw, unweighted ranking of under- ing attention primarily on the nature, graduate colleges, based on the total the apparent needs, and the actual numbers of their graduates which took achievements of the individual student the Ph.D. during the period under con- in his successive contacts witli existing sideration. This survey did not, unfor- institutional forms. . . ."4 Subsequent tunately, take into account the relative studies have sought to define the college size of the colleges' respective graduating culture by centering upon institutional classes. A mean measure of the size of productivity, or the proportion of a col- the institutions' graduating classes for lege's graduates that eventually goes on the period, 1936-1956, would have ren- to earn the Ph.D. The interpretation of dered the NRC calculations much more a college's productivity has necessarily meaningful. The ten leading undergrad- involved a further assessment of insti- uate colleges in that study were, in order: tutional characteristics as conditioned by California (Berkeley); the City College the intelligence level of the student body, of New York (CCNY); Illinois; Chicago; the personal values and perceptions of Wisconsin; Harvard; Minnesota; Colum- the students, faculty, and administration, bia; Michigan; and New York Univer- as well as those elements in the ecology sity (NYU).6 Even more recent studies of of the college itself which have decisive that kind are William Manuel's The impact upon the institution. Baccalaureate Origins of Medical Stu- In 1953, Robert H. Knapp and Joseph dents which, because it deals with a pro- J. Greenbaum, sociologists at Wesleyan fessional degree, is beyond the scope of University, defined the productivity of our present considerations,7 and the val- any undergraduate college as the per- uable survey of the Association of Ameri- centage (per one thousand graduates over can Colleges entitled, A Report on the the period 1946-1951) which ultimately Baccalaureate Origins of College Facul- obtained the Ph.D. By their reckoning, ties. That report, based on work done the ten institutions with the highest during the academic year, 1955-1956, took over-all productivity in the natural sci- into consideration the relative size of ences, social sciences, and humanities the surveyed institutions' undergraduate were, in order: Swarthmore, Reed, the enrollments for that base year.8 The top College of the University of Chicago, ten, determined by a calculus of college Oberlin, Haverford, the California In- teachers produced per one thousand full- stitute of Technology, Carleton, Prince- time undergraduate enrollment in 1955, ton, Antioch, and Harvard College.5 A were, in order: Woodstock (a Jesuit col- somewhat less sophisticated but nonethe- lege and seminary in Maryland whose less useful attempt to measure college graduates staff Catholic institutions); the productivity was subsequently made by College of the University of Chicago; the National Research Council of the George Peabody College for Teachers; National Academy of Sciences. This Oberlin College; Reed College; Wesleyan study, reported in a 1958 publication, University; Greenville College (Illinois); Doctorate Production in United States Swarthmore College; Bowdoin College;

6 Doctorate Production in United States Universi- 4 William S. Learned and Ben D. Wood, The Stu- ties: 1936-1956: With Baccalaureate Origins of Doctor- dent and His Knowledge: A Report to the Carnegie ates in the Sciences, Arts, and Humanities (Washing- Foundation on the Results of the High School and ton,: National Academy of Sciences—National Research College Examinations of 1928, 1930, and 1932 (New Council, 1958), pp. 62-63. York: The Carnegie Foundation for the Advancement 7 William Manuel, The Baccalaureate Origins of of Teaching, 1938), p. xvi. Medical Students (Washington: Gov. Print. Off., 1961). 5 Robert H. Knapp and Joseph J. Greenbaum, The 8 Allan O. Pfinster, A Report on the Baccalaureate Younger American Scholar: His Collegiate Origins Origins of College Faculities (Washington: The Associ- (Chicago: University of Chicago Pr., 1953), p. 16. ation of American Colleges, 1961), p. 3.

474 COLLEGE AND RESEARCH LIBRARIES and Southwestern University (Texas).9 item "True-False" questionnaire organ- A third study, which purported to use ized into thirty distinct ten-item "press" the Knapp and Greenbaum indices, data scales, has been administered to faculty on graduate fellowships and undergrad- and students at a large number of col- uate scholarships, NRC statistics, distri- leges and universities. Underlying the bution patterns for National Merit Schol- construction of that instrument was the ars, and interviews, was Chesly Manly's assumption that the "press" of a college somewhat random and unscientific at- environment is best reflected in the per- tempt to rate the nation's best univer- ceptions which students and faculty sities, coeducational colleges, men's col- members have of it. "Press," for George leges, and women's colleges. His five best Stern and C. Robert Pace, devisers of in each category were, in rank-order: the CCI, is "reflected in the character- (1) Universities (Harvard, Yale, Cali- istic pressures, stresses, rewards, and fornia, Chicago, and Columbia); (2) Co- conformity-demanding influences of the educational colleges (Oberlin, Swarth- college culture."13 In two diverse institu- more, Carleton, Reed, and Pomona); (3) tions where Stern and Pace applied the Men's colleges (Haverford, Amherst, CCI in May 1957, there were the follow- Kenyon, Wesleyan, and Hamilton); and ing outcomes: (4) Women's colleges (Bryn Mawr, Rad- cliffe, Barnard, Vassar, and Mount Hol- COLLEGE A The major press . . . was toward orderli- 10 yoke). The Manly study has been ness and friendly helpfulness, with over- widely criticized, though few knowledge- tones of spirited social activity. . . . stu- able educators have been at great odds dents have assigned seats in some classes, with his invidious (at least for alumni) professors often take attendance, papers ratings. Perhaps the most incisive criti- and reports must be neat, buildings are cism of his study was simply that it did clearly marked, students plan their pro- not employ the best available rating programs with an adviser and select their cedures.11 courses before registration, courses proceed systematically, it is easy to take clear Of the disciplines outside professional notes, student activities are organized and education, psychology and sociology have planned ahead. Within this orderliness, been most actively concerned with the student life is spirited and a center of in- problems of assessing college environ- terest. For example, big college events ments. Part of the psychologists' concern draw lots of enthusiasm, parties are color- may be traced to their conviction that ful and lively, there is lots to do besides "the complexity of relationship between going to class and studying, students spend person and environment is inevitably a lot of time in snack bars and in one an- obscured by the simplified and often in- other's rooms, and when students run a project everyone knows about it. At the appropriate symbolism of correlation be- same time, amid this student-oriented cul- tween scholastic aptitude test and grade- ture, there is a stress on idealism and serv- 12 point average. . . ." Efforts to find a ice. Students are expected to develop an more appropriate symbolism have re- awareness of their role in social and polit- sulted in at least two devices, one of ical life, be effective citizens, understand which is the College Characteristics In- the problems of less privileged people, dex (CCI). The CCI, a three hundred be interested in charities, etc.

COLLEGE B 9 Ibid., pp. 30-31. 10 See The Chicago Tribune (April 21, 1957). For Here the dominant press of the environ- Manly's views on the 20 best liberal arts colleges in the Midwest, see The Chicago Tribune (February 11, 1961). ment falls in the theoretical-intellectual 11 Dewey B. Stuit, "Evaluations of Institutions and category. . . . there are excellent library Programs," Review of Educational Research, XXX (October, 1960), 375. resources in natural science and social 12 C. Robert Pace and George G. Stern, "An Ap- proach to the Measurement of Psychological Character- science, a lecture by an outstanding phi- istics of College Environments," Journal of Educational Psychology, XLIX (October, 1958), 276. 13 Ibid., p. 270.

NOVEMBER 1962 475 losopher or scientist would draw a ca- cluster or emphasis; (2) a cluster which pacity audience, many students are plan- suggests an emphasis on independence, ning graduate work or careers in science change, and science; (3) an emphasis on or social science, there are many op- personal and interpersonal status, cou- portunities for students to see and hear pled with a practical or vocational orien- and criticize modern art and music, reasoning and logic are valued highly in stu- tation; and (4) an emphasis upon group dent reports and discussions, students who welfare, social responsibility, and well- 15 spend a lot of time in a science laboratory mannered community. Despite its state or in trying to analyze or classify art and of refinement, the CCI is not without its music or in seeking to develop a personal obvious limitations. David Riesman, system of values are not regarded as odd, Harvard's imaginative critic of society, scholarship and intellectual skills are re- sees these as its failure to measure any- garded as more important than social thing but student and faculty "ideology" poise and adjustment, there is time for about a particular institution and its lack private thought and reflection, one need of sufficient flexibility for application to not be afraid of expressing extreme views, the faculty and administration are tolerant colleges where the outlook of students 10 in interpreting regulations. . . . students and faculty is overly heterogeneous. ... do not have assigned seats in class, pro- Still another psychological device is the fessors do not take attendance, students are Environmental Assessment Technique likely to study over the weekend, big col- (EAT) developed at the National Merit lege events draw no great enthusiasm, and Scholarship Corporation by John L. Hol- the place is not described as one where land and his associates. Like the CCI, it 'everyone has a lot of fun.' Moreover, stu- operates on the assumption that a col- dent leaders have no special privileges, lege's culture or environmental force is family status is not important, students are not much concerned about personal transmitted through people. To use Hol- appearance and grooming, and an intel- land's reasoning: "If, then, we know the lectual is not an 'egghead.' And finally, character of the people in a group, we exams are not based on factual material should know the climate that group cre- from a textbook, classes are not character- ates."17 Basically, the EAT is a weighted ized by recitation and drills, grade lists mixture of eight components: size of the are not publicly posted, students are not undergraduate student body; intelligence publicly reprimanded for mistakes, stu- level (as indicated by mean scores for the dent organizations are not closely super- National Merit Scholarship Qualifying vised, students tend to stay up late at night, work all the harder if they have Test or the Scholastic Aptitude portion received a low grade, and if confronted of the College Board examinations); and with a regulation they do not like they six typologies of personal characteristics will try to get it changed.14 as they relate to the student's selected major (realistic, intellectual, social, con- The current norm group for the CCI ventional, enterprising, and artistic). The consists of an extremely heterogeneous EAT is particularly adapted to measure bunch of colleges and universities spread what psychologists call the degree of geographically from one end of the na- congruence between the college and the tion to the other, with idealogies as va- individual student.18 ried as their geography. The existence The sociologists, particularly Allen of this norm group permits researchers 15 C. Robert Pace, "Methods of Describing College to apply the CCI to an ever-increasing Cultures," Teachers College Record, LXIII (January, 1962), 269. number of institutions and to classify 16 David Riesman, "The 'Jacob Report'," American Sociological Review, XXIII (December, 1958), 733. them under one of four major groupings: it Alexander W. Astin and John L. Holland, "The Environmental Assessment Technique: A Way (1) an intellectual-humanistic-esthetic To Measure College Environments," Jounal of Educa- tional Psychology, LII (December, 1961), 308. 14 Ibid., pp. 273-74. 18 Ibid., p. 31$.

476 COLLEGE AND RESEARCH LIBRARIES Barton and Martin Trow, like, on the rootlessness in a commuter college has other hand, to view the college as "a upon the provision of institutional serv- social system with emphasis upon peer ices.24 They maintain, some external evi- groups, role behavior, communications dence to the contrary, that the majority networks, and other organizational char- of freshmen at SF State "come from homes acteristics."19 Barton's "College Organi- in which neither books nor conversation zation Variables" comprehend measures (as opposed to talk) are available. . . ."25 of a college's input (student, faculty, ad- And they learned that the most severe ministration, financial, and physical), threat to institutional intellectuality is output (student knowledge, values, and not "collegiate" (i.e. fraternity-sorority) interests, along with faculty research and culture, but rather a culture created by publication); environmental variables students who regard any kind of in- (external to the college); social structure; tellectuality as a positive threat to their attitudes; and activities.20 His instru- preformed values and self-images,26 ment, as a design for measurement, has One of the best conceptual tools yet the very important virtue of being able developed for differentiating colleges on to assess the affect of extracollegiate en- planes of intelligence and values is called vironmental forces, a deficiency of here- the "level of expectancy."27 It has been tofore devised psychological techniques. found that the level of expectancy, "as In addition to the scientific measures the intellectual, cultural, and moral cli- of college environment, there are the mate of a college," takes on peculiarly more literary, but highly perceptive, styl- atypical configurations in institutions ings of David Boroff and David Ries- like Bennington, Reed, Sarah Lawrence, man. Boroff, whose colorful profiles of Antioch, and the College of the Univer- Harvard, Brooklyn College, Swarthmore, sity of Chicago (where the liberal orien- Birmingham-Southern, Wisconsin, and tation is uniformly strong relative to the Associated Colleges of Claremont other colleges), and Harvard, Wesleyan, (California) first appeared in Harpers and Haverford (where the respective ori- magazine, is basically a social commenta- entations are toward personal autonomy, tor.21 It is to Riesman, the lawyer-turned- community, and leadership).28 In a letter sociologist, that we owe the working con- to the author, Paul Heist, now associate cept of the "academic procession" and research psychologist in the Center for the prestige-ranking of colleges.22 He and the Study of Higher Education at the Christopher Jencks, one of his graduate University of California (Berkeley), fur- students and former associates at Har- ther differentiated Antioch and Reed in vard, have recently produced a brilliant this manner: ". . . from the standpoint vignette on San Francisco State College of student background and the number described by the authors as an "ethnog- of subcultures represented, Antioch raphy."23 The description is quite ap- would be the most diverse. Reed is per- propriate because of their heavy use of haps made up of the greatest number anthropological insight and analogy. who are somewhat alike in their free- They describe the effect which student thinking, their unconventionality, their

19 C. Robert Pace, loc. cit., p. 276. 24 Ibid., pp. 244-45. 20 Ibid., pp. 274-75. 25 Ibid., p. 241. 21 Reprinted in David Boroff, Campus USA (New 26 David Riesman, "The Influence of Student Culture York: Harper, 1961). For a recent sketch, see "Al- and Faculty Values in the American College," Higher bany State: A Teachers College in Transition," Satur- Education, Yearbook of Education, 1959, eds. George day Review, XLV (20 January 1962), 42-43. Z. F. Bereday and Joseph A. Lauwerys (Yonkers-on- 22 David Riesman, Constraint and Variety in Ameri- Hudson, N. Y.: World Book, 1959), p. 399. can Education (Garden City, N. Y.: Doubleday, 1958), 27 Edward D. Eddy, Jr., The College Influence on pp. 35-65. Student Character: An Exploratory Study in Selected 23 David Riesman and Christopher Jencks, "A Case Colleges and Universities Made for the Committee for Study in Vignette: San Francisco State College," Teach- the Study of Character Development in Education ers College Record, LXIII (January, 1962), 234. Re- (Washington: American Council on Education, 1959), printed in Nevitt Sanford (ed.), The American College p. 13. (New York: Wiley, 1962). 28 Philip E. Jacob, op. cit., pp. 100-106.

NOVEMBER 1962 All devotion to liberal causes, and their tial element in the education of college 'need' to criticize the culture."29 In all students,33 not only because of differing of the forementioned colleges, the level conceptions of the library's function held of expectancy probably exercises such a by faculty and librarians as Patricia B. potent influence that it can induce, in Knapp has suggested,34 but rather be- the occasional unreconstructed student, cause of an almost total lack of congru- a complete redirection of values. Beyond ence between the library and its services value to the realm of academics, Riesman and its milieu—human values, intelli- has pointed out that in institutions like gence levels, students and faculty atti- these faculty members seem most willing tudes and ideals, informal structures of to introduce their most brilliant proteges influence, and networks of communica- to the higher forms of research and schol- tion, to mention only a few of the eco- arship.30 logical factors involved. As a case in Adopting a little different course, an point, a better understanding of insti- interdisciplinary team at Cornell Uni- tutional personality might have rendered versity improvised a strategy for deter- library surveyors at Leeds University in mining "what college students think" at England somewhat less struck by "the institutions as disparate, yet influentially extent of private borrowing and of book representative, as Cornell, California at buying"35 in that university. At other Los Angeles (UCLA), Wesleyan, Texas, colleges, where the implications of insti- Harvard, Yale, North Carolina, Dart- tutional ethos are well understood by mouth, Wayne State, Fisk, and Michi- librarians, statistical surveys of library gan. That study revealed that the per- use may have small function but to cor- centage of students which strongly identi- roborate what is already fairly accurately fied itself with the respective colleges known. At all events, if a decision is varied from a high of 77 per cent at Dart- made to use quantitative measures in mouth to a low of 38 per cent at Fisk.31 such institutions, one may be reasonably In their desire for a basic general educa- certain that the correct questions will be tion and a heightened appreciation of asked. To quote Archibald MacLeish: ideas, student affirmative replies varied "We know the answers, all the answers. from a 90 per cent peak at Wesleyan to It is the questions that we do not a low of 59 per cent at Fisk.32 know."36 The question must now be raised: A good knowledge of institutional What is the import of this kind of so- character may lead us moreover to a cio-psychological research for the college more realistic evaluation of the library's librarian? The answer is not easy to pro- specific contribution to the educational vide for, in my judgment, the implica- process. In 1959, Donald Thistlethwaite, tions could be quite broad-ranging. For presently on the staff of Vanderbilt Uni- example, it is possible to hypothesize that versity, sought, on a generalized level, to the college library is often not an essen- make just such an evaluation. He equated the Ph.D. output in various colleges with 29 Letter from Paul Heist to the Author (January 27, 1959), p. 1. their input, in terms of the intelligence 30 David Riesman, "The 'Jacob Report'," p. 738. 31 Rose K. Goldsen, Morris Rosenberg, Robbin M. level of the student supply, by adjusting Williams, Jr., and Edward A. Suchman, What College Students Think (Princeton, N. J.: Van Nostrand, 1960), 33 Patricia B. Knapp, College Teaching and the Col- p. 206. Other percentages were 63 per cent at Harvard lege Library (ACRL Monograph #23) (Chicago: ALA, and Wesleyan, 58 per cent at Yale, 57 per cent at North 1959), p. 1. See also Lester Asheim, "A Survey of Carolina, 54 per cent among Cornell men, 52 per cent at Recent Research," Reading for Life: Developing the Michigan, 45 per cent at Wayne State, 44 per cent among College Student's Lifetime Reading Interest, ed. Jacob Cornell women, 42 per cent at Texas, and 40 per cent M. Price (Ann Arbor: University of Michigan Pr., at UCLA. 1959), p.,13. 32 Ibid., p. 208. Other percentages were 88 per cent at 34 Patricia B. Knapp, op. cit., pp. 93 and 95. Yale, 85 per cent at Harvard. 84 per cent for Cornell 35 P. E. Tucker, "The Sources of Books for Under- men, 74 per cent at North Carolina, 70 per cent at UCLA, graduates: A Survey of the Leeds University Library," 69 per cent at Michigan, 65 per cent at Texas, and 64 Journal of Documentation, XVII (June, 1961), 95. per cent at Wayne State. 36 Quoted in C. Robert Pace, loc. cit., p. 271.

478 COLLEGE AND RESEARCH LIBRARIES each college's Ph.D. productivity rate in haps somewhat to the contrary,40 it is, terms of intelligence input or the aca- nevertheless, my instinctive belief that a demic ability of the student body. An congruence of expectation and perform- important result of that study was the ance between the library, on one hand, realization that there is a significant and faculty, students, and administra- correlation between the number of vol- tion, on the other, is an absolutely criti- umes in an institution's library and the cal element in an institution's rate of proportion of its graduates that eventu- productivity. It seems to me almost in- ally take doctorates in the arts and hu- evitable that, where tutorials, seminars, manities, social sciences, and natural colloquia, independent study, and simi- sciences. Thistlethwaite's own interpre- lar pedagogical devices are employed and tation of this finding was that colleges where the average student's sophistica- with large libraries are the ones most tion in library use is relatively high, likely to be endowed with other kinds there too will the fruitful identification of institutional wealth37—gifted stu- of the library with its institutional set- dents, research funds, and highly quali- ting occur most naturally. Such institu- fied faculty are a few of the possibilities tions, in all likelihood, do not require a which come immediately to mind. The systematic plan for library-instructional study clearly raises the further question integration such as that proposed by Dr. of what specific quantitative and quali- Knapp some six years ago.41 In superior tative aspects of a college library, beyond colleges, the library is apparently con- mere size, contribute to an institution's ceived of as a laboratory for independent Ph.D. productivity. It is my guess that a study42 by both students and faculty. As substantial portion of the factors affect- early as 1936, Douglas Waples used data ing what Maurice F. Tauber has defined gathered by the North Central Associa- as "the correlation between libraries and tion of Colleges and Secondary Schools educational effectiveness"38 may in the to show that the closest correlate of li- long run be identified by a thorough ex- brary loans per student (of those options amination of library-institutional con- then considered) was per capita loans of gruence. books to faculty members.43 Adding to those already expressed, one Unquestionably the most imaginative might advance the further supposition current attempt to artificially induce that in the most productive colleges the congruence between a library possessing degree of harmony between the function- unique organization and a somewhat re- ing library and the wider institutional calcitrant student-faculty clientele is that environment is much greater than in currently ongoing in Monteith College those institutions which, by any measure, of Wayne State University under the di- are academically middling or feeble. In rection of Mrs. Knapp. By way of brief the best colleges, one may surmise that background, Monteith College is the staffs devote themselves more fully to half-time environment of an undifferen- functions which are uniquely those of tiated (at least up to the present) group the library, namely, the provision of ref- 40 See "What is a Library?," Dartmouth College Li- 39 brary Bulletin, I (April, 1958), 46, and Patricia B. erence and bibliographical services as Knapp, op. cit., pp. 92-93. 41 See Patricia B. Knapp, "A Suggested Program of keys to quality collections. The evidence College Instruction in the Use of the Library," Li- at Dartmouth and Knox colleges per- brary Quarterly, XXVI (July, 1956), 224-31. 42 Guy R. Lyle, The Administration of the College 37 Donald L. Thistlethwaite, "College Environments Library, 3d ed. (New York: H. W. Wilson, 1961), p. and the Development of Talent: Characteristics of Col- 145. leges as Related to the Percentage of Graduates Who 43 Douglas Waples and others, The Library, Vol. 4 Attain the Ph.D.," Science, CXXX (10 July 1959), of The Evaluation of Higher Institutions, A Series of 73. Reprinted in Nevitt Sanford (ed.), The American Monographs Based on the Investigation Conducted for College (New York: Wiley, 1962). the Committee on Review of Standards, Commission on 38 Maurice F. Tauber, "The Library," Journal of Higher Institutions of the North Central Association of Higher Education, XXXIII (April, 1962), 227. Colleges and Secondary Schools (Chicago: University 39 See Patricia B. Knapp, op. cit.. pp. 93-94. of Chicago Press, 1936), pp. 54-56.

NOVEMBER 1962 479 of teachers and students. The enrollment nothing but the highest admiration. I at Monteith includes high, average, and strongly suspect that their work will have low ability Wayne State registrants. To profound implications for the college this heterogeneous group, it offers a pro- library world. I also suspect that once gram consuming approximately one-half the "institutional thrust" has been firmly of the students' time, of general educa- established at Monteith, and their efforts tion with emphasis on the social sciences. have reached fruition, then and only As things now stand, the Monteith cur- then will the great merits of their plan riculum parallels the more vocationally- be apparent to the library world-at- oriented curriculum of the university-at- large.49 large.44 As an experimental college, Studies currently being conducted at Monteith, through the provision of what the National Merit Scholarship Corpora- Riesman calls "locales"45 for faculty- tion, which combine the perspectives of student interaction, hopes to create an both sociology and psychology, promise atmosphere uniquely its own. Through to further delineate the role of the li- a process of "internal decentralization," brary in the production of graduates ca- those who guide Monteith's destiny have pable of doing top-drawer work in high- determined, to borrow again from Ries- prestige graduate universities like Har- man's description, "to create a splinter vard, California (Berkeley), Columbia, culture within a big state university, and Yale, Michigan, Chicago, Princeton, then to make this culture at once attrac- and Wisconsin.50 The studies also aim tive to the untutored adolescent and to to provide more reliable models for the scholarly professor, and then ulti- characterizing colleges. One attempt will mately to breed alumni, who, if they do involve the application of thirty-three not become scholars, as some hopefully different psychological and sociological will, may at least be intellectuals."46 In measures of college characteristics to a the current embryonic atmosphere of the large sample of institutions. Another college, Dr. Knapp and her associates are project will weigh the actual Ph.D. out- attempting to persuade a somewhat hesi- put of a college's graduates against the tant faculty and student body that a li- output which statistically might be ex- brary is most properly "a system of bib- pected from the intelligence level of its liographical organization."47 In a sense, student input. Criteria such as financial the situation at Monteith represents the resources, library size, faculty-student reverse of what has been described. Here ratio, and college climate will be ex- the library, already reflecting the pro- plored in an effort to explain differences jected elan vital of the college, is trying, in institutional productivity.51 through planning, to create consensus Perhaps the most singularly important with a faculty and student body whose implication for the college librarian in current perspective on the library is any- an understanding of his library's ecology thing but congruent with that of the li- is its possible effect upon the decision- brarians themselves. These librarians, op- making process, or the part played by erating in an atmosphere which naturally the librarian in what John J. Corson resist change and innovation,48 deserve calls the "governance" of a college. Need- less to say, library decisions which affect

44 Riesman and Jencks, op. cit., p. 256. 49 For the contrary view, based on a critique of the 45 Ibid., p. 246. practicality of such a scheme, see Guy R. Lyle, op. 46 Ibid., p. 257. cit., p. 153. 47 Patricia B. Knapp, "The Monteith Library Project: 50 For a subjective comparison of graduate school An Experiment in Library-College Relationship," Col- prestige, see Hayward Keniston, Graduate Study and lege and Research Libraries, XXII (July, 1961), 262-63. Research in the Arts and Sciences at the University of 48 For a straightforward description of faculty inertia, Pennsylvania (Philadelphia: University of Pennsylvania see Donald H. Morrison, "Achievement of the Possible" Pr., 1959), p. 119. in Beardsley Ruml and Donald H. Morrison, Memo to 51 Talent: Our Prime National Resource (National a College Trustee: A Report on Financial and Structural Merit Scholarship Corporation Annual Rejort for 1961) Problems of the Liberal College (New York: McGraw- (Evanston, 111.: The National Merit Scholarship Cor- Hill. 1959), p. 61. poration, 1961), pp. 26-27.

480 COLLEGE AND RESEARCH LIBRARIES an entire campus might be perfected librarian's hiring patterns. Even now, in through the information derived from a a place like Reed College, a librarian scientific understanding of college en- with the political persuasion of a "Gold- vironment. When library decisions are water" conservative might become not not thus informed, there is always a pos- only a curiosity, but rather ineffective as sibility that the library, as an intracol- a librarian as well. Finally, a good esti- legiate institution, will alienate itself mate of institutional character could from the wider college culture.52 Recall- prove invaluable in the design of new ing our undergraduate days, almost all physical facilities or in the internal ar- of us, I am sure, can cite at least one rangement of an existing library build- imprudent action by an administration ing. If valid analogy may be drawn from which had divorced itself from the pre- a classroom experiment conducted by vailing climate on campus. In a place Lauren Wispe at Harvard in 1950, stu- like Antioch, where the culture is at dents in an examination-oriented college once liberal and communal, one wonders may prefer a high degree of efficiency in about the consequence of an overabund- library services to warmth of surround- ance of formal library rules too rigidly ings, while those in a permissive college, applied or of a denial to the student- less concerned with economy of action, faculty community of the kind of book might have reverse preferences.53 accessibility it has come to expect. The With the progressive refinement of feedback would most assuredly be unscientific measures of environmental as- pleasant. The character of the institu- sessment, it is entirely possible that the tion, then, defines the area within which ALA Standards for College Libraries, the librarian can expect to effectively instead of functioning as a set of goals, exercise his decision-making power. Ad- could evolve into sliding scales of quanti- ditionally, a knowledge of environment tative and qualitative minima which can often condition the means selected can be applied differentially to each col- by a librarian for the implementation of lege in the light of its peculiar institu- decisions. A librarian in a commuter col- tional character. It seems that only in such lege with little intellectual vitality and a form could library standards be meaning- low social metabolism would undoubt- fully applied as, for different reasons, edly use different tactics on the problem Professor Ed Wight has recently urged.54 of library-instructional integration than The argument herein that college li- his colleague on a highly homogenous, brarians can profit is from an awareness intellectually-oriented residential cam- and application of socio-psychological pus. One might even venture that insti- research on the college environment, in- tutional understanding could become a deed that they ignore such inquiry to the bench mark upon which predictions of possible detriment of their own libraries, campus reactions to library decisions The implications of such research for might be regularly based. Given addi- academic librarianship are only now be- tional funds for library materials, the ginning to manifest themselves. There librarian in a college with a strong artis- seems little question, at any rate, that tic orientation, like Sarah Lawrence, the college library, governed by those might know that the best way to curry who are accurately informed of its ecol- campus disfavor would be to skimp on ogy, cannot miss playing an increasingly the procurement of audio-visual materi- vital role in the process of educating col- als, particularly reproductions of great lege students. art, films, tapes, and records. Such an 53 Lauren G. Wispe, "Evaluation Section Teaching understanding could conceivably influ- Methods in the Introductory Course," Journal of Educational Research, XLV (November, 1961), 163- ence (in an era of less shortage) a head 64 and 169. 54 Edward A. Wight, "Standards and the Stature of Librarianship," ALA Bulletin, LV (November, 1961), 52 Edward D. Eddy, Jr., op. cit., p. 133. 873.

NOVEMBER 1962 481 A Military College Initiates A Library Instructional Program

BY SIDNEY E. MATTHEWS

HE VIRGINIA MILITARY INSTITUTE in 1959 radically changed its concept as T Lt. Col. Matthews is Director of Preston to the role of the library in a twofold Library and Associate Professor of Library educational program—academic and Science at Virginia Military Institute. military. This combination, in the words of its originators, is designed to provide "practical utility, through discipline and formative training," and to produce men demic department with the librarian of "energy, efficiency and reliability." reporting directly to the dean of the The Virginia Military Institute is or- faculty, (2) the librarian was given aca- ganized under the laws of the Common- demic rank and made a member of the wealth of Virginia and is governed by a Institute's Academic Board, and (3) for- board of visitors appointed by the gov- mal and informal courses in library sci- ernor and subject to confirmation by the ence were officially entered in the cur- state senate. In accordance with provi- riculum. The formal library science sions of the Code of Virginia, the cadets courses as described in the catalog issue constitute a military corps and officers of the Institute's bulletin embrace two at the Institute are commissioned by the areas: (1) "Library Science 101—Litera- governor in the Virginia Militia, un- ture of the Natural Sciences. Reference organized. Although V.M.I, requires materials, bibliographical methods, and rigorous military training for its entire use of the library in study of the natural student body, the Institute always has sciences. This course is given in the fall placed its first emphasis on its academic semester and required of all biology ma- program. Colonel J. T. L. Preston, a jors." (2) "Library Science 301—Reference prime mover in the founding of V.M.I., Materials and Bibliographical Methods. proposed that "the object is to prepare Basic bibliographical methods and refer- young men for the varied work of civil ence materials used in the various fields life . . . the military feature, though es- of the liberal arts, science, and technol- sential to its discipline, is not primary ogy, with problems and practice. Prob- in the Institute's scheme of education." lems will be adapted to needs of indivi- The Institute has followed this concept dual students and may be developed in since 1839 when it was founded as the conjunction with work on a senior thesis. first state military college in the nation. This course is offered both semesters." V.M.I, offers nine degree-granting cur- The informal freshman program of ricula—one each in civil engineering, the Institute's library program consists electrical engineering, chemistry, physics, of two parts: (1) a tour and (2) three biology, history, and English, and two in one-hour lectures with problems on use mathematics. of the library. The former is under the When it was decided to alter the li- supervision of the commandant of cadets brary's role, three major changes were and professor of military science and made: (1) the library was made an aca- takes place either during the cadre pe-

482 COLLEGE AND RESEARCH LIBRARIES riod or during R.O.T.C. class periods the produce local slides of Preston library's first week of classes. All academic de- floor plan and reference items not in- partments cooperate fully with the cluded in the films. As supplementary R.O.T.C. instructors in conducting these material the cadets use their English tours so as to give the freshmen a thor- textbook and appropriate titles from the ough examination of the academic facili- library. ties of the various departments. Any Problems are passed out at the end of more than a cursory tour at this point each lecture and the cadets have a two- would be unnecessary as the cadets are week period to complete them. The confused by various tests and by the ad- problems are designed to direct the cadet justment to a rigid military way of life. along subject lines which are of interest The informal program of lectures with to him and to use his own family name problems is part of freshman English or, if his is not found, to select another 101. These lectures are usually given the beginning with the first three letters. By first week in November, immediately using this procedure, some of the usual preceding the cadet's term papers, and difficulties of freshman library problems, coincide with that part of the freshman i.e. each cadet using the same part of a English course in how to prepare a term book, set, or the card catalog and passing (research) paper. It is usually at this time answers, are avoided. These problems that the cadet is searching for book re- are graded by the librarian and the pro- views for his history course and begins fessional staff and the grades are re- to realize how necessary it is to know corded by the English department as how to locate materials in the library. three units of the cadet's grade in Eng- Instruction in the formal courses is lish 101 for that grading period. As a given entirely by the librarian, and the follow-up, most of the instructors in the informal course is given by the librarian English department include library ques- with the assistance from the two other tions of a general nature covered in these professional librarians on the Preston lectures as part of one of their regular library staff. All library instruction is English tests. given in the library's auditorium or in The cadet reaction to these lectures its classroom. and problems has been largely favorable. The three one-hour lectures and prob- The few unfavorable comments usually lems on each in the informal program center on the amount of time required. are designed to: 1) acquaint tbe cadet Statistics were not recorded the first year, with the physical arrangement of the but this past year out of a total of 250 seven-story library building (the build- questions, seventy-four cadets missed ing is on a slope and the front entrance twenty-five or less, 163 cadets missed is located on the fifth floor which is also thirty-seven or less, and 242 cadets missed the first stack level) and location of col- fifty or less. No cadet has ever been pro- lections, 2) develop the cadet's ability in ficient enough to obtain a perfect score on locating information and to make him as all three sets of problems. A check of the self-sufficient as possible in the use of the ten cadets achieving the highest grades card catalog and other reference tools, on these problems with their grades in and 3) to introduce the cadet to various other subjects showed that they were types of sources available to him and not proficient in their other freshmen courses. to overwhelm him with too many titles. Conversely the cadets receiving an ex- The three lectures emphasize the dic- tremely low grade on the library prob- tionary catalog, reference books, and in- lems were failing one or more freshman dexes. The lectures are illustrated with courses. No valid inference should be two filmstrips series. It is planned to drawn from this, but next year a large

NOVEMBER 1962 483 number of library grades will be com- cadet individual help and attention, and pared with the cadets' grades in other (7) extremely heavy use of the library's courses. reference room and card catalog at this English faculty comments have been period of the academic year. extremely favorable and in agreement In spite of these difficulties there is with the type of problems presented. Re- general approval of the program, and quests for one or two hours of library lec- for V.M.I.'s program it is highly de- tures with problems have also come from sirable to integrate this instruction with other instructors in the liberal arts pro- freshman English classes. The cadet is gram and in engineering. A condensed introduced to the tools and research version of the lectures, with emphasis on methods at the time he is ready to begin the particular subject area involved, has serious library use. This introduction is been given in electrical engineering, civil more thorough than the usual library engineering, economics, American gov- orientation program that is often used ernment, and geopolitics classes. in "freshman week" and is much more The inherent difficulties of the pro- helpful. Several items indicate a degree gram include: (1) scheduling nineteen of partial success. The cadets do not ask sections of freshman English, usually as many elementary questions, seem 350 freshmen, for three different one- more at ease in the library, and have a hour lectures in one week, (2) lack of clearer understanding of how to go any type of local library handbook, (3) about their work; and perhaps the 30 large number of papers to grade in which per cent increase in circulation over the there can be no "key" for the answers last two years received some impetus since each cadet has worked with sub- from this program. jects of interest to him, (4) having to This joint instructional program has schedule too many cadets at one period, proved of value not only to English 101 (5) no opportunity to discuss and go but in subsequent courses requiring the over the papers with the cadets after use of the library. It has done much to they have been graded, (6) no oppor- make the library meaningful to the tunity for the librarians to give each cadets of V.M.I.

Military Librarians Workshop

Military librarians met on September 26-28 at White Sands Missile Range in New Mexico for their sixth annual workshop. More than one hundred librarians from sixty installations and representatives from Canada and Belgium were in attendance. Panel and group discussions centered around the workshop theme—"Personnel Practices in Military Libraries." Subject-centered programs covered technical and research libraries, academic libraries, and special services. Next year's meeting, of which Dwight Lyman, U. S. Underwater Sound Labora- tory, Ft. Trumbull, Conn., is program chairman, will be at the U. S. Naval Ordnance Laboratory, Silver Spring, Md. The workshop is held alternately by the U. S. Army, Navy, and Air Force, with Canada acting as host in odd years.

484 COLLEGE AND RESEARCH LIBRARIES University Library Orientation By Television BY EDWARD G. HOLLEY AND ROBERT W. ORAM

CF/^AN INSTRUCTIONAL TELEVISION SOLVE ^^ the problem of library orientation Air. Holley became Director of Libraries, for large numbers of students?" This is University of Houston, Texas, early in the one of the questions which many librar- summer of 1962. He had been Librarian of ians in larger colleges and universities the Education, Philosophy, and Psychology Library at the University of Illinois Librar- are beginning to ask themselves as they ies, Urbana. Mr. Oram is Circulation Librar- face the task of coping with increasing ian at Illinois. enrollments. For most institutions of considerable size the time has passed when individual class lectures and guided volumes in some thirty-four separate lo- library tours provide adequately for lications). Prior to 1961, most orientation brary orientation. When one speaks of for freshmen took place through means first-time degree-credit students, five to of the personally conducted library tour. ten thousand of them in fourteen insti- There was a general tour for students in tutions, or even of three to five thousand the beginning English course (Rhetoric students in thirty institutions,1 it be- 102) and, in addition to this basic in- comes fairly obvious that a more effi- troduction, some departmental librarians cient means of familiarizing these stu- serving the various professional colleges dents with the library must be found provided instruction in library use for than the traditional method of conduct- their specific fields—occasionally in for- ing students through the library in mal courses and upon invitation from groups of twenty to thirty at a time. specific faculty members, but more often Moreover, there are numerous institu- through personally conducted tours of tions with first-time degree-credit enroll- their own special libraries. ments of one to three thousand which In the case of the education, philoso- will undoubtedly double or triple their phy, and psychology library, the librarian enrollments in the next five to ten years. and his assistant provided tours for three Some institutions are already over- hundred and fifty to five hundred stu- whelmed by trying to provide even a dents in Education 101 (the basic intro- basic introduction to library services, ductory course), for forty to eighty stu- and content themselves with offering dents in some sections of Education 240 each entering student a library hand- (the methods course), and for one hun- book and bidding him Godspeed. dred to a hundred and fifty students in The problem of orientation is high- the children's literature courses offered lighted at an institution like the Uni- by the graduate school of library science, versity of Illinois, which has both a large a minimum total of some five hundred total enrollment and a sizeable complex students per semester. of colleges and schools whose library The amount of staff time spent on needs are supplied by an equally ex- these tours, plus the time the librarians tensive library system (over three million devoted to more formal lectures, began to be a serious burden, to say nothing of l U. S. Office of Education. Educational Statistics Branch. Opening (Fall) Enrollment in Higher Educa- the limitations in effectiveness when a tion, 1961: Institutional Data (Washington: Govt. Print. staff member has delivered fifteen lec- Off., 1961).

NOVEMBER 1962 485 tures a semester on the same subject for had outlived its usefulness. In the fall the last ten years. of 1960 a number of interested staff mem- The problem of orientation for all in- bers visited Illinois State Normal Uni- coming students, particularly those in versity in Normal to observe their experi- rhetoric or similar courses in the division mental orientation program using tele- of general studies, was much the same as vision as the medium, and to see if there that for the college of education, al- might not be implications for a much though general orientation had to cover larger and more complex university.2 a larger physical area and had to be both Although the group was impressed more general and, in some ways, just as with the program at ISNU, they gen- specific. The tours of the main library erally believed that TV facilities at Ur- building had always been directed at stu- bana might call for a different type of dents writing term papers in rhetoric; no program. Initially, the library could ex- tours were offered for any other groups periment with one unit, learn from the unless an individual instructor wished mistakes, and possibly eventually develop to conduct a tour of his own. Professional a comprehensive program of library ori- librarians from the reference department entation by television. and the undergraduate library gave the The need for a better orientation pro- rhetoric tours, which took fifty minutes, gram was discussed formally in the Col- a large part of which was devoted to mov- lege of Education Library Committee for ing groups of twenty to twenty-five stu- the better part of a year. While the com- dents from one place to another in a mittee believed that orientation was building which covers the better portion needed at all levels, e.g., undergraduate, of a block. Often the students ended the graduate, and faculty, no one program tour by being more familiar with the would be likely to serve all groups equally corridors than with the card catalog. Al- well, and the undergraduates certainly though the tours did have the advantage constituted the most pressing problem. of giving the student a feeling for the Many students coming to Illinois for the physical arrangement of the building, first time were completely bewildered by even though his attention might wander the size and complexity of the library if he were on the fringe of the group, system, and from their first frustrating the tours were highly unsatisfactory contact resolved to have as little to do from a library viewpoint. Large blocks with the library as possible. The unusual of staff time were involved, only half the student doggedly persisted until he knew rhetoric instructors took advantage of his way around the system and could the opportunity, the tours disturbed find what he wanted. Neither attitude other students studying or using the card was conducive to adequate preparation catalog, and it was often difficult for all for teachers. To discover what kind of members of any one group to see the program would serve student needs most cards in the tray or even the large mock- effectively, the committee sought an- ups used. Sometimes the size of the group swers to these specific questions: when and the height of the rooms prevented does the student need orientation most, even the strongest-voiced librarian from upon what course should the program being heard properly. be built, and through what medium can Under these circumstances, many li- such orientation most efficiently be pro- brarians came to question the effective- vided? Other faculty members, librar- ness of an operation so time-consuming ians, and students themselves were que- and so obviously ineffective. As increas- ried in an attempt to find the answers. ing enrollment compounded the prob- While various points of view were ex- lems, it was apparent that the small, 2 This program is described in "TV Library Instruc- tion," Library Journal, LXXXVI (January 1, 1961), well-organized, personally conducted tour 42-46.

486 COLLEGE AND RESEARCH LIBRARIES pressed, the tendency seemed to be to narrated a 39-minute tape, "Education use TV in preference to film, personally Library Tour," incorporating the above conducted tours, or handbooks. The suggestions. Although the tape was course which provided the logical basis filmed in the TV studio, ample provision for experimentation was Education 101, had been made for the introduction of an introductory course. After discussion slides and diagrams showing the actual with the office of instructional television parts of the library, the various proce- and upon the offer of Charles J. Mclntyre dures for checking out books and locat- to assist in the program, the committee ing data, and other devices demonstrat- decided to go ahead with a video tape. ing items the student would probably Once the program had been taped, it use in this library. Since the office of the could be rerun as many times as neces- dean of students was working on a gen- sary, and production costs were definitely eral orientation program for freshmen lower than those of film. A subsidiary at the same time, the committee agreed advantage, which later proved illusory, to give the program its trial run in that lay in the coordination of the library framework. To provide the proper in- orientation program with the general troduction and stimulate interest, the university-wide use of instructional tele- dean of students, Fred H. Turner, and vision for orientation. the dean of library administration, R. B. Once the decision had been made, the Downs, taped a six-minute preview to Education Library Committee drew up the main program. On September 26, a complete list of what was to be in- 1961, "Education Library Tour" was cluded in the program, including the broadcast over the university's television format, the number of photographs of station, WILL-TV, for the first time. All the library, etc. On one point the com- organized houses and dormitories had mittee was clear: the program should in- set up stations to receive this and other clude certain very specific types of in- programs in the general orientation series formation and concentrate upon these and had provided specially designated rather than give the student a panoramic students as discussion leaders for each view of everything in the library. Partic- program. ular attention should be given to the Prior to the broadcast the librarian reserve book system, use of the card cata- met with the instructors of the various log, and instruction in the three basic sections of Education 101 to discuss ways reference tools in the field of education: in which they could make the orienta- Education Index, Buros' Fifth Mental tion program more effective by emphasis Measurements Yearbook, and the En- on its main points before the program cyclopedia of Educational Research. Sub- and a follow-up project afterwards. As a sidiary information might be presented rough measure of the tape's effectiveness, upon special materials such as periodi- each student who viewed the program cals, curriculum publications, and edu- was to be given the same simple ten- cational and psychological tests, but the question quiz which had been given to main emphasis (subsequently reinforced students who took the tours the year be- by various devices throughout the actual fore. Thus there would be some basis program) would be on location data and for comparison of the two methods of the three reference tools. To assure this orientation, though such test results essential focus, the program was framed could obviously not be interpreted too with only the needs of Education 101 strictly. students in mind, though the committee Although the test results were not recognized that the program might be spectacular, they did reveal that the stu- useful for other classes as well. dents had at least obtained as much in- In the summer of 1961, the librarian formation from the tape as they had

NOVEMBER 1962 487 from the tours. Furthermore, it was the TV production personnel. Nonetheless, general consensus that this program on the format did not seem to fit too well a specialized library had suffered from the general orientation picture. Designed its inclusion within the framework of as it was for a very special audience, the general university orientation. House "Education Library Tour" had used the conditions were not always favorable to librarian as a sort of host-narrator who attentive viewing, the confusion of large was seen as well as heard. When the groups made retention difficult, and a camera was not focused on a title-page, number of students reported difficulty catalog card, or slide of the library, it in seeing the program at all. Criticism was directed to the narrator. The com- and comments from both faculty and mittee decided to abandon this format students favored broadcasting "Educa- in favor of an unseen narrator. The tion Library Tour" to specific class sec- camera could, under the new proposal, tions during the second semester. Despite always be on the title or the card or the some mechanical difficulties and the need index being discussed. Moreover, the to improve certain technical details in committee decided to use as many mo- the tape, all agreed that the program tion shots as possible with a silent cam- was worth continuing. The revision of era. These shots would substitute for the the tape could await further trial under physical presence of the student, avoid different conditions with the expectation confusing floor plans, and help pinpoint that the revised program could be under- locations. taken in the summer of 1962. For this new tape, a definite time limit Since the library staff was in agreement of 30 minutes was suggested to conform with the judgment of faculty and stu- to the over-all orientation program. Pre- dents, Dean Downs appointed a com- sumably, the same material which had mittee composed of the circulation li- been presented in the tours could be con- brarian, the reference librarian, and the densed if there were no problem of mov- undergraduate librarian to develop a TV ing students from one spot to another. program providing a general introduc- Later this proved to be a false assumption to the entire library system. This tion since the committee found itself program could replace the rhetoric tours adding more material in order to give and might well serve as a basis for a sub- depth. The program covered the same sequent series of programs for the spe- area as the tours had covered and had to cialized libraries. be designed so that it gave orientation The new committee viewed the edu- not only to rhetoric students but to any cation library tape and agreed that the other group of potential users. This mar- TV presentation was a satisfactory solu- riage of the specific and general, the tion to the problem of communicating simple and the complex, had its draw- details of library routines to large groups backs and later led to some student com- of students. This committee believed the plaints that it was too slow for those who ideal solution would be a complete knew the library3 and was much too sound-track movie, but the complications compressed for those who had never seen involved in such a program, plus the ex- a library of the complexity of Illinois. pense, made such a step impossible, at The latter criticism was countered by least until an experiment with TV tape providing a previously prepared hand- had been made. The education library book, Your Library, to every undergrad- tape was a good learning device for this uate. Since the TV program was viewed committee, and without it more time as a supplement to the handbook, the would have been wasted in experimen- 3 "Insulted the intelligence" was a common statement; this statement was also made about the education tation, both by the librarians and the library tape, but less frequently.

488 COLLEGE AND RESEARCH LIBRARIES script referred to the handbook several an issue, but rather the scheduling and times and assured the students that any technical problems which can be over- details missed in the film could be found come. by an investigation of this booklet. In general the rhetoric department To give continuity to the tape, the was favorably impressed with the pro- committee decided to use one subject as gram's potential. The head of the Rhet- its basis and carry this subject through- oric 102 sections, who had initially been out the program. The subject, "Space skeptical about the replacement of the Flight," proved an appropriate one since tours, agreed that points were made the first showing of the program coin- more forcefully by TV than they could cided with the John Glenn orbit. The have been made by tour. Perhaps the program was designed to begin with the most justifiable criticism was that too general, (the card catalog) and progress much material was covered in too little to the specific (circulation desk routines, time. Possibly a longer program or a reference department materials, and un- series of programs would do a more effec- dergraduate library routines). All three tive job. The rhetoric department still librarians worked on sections of the pro- favors a progrram designed specifically gram but the final draft was edited by for the student doing a reference paper one person for the sake of continuity. in which library orientation is only in- Areas stressed by the committee were cidental. Such a program could easily the university's main card catalog, the be prepared by using the materials al- Reader's Guide, and other reference ready gathered for the library's program, materials which provided keys to the although it is the library view that such material on "Space Flight." a program is a rhetoric department re- Once the committee had finished its sponsibility. No statistical data is avail- task and the program had been ap- able on the results of "Your Library," proved, it was submitted to the rhetoric but there is general agreement that the department for suggestions. Aside from program was well worth the effort and stylistic corrections, the main objection does as effective a job as the tours did. was that the script was library-centered From the viewpoint of the library such rather than rhetoric-centered, an objec- an orientation program is definitely tion mitigated by showing the student needed, and "Your Library" is a good how to transcribe library information on first step. cards in correct bibliographic form. The What of the evaluation of the first script was then submitted to TV produc- program, "Education Library Tour?" tion personnel to make the necessary Shortly before "Your Library" was com- 181 slides and 130 feet of film. pleted, students in Education 101 again The program, "Your Library," was had an opportunity to evaluate "Educa- broadcast on March 13 and 14, again tion Library Tour." Again a ten-ques- within the framework of general uni- tion test was given and again, although versity orientation. As had been true of the results showed some slight improve- the education library program, there ment, the tape was demonstrated to be were many problems: bad listening con- only as effective as the tours. The fol- ditions, confusion caused by large groups lowing table indicates the comparison and inability of individual instructors of test results for tours and TV program to follow up the program. Presumably, for the education library. with closed-circuit TV, as had been used In using these results one should real- at Illinois State Normal University, ini- ize that they are at best a rough estimate. tial student response would have been No control groups were set up and no better. Again, the program itself was not thorough analysis of the different sec-

NOVEMBER 1962 489 TOURS TAPE TAPE (Spring, 1961) (Fall, 1961) (Spring, 1962) No. Students 456 444* 304 Range 0-88 0-100 0-100 Right responses 62 per cent 65 per cent 66 per cent Wrong responses 38 per cent 35 per cent 34 per cent

Includes 56 students who took test but did not see program. tions was made. Although the results fall upon the technical details (blurred im- short of expectations, they do provide ages, poor shots of books, pages, etc.) some encouragement. The least that can and poor scheduling; some questioned be said is that the same amount of in- the necessity for including basic data formation is communicated with the ex- such as an explanation of the card cata- penditure of much less effort. With im- log in the video tape. Others, however, provement in techniques and with a found this section very useful and more careful analysis of student needs, wanted it retained. While there was no the library should be able to prepare agreement on what could be left out, the more effective programs and secure even class did agree on one point: there should better results. be further library instruction in the use One special comment can be made of specific reference works as had been about test results from Education 101: done with Education Index, Buros' Fifth the secondary education sections per- Mental Measurements Yearbook, and formed better than the elementary sec- the Encyclopedia of Educational Re- tions. Since the former group consists search. largely of sophomores and juniors who From the comments, test results, and are expected to know their way around general library evaluation it is apparent the library, while the latter group con- that the basic outline of the Education sists largely of freshmen, the question Library Committee stood up well. Many arises as to how well the program met of the criticisms were concerned not with the library needs of the incoming fresh- the substance of the program but with men. However, a number of graduate details which can be improved, either assistants who led the discussion groups by revision of the programs in their en- after viewing the film commented that tirety, or by splicing in better sections. the students appeared to learn more Such problems as scheduling at the right from the program than their test re- time can be overcome during the com- sponses indicated. They also volunteered ing year when the university will have the opinion that the students might have more closed circuits available and more been better prepared if they, as the in- classrooms equipped to receive such structors, had previewed the program broadcasts. Viewed in the total frame- first. Such comments reveal that much work of library orientation, the year's better coordination between class and efforts have been fruitful. With more re- library will be needed to achieve maxi- finement of the program there seems to mum results. be no reason why orientation by televi- In an attempt to determine why one sion cannot be made an effective and class was conspicuously successful in efficient part of the university's total in- terms of test results, the education li- structional program. brarian met with students in that class After a year of rather intensive work to elicit their comments and criticisms. with library orientation, the authors of The students were candid and coopera- this article submit the following com- tive. Much of the discussion centered ments for whatever help they may be

490 COLLEGE AND RESEARCH LIBRARIES to others who contemplate similar pro- library program to fit? The basic grams: English course? The basic edu- 1. Television does hold good promise cation course? The advanced un- of orienting large groups to the dergraduate course? library successfully. C. What techniques can most effec- 2. There are no technical details which tively communicate procedures cannot be met by adequately plan- by TV? Slides? Movies? Mock- ning the use of this medium. In- ups? Narrator-lecturer? deed, in terms of explaining the D. In terms of cost is the closed cir- catalog and certain reference books, cuit TV the most economical this medium is superior to the ordi- method of library orientation? nary personally conducted tour. 3. There are, however, difficulties in- If the answer to these questions is that volved in determining the best pro- TV orientation is a particular library's cedures and the best approaches for solution, then one or two other major each university and each specific points should be stressed here. Sufficient class. time should be allowed for adequate 4. Some of the questions which each planning, writing, and production. As- librarian must answer for himself suming that the entire production, other are: than the purely technical aspects, is to A. What specific data do I want to be done by people who are untrained in communicate? Location data? script writing, a year is not too long to How to use the card catalog? prepare a finished script from its com- How to use specific reference mittee and planning stage until it is works? How to write a term filmed. It is also wise to consult with paper? No program can do the TV production staff several times everything. before the final script is prepared. They B. Within the framework of what may be able to offer advice which can specific courses do I want this save time.

UNESCO Regional Seminars

Three regional seminars convened during September and October by UNESCO and a government of each region, for the purpose of furthering library service in developing countries within the framework of national economic development and educational programs. A regional seminar on cooperation between libraries and documentation centers in Arab countries met at Cairo, October 15-27. On September 24 to October 5 a regional seminar on the development of university libraries in Latin America convened at Mendoza, Argentina. On September 10-22, the development of libraries in Africa was studied at Enugu, Nigeria, with the library established by UNESCO in 1953 as a demonstration center.

NOVEMBER 1962 491 The Role of the College Library Staff In Instruction in the Use of the Library

BY E. J. JOSEY

HE LIBRARY undergirds the instruc- Ttional program of the college. It can- Mr. Josey is Librarian at Savannah State not be separated from the professors or College Library, Savannah, Georgia. His the curriculum. Someone has said that master's degree in library science is from we can dispense with the faculty and New York State College for Teachers, Al- bany. rely solely on the college library, and students will continue to be educated, but this is not the prevailing view. In posing new structure with its spacious many institutions of higher learning, reference department and reading rooms there is the idea that students will learn stimulated library use. The former without using the library or knowledge cramped quarters had been an impedi- of the use of the library. However, it is ment to good library service. Now, for the firm conviction of this writer that the first time in the history of the col- both the faculty and the college library lege, the library staff had adequate space are equally important in the education to confer with and offer reference as- of college students. The faculty stimu- sistance to students. It was soon apppar- lates intellectual curiosity and critical ent that many students, including upper- thinking, while the library, through its classmen, were woefully unaware of how resources, provides the intellectual sus- to use a simple basic tool such as the tenance which can be found only in Readers Guide to Periodical Literature. books. The stark realization that graduating If it is true that intellectual suste- seniors did not know how to use the nance is housed in the college library, card catalog,1 as revealed from a study then it is equally true that knowledge of conducted by the catalog librarian, also the use of the library is important in helped to ignite the fire. the education of college students. The The librarian placed the problem be- annual output of the world of publish- fore the library committee. It was dis- ing is enormous. Current publishing, covered that the English department was coupled with the scholarship of yester- responsible for a unit on the use of the year that is found in antiquarian books, library in Humanities 101. Instructors as well as information in the old and did their teaching in the classrooms with- current periodicals, staggers the imagi- out consultation with the library. After nation. It is sheer folly for college li- serious deliberations, the committee braries to spend thousands of dollars to unanimously adopted the following rec- assemble these materials, while at the ommendation and instructed the librar- same time no concrete efforts are made ian to inform the chairman of the Eng- to instruct college students in the use lish department: of these materials. The Library Committee recommends that the library staff be included for PURPOSE OF THE STUDY 1 Madeline G. Harrison, "Status of Card Catalog Use Savannah State College moved into its at Savannah State College Library," Savannah State College Faculty Research Bulletin, XIV (December new library in the fall of 1959. The im- 1960) 5-9.

492 COLLEGE AND RESEARCH LIBRARIES one class period in the instruction in but, departmentally, we do not as- the use of the library as it appears in sume the responsibility of bringing Humanities 101. This instruction light where there may be darkness in should take place in the library so that this matter, which is college-wide, not the students may have personal con- merely a matter for the English De- tact with the reference tools. partment to summarily solve in Hu- The librarian and his staff were not manities 101 and Humanities 102. satisfied with the "one class period" rec- "But please be assured, the members of the department are aware of the ommendation, but in spite of its appar- problem and will work on this matter ent limited consideration, it was an from three points (as indicated through- initial step in the right direction. How- out this letter): (1) the individual stu- ever, we were not prepared for the dent as the need arises, (2) the nature tempest in the teapot which followed. of the individual course and the teach- The librarian informed the English de- er's method of conducting that course, partment of the library committee's rec- and (3) accepted professional standards ommendation, and the chairman of the and practices in teaching English in 2 English department returned the follow- College." ing reply: The foregoing letter from the chair- '... May I request you to inform the man of the English department, and Library Committee that the English several unsuccessful attempts to confer Department has already given serious with him, led this writer to devise an consideration to library orientation in instrument to determine the extent of its freshman classes. This consideration instruction in library use in a group of is based upon our professional knowl- institutions of higher education. In ad- edge of the nature of freshman Eng- lish courses and what constitutes condition, an effort was made to assess the tent and procedures in said courses. role of the library staff in the process. Accordingly, the members of the de- METHODOLOGY partment, in light of their experiences, training and background, and in light In the spring of 1961, the writer sent of individuality in each course, in a questionnaire to 500 college and uni- terms of its constituents and the meth- versity library administrators through- odology employed by the instructor, out the United States. The librarians decided that they will work individ- represented institutions of various sizes ually with students in their classes ac- and types, i.e., large public universities, cording to course outlines in Human- ities 101 and 102. And further that large privately-endowed universities, lib- members of the Department of Eng- eral arts colleges, teachers' colleges, pres- lish will continue to work with stu- tige institutions, and less-known insti- dents in their classes in the use of the tutions. library in connection with specific as- Eight questions were posed and re- signments requiring such use. spondents were requested to check yes "You will note that the attitude of or no. (1) The reference librarian or a the department is student-centered and member of the staff is responsible for course-centered, not library-centered. a course in the use of the library. (2) A As I mentioned to you in an earlier member of the library staff gives one conversation, knowledge of library lecture or a series of lectures in connec- tools is simply one small phase of in- tion with freshman orientation week. formation dispensed in Humanities 101 (3) Library instruction is given as a unit and 102, not the main focus. We are certainly aware of the fact that all stu- in the freshman English course, and dents at Savannah State College should 2 Letter from the chairman. Department of English, have some competence in library usage, Savannah State College, January 15, 1960.

NOVEMBER 1962 493 classes are brought to the library for a ber of the library staff was not responsi- series of lectures in connection with ble for teaching a course in the use of or one lecture by the library staff. (4) the library to freshman students, while Formal instruction is given by the library 107 or 27 per cent indicated that they staff to freshman students in a subject offered such a course; 51 or 13 per cent area other than English. (5) If the in- gave no response. struction is not given in conjunction With regard to question two, 177 li- with the English courses, indicate whe- brarians or 45 per cent indicated that ther instruction is given to freshman a member of the library staff gave one students by the library staff with class lecture in the use of the library during work in subject courses at a time when orientation week; 75 or 19 per cent the students are most likely to be using presented several lectures during the the materials. (6) Instruction in the use orientation period, while 145 or 36 per of the library is coordinated with the cent failed to check the question. The re- work of the library. (7) Do you feel that sults of question number two are not freshman library instruction should be too conclusive, in view of the fact that given by members of the teaching faculty a large number of librarians (36 per without the cooperation of the librarian cent) failed to check the question, but and his staff? (8) Although instruction in if we consolidate the 177 librarians who library use is handled by the library present one lecture during the orienta- staff, there is wholehearted faculty plan- tion week and the 75 librarians who ning and participation. provide several, then 64 per cent of the Library literature abounds with respondents participate in some kind of descriptions of successful library-staff orientation program. Most of the orien- taught programs, but very little has been tation week programs were no more than done in the area of faculty controled guided tours. Therefore, orientation programs or assessing the role of the week is used to a large extent to intro- library staff in the teaching process. duce students to the location of the li- There is no need for a review of the brary and in some instances, for ele- literature, for Bonn has surveyed the mentary instruction. 3 literature thoroughly. In spite of this high percentage of participation as reported here, many li- FINDINGS brarians have misgivings of orientation The findings were varied and reveal- week programs. This point of view is ing. Librarians felt so keen about the expressed by the associate director of problem of instructing college freshman the University of Nebraska libraries who students in the use of the library that warns, "We must overcome the general many were not content to check the idea that library instruction is some- questionnaire alone. They also wrote thing that can be tacked on a one-day letters to clarify their views. Of the 500 orientation program. ..." 4 libraries canvassed, 397 or 79 per cent Regarding question three, which is responded. In view of the high per- concerned with library instruction given centage of returns, the findings are sig- as a unit in the freshman English course, nificant. 118 or 30 per cent indicated that one Concerning question one, 239 or 60 lecture is given to English classes by per cent of the respondents reported library staff; 103 or 26 per cent give a that the reference librarian or a mem- series of lectures by the library staff English classes and 176 or 44 per cent 3 George S. Bonn, Training Laymen In the Use of the Library. (New Brunswick, N. J.: Graduate School of Library Service, Rutgers—The State University, 4 Letter from Richard A. Farley, associate director 1960) pp. 27-54. of libraries, University of Nebraska, April 14, 1961.

494 COLLEGE AND RESEARCH LIBRARIES did not present lectures in connection ture (not enough, but all allowed by with English classes, while 20 failed to the English department) ... I, per- respond. Combining the single lectures sonally, am not satisfied with the tele- and a series of lectures given in con- vised class as it is now handled, but it junction with English classes, we find will be difficult to convince the English that 221 academic libraries, or 56 per department that more time is needed." 6 cent of the libraries surveyed, give in- Several librarians in their letters indi- struction in the use of the library to cated that efforts were being made English classes. to improve the instruction in English Teaching freshmen the use of the classes. One healthy sign comes from the library in conjunction with English librarian of Western Michigan Univer- courses seems to be the preference of sity. Miss Stokes reports, "This summer the majority of the respondents. Never- the educational TV staff of the univer- theless, librarians are not completely sity expects to work with the English satisfied with this arrangement. The li- faculty and the library staff to prepare brarian of the University of North Da- a tape to be used for library orientation kota writes, "Our instruction in library in English classes. We have high hopes use is done in the freshman English of this being a much better solution course by the instructors in the English than our previous attempts." 7 department and classes are then brought Question four sought to elicit whether to the library for a test in library ma- formal library instruction is given by terials and use, which is compiled by the the library staff to freshman students in library staff but administered by the a subject area other than English. An- English instructor. During the taking of swering this query, we find 90 librarians this test the library staff and sometimes or 23 per cent who responded affirma- the instructor are available to assist the tively, while 272 librarians or 68 per students and offer explanation and cent replied negatively and 35 librarians further information. We do not feel that or 9 per cent ignored the question. It this is a very satisfactory means of ac- appears that for all intents and pur- complishing library instruction. In the poses English seems to be the desired first place, the responsibility of the in- vehicle for instructing freshman students dividual instructor is met with varying in the use of the library. degrees of enthusiasm and competence. Librarians were requested in question Second, the library test seems to be five to denote that if instruction is not viewed by students rather as a hurdle given in conjunction with the English to be crossed than as a useful adjunct courses, whether it is given by the li- to studies in all fields. Third, because brary staff, with class work in subject of this student attitude, there seems to courses at a time when the students are be a minimal amount of actual ac- most likely to be using the materials. quaintance with library tools, plus copy- Their answers revealed that 137 or 34 ing of answers from others with similar per cent marked yes, 166 or 42 per cent questions, and other time-saving short marked no, while 94 or 24 per cent did 5 cuts." not answer. These results pointedly call Although a semblance of cooperation attention to the fact that the majority exists between the English department of the respondents give the instruction and the library in a large southern uni- when the students are not using the li- versity, the respondent writes "This brary for research purposes in their year we changed our program and now course work. have only a thirty-minute televised pic- 8 Letter from Lucille Higgs, assistant, general education division, Florida State University library, April 7, 1961. 5 Letter from Donald J. Pearce, head librarian, Uni- 7 Letter from Katherine M. Stokes, librarian, West- versity of North Dakota, April 4, 1961. ern Michigan University, June 20, 1961.

NOVEMBER 1962 495 The answers to questions four and a program that would provide freshman five do not correlate, but the investigator library instruction by members of the refused to discard question five, for teaching faculty without the cooperation there is the possibility that if busy of the librarian and his staff." 9 Two in- respondents hastily read question five teresting comments that were included and ignored the not in the wording of on the questionnaire are the following: the question, the last question in the Herbert B. Anstaett, librarian of Frank- preceding paragraph is apropos. At the lin and Marshall College, gave a re- same time, the low correlation directs sounding "definitely no!" In his terse attention to one of the great limitations style, Guy Lyle, director of libraries, of the questionnaire method, i.e., the Emory University, who answered no, respondents do not always interpret and stated, "although it would be better than answer the questions in the same context non-instruction." that the investigator is considering. The final question attempted to elicit Turning to question six which at- from librarians whether there was whole- tempted to ascertain whether instruction hearted faculty planning and participa- in the use of the library is coordinated tion if the instruction was handled by with the work of the library, we find the library staff. The findings showed that 127 or 32 per cent replied no, 181 that 170 or 43 per cent reported yes, 135 or 46 per cent yes and 89 or 22 per cent or 34 per cent stated no, and 92 or 23 failed to respond. It is clearly evident per cent disregarded the question. that the largest percentage of the re- Many of the respondents objected to spondents felt that there is real coordina- the investigator's use of the phrase tion between the library and the aca- "wholehearted faculty planning and co- demic departments in this regard. operation." They vividly opposed the Librarians were requested in question use of "wholehearted," striking through seven to answer the crucial question: the word and substituting words which Do you feel that freshman library in- did not bespeak well of their faculties. struction should be given by members Some of the more vocal comments on of the teaching faculty without the co- their questionnaires are as follows: Frank operation of the librarian and his staff? A. Schneider, assistant librarian of Ari- An overwhelming majority of 379 li- zona State University, wrote, "Where we brarians or 95 per cent answered no, have stirred interest the cooperation has seven librarians or 2 per cent stated yes been high." Joseph T. Popecki, assistant and eleven librarians or 3 per cent gave director of libraries, Catholic University, no response. stated, "varies with the many freshman Librarians responded in eloquent, English instructors." Mrs. Mary Watson forthright, clear and unequivocal lan- Hymon, librarian of Grambling College, guage, in reference to question seven. wrote "wholehearted planning and par- The librarian of George Peabody Col- ticipation of those involved. We do not lege for Teachers stated, "As for myself, reach the total faculty." And Sarah D. I am rather firmly convinced that as our Jones, librarian of Goucher College, collections grow larger and larger, the commented, "As new faculty members library staff must and should be the come, we have to convert them, so that persons designated to offer a minimum degree of wholeheartedness wavers." program of instruction in the use of the library." 8 The director of libraries at IMPLICATIONS the University of Notre Dame pointed The foregoing analysis of the responses out that, "I disagree very strongly with from the 397 librarians suggests serious

8 Letter from J. Isaac Copeland, librarian, George 9 Letter from Victor Schaefer, director of libraries, Peabody College for Teachers, April 17, 1961. LTniversity of Notre Dame, March 31, 1961.

496 COLLEGE AND RESEARCH LIBRARIES implications regarding the extent of in- that the freshman English course construction in library use and the role of tinues to be the traditional course for the library staff in the process. Most of offering instruction in the use of the the respondents (60 per cent) do not library, for 56 per cent reported affirma- offer a required formal course in the use tively on this question. Many librarians of the library. It may be that librarians while indicating some degree of coopera- have rejected this approach as being tion from their English departments are academically unfeasible or curriculum not completely satisfied as reported in committees do not desire the encroach- the letters referred to above. Coopera- ment. The small number (27 per cent) tion between the library and the English who offer the required course indicated department is essential, if a modicum of that the course is handled by a member progress is to be experienced. This view of the library staff. is cogently voiced by a distinguished Orientation week is used by many li- reference librarian who states, "I would brarians to introduce the incoming col- like to emphasize that the success or lege students to the location of the li- failure of any program depends to a brary. The largest number (45 per cent) great extent upon the cooperation of that offers elementary instruction in the the English department. We have had nature of one lecture or guided tour, our good years and our poor years, de- and a few (19 per cent) present several pending largely, we feel quite sure, upon lectures during this period. A growing the enthusiasm and interest of the number of librarians seem to be doing faculty member in charge of freshman away with the orientation week ap- English instruction." 13 proach, because of the large enrollments The majority of the librarians who and the helter-skelter fiesta-type affair indicated that instruction was given in that characterize most orientation peri- courses other than English also pointed ods. Concerning growing enrollments, out that the instruction was given at a one librarian asserts "We used to give time when the students were not using a series of lectures, but due to the rapid the library materials. We have no ex- increase in student enrollment, the li- planation for this situation. There is brarians found they had too much to the possibility that the unit on the use do in such areas as building the collec- of the library is sandwiched in at the tion, etc., to keep up with all of these most opportune time without regard for lectures. . . ."10 Miss Seaberg writes, the sound educational philosophy of pre- "We did have for years, a tour-lecture senting the instruction when it will be system. As the enrollment increased and more beneficial to the students. the staff load became heavier, this The results of this study confirm this method seemed to get more and more writer's belief that freshman library in- mass-produced and less effective." 11 Ori- struction should not be given without entation week programs seem to be less the cooperation of the librarian and his palatable. In the words of an Eng- staff, for 379 librarians (95 per cent) as- lish instructor and a college librarian, serted this fact. Librarians are better "clearly, it is not enough to arm the qualified by their training and knowl- freshman with the floor plan of the li- edge of bibliographical techniques to brary and urge him forward." 12 guide the uninitiate through the maze On the basis of the findings, it appears of materials that are now housed in col- 10 Letter from Juliette A. Trainor, librarian, Paterson lege and university libraries. As the State College, April 5, 1961. 11 Letter from Lillian M. Seaberg, assistant librarian, writer pointed out at the beginning of University of Florida, April 6, 1961. 12 Haskell M. Block and Sidney Mattis, "The Re- search Paper: A Co-operative Approach," College Eng- 13 Letter from Josephine M. Tharpe, reference li- lish, XIII (January 1952) 212. brarian, Cornell University library, April 7, 1961.

NOVEMBER 1962 497 the paper, it is foolhardy to amass the come more acute as we move towards highly specialized reference tools and the 70's. This is a salient fact which collections and, at the same time, fail to every library administrator must con- provide instruction in the use of these sider. A solution to this problem may materials. Many of our college freshmen very well be our turning to automation, come from areas where there is poor as suggested by the director of libraries school and public library service; thus, at Southern Illinois University.15 In our their first experiences in the college li- search for alternatives and in our quest brary can be foreboding. By and large, for closer cooperation with the faculty, members of the teaching faculty are not librarians must be ever mindful that the equipped to cope with this type of col- college library is not an adjunct to teach- lege freshman in the college library. ing, it is at the very heart of the in- Some college instructors have become structional process. Therefore, it is of so immersed in the educational jargon of utmost importance that college students "independent study," while they have be given the skills to use the library at forgotten that most of our students will the beginning of their college education. continue to be dependent for many years The role of the librarian in educating to come until we improve the public the faculty to this point of view is schools. A librarian who has a serious arduous. College librarians must empha- concern about instructing the average size the following two inescapable points student in the skills of using the library to their teaching colleagues. First, stu- effectively asserts, "the average or below dents' knowledge of using the library average student, on the other hand, is strengthens the relationship between the likely to avoid the library, having found library and the instructional program, it a useless if not actually a terrifying and second, professionally trained li- place. It is not enough that he be stimu- brarians who teach the skills of library lated to use the library, he must be pro- use will not usurp the responsibilities of vided with experiences which convince the faculty, but will supplement their him that using the library is a necessary efforts, for librarians alone are aware of and meaningful part of education." 14 the bibliographical and guidance services It is impossible to evade one of the that the library staff is capable of offer- serious questions raised by librarians who ing. The essentiality of the times is the reported that they had dropped library need for the integration of college li- instruction because of growing enroll- braries more completely with the cur- ments and shortages of staff. Increasing riculum, through a coordinated program enrollments and staff shortages will be- of instruction in the use of the library.

14 Patricia B. Knapp, "The Montieth Library Projcct: 16 Ralph E. McCoy, "Automation in Freshman Li- An Experiment in Library-College Relationship," Col- brary Instruction," fVilson Library Bulletin, XXXVI lege and Research Libraries, XXII (July 1961) 257- (February 1962) 468-472. 258.

498 COLLEGE AND RESEARCH LIBRARIES Magnitude of the Paper-Deterioration Problem As Measured by a National Union Catalog Sample

The deterioration of paper has wor- sample from the National Union Cata- ried librarians for many years, and evi- log. It should be emphasized that all dence that the situation is even worse figures reported below refer only to than had been feared was supplied in books represented in the National Union 1959 when the Council on Library Re- Catalog, and do not include serial publi- sources sponsored studies on the perma- cations. nence of book paper. Careful tests of the As copies of the Revised Final Report physical condition of 500 typical non- on the Sample of Cards from the Union fiction books printed in the United Card Catalog, Library of Congress are States between 1900 and 1949 supported available free of charge from Mr. Bryant, the conclusion that "it seems probable details of the sampling procedure will that most library books printed in the not be given here. The Main File of the first half of the twentieth century will Catalog was covered, as well as the Sup- be in an unusable condition in the next plemental, Current, Slavic, Hebraic, century."1 Chinese, and Japanese sections; but cards During 1960 the Association of Re- for 1952-1955 were not included because search Libraries appointed a Committee they had been withdrawn at the time on the Preservation of Research Library for reproduction. The sample consisted Materials under the chairmanship of of 952 cards, of which 735 were for book Douglas W. Bryant of the Harvard Uni- titles; the remaining 217 were analytics, versity Library, and this committee has added entries, cross references, entries been investigating various aspects of the for manuscripts, etc. problem. One of the most obvious but The total number of cards in the Na- also most difficult questions that has con- tional Union Catalog was estimated to fronted it relates to the magnitude of be 15,330,800. The number of different the program that would be required to book titles represented was 10,493,300 or, preserve research materials. It seemed since the average number of volumes per desirable, as a first step, to try to deter- title was 1.37, approximately 14,376,000 mine how many different books are in volumes. Of the titles, slightly more than American research libraries, and how 58 per cent (6,099,800) were reported by many of these were printed since 1870 a single library, but heavy duplication when the "poor-paper era" began. of holdings for some of the others Consequently a grant was obtained brought the average to 2.35 holdings re- from the Council on Library Resources ported per title. to enable the committee to retain the The average number of pages per Research Triangle Institute of Durham, title was estimated at 285.8965, so the North Carolina, to draw and analyze a number of pages represented by all book titles in the catalog was estimated at l Deterioration of Book Stock; Causes and Remedies. Two Studies on the Permanence of Book Paper, con- 2,999,998,000. It was further estimated ducted by W. J. Barrow. Edited by Randolph W. Church (Richmond: The Virginia State Library, 1959) p. 16. (Continued on page 543)

NOVEMBER 1962 499 Feed and Weed: A Philosophy Of Book Selection

BY PHILIP M. BENJAMIN

ORTICULTURALLY, we could have a H garden club brunch, romping Mr. Benjamin is Librarian, Allegheny through the analogies of book stacks to College, Meadville, Pennsylvania. espaliered allees, and persuade ourselves to be reincarnations of Horace Walpole, lege libraries with a book count from lover of books and gardens. But the com- thirty thousand to three hundred thou- mercial slogan of "Feed and Weed" will sand titles, with an average yearly ac- bring us nearer to earth in dealing with quisitions program of one thousand to the very practical, everyday problems of four thousand titles. Any substantial maintaining a well-used book collection, count of duplicates for reserve, or for and give, hopefully, to the old, familiar other purposes, should be deducted from and worn truisms of book selection a the total holdings. The inclusion of regu- fresh pertinence, a basic and workable lar acquisitions on standing orders, or in philosophy of action. series, is not reconsidered beyond the May I indicate from the start that this original decision to acquire such titles. paper is not a manual on book selection We shall explore methods of selection, and readers' services, but some considera- but I am assuming that our librarian has tion of a "way" we can approach these as a major responsibility the develop- tasks. My purpose will be achieved if, ment of the collection. For this reason I when I am finished, the reader will have have indicated three hundred thousand found basic ideas that will make his own volumes as our maximum size, presum- selection and use of books more con- ing that such a collection in general will structive, meaningful and consistent. be maintained in a single building. If The professional literature is full of we have substantial departmental li- suggestive devices, often helpful and ap- braries, or even of necessity must house plicable to one's individual situation; our collections in decentralized areas, but such patchwork thinking on the mat- such circumstances can definitely affect ter seldom creates a strong, unified set a philosophy of book selection. I stop of principles. We are here standing back short of the university library because from the procedures involved with the here frequently there are aspects beyond hope of seeing more clearly the result. our concern, such as resources for re*- If, in reviewing these procedures, we can search for advanced degrees, or areas of evolve a consistency of purpose, we are highly specialized disciplines peculiar to more likely to derive a philosophy that the individual university. Such diversity will strengthen the quality of the collec- involves delegation of authority. There tion and thus enhance its use. In short, I may be found in this paper, nevertheless, hope to stand somewhere midway of ab- ideas expressed that can be applied to stract theory and practical instruction. this more complex problem. We need, first, to agree upon circum- But this distinction for our purpose stances upon which we can base our dis- between the undergraduate college and cussion. I am thinking in terms of col- the university library implies two other

500 COLLEGE AND RESEARCH LIBRARIES aspects to be clarified. There is a defi- junct to department heads, and needs to nite relationship between open-stack pol- be in closer touch with individual fac- icy and book selection. In most instances ulty chairmen than that arising merely today the college library participates in from association with the dean of the the academic program by arranging a faculty. minimum of barriers between the under- Wherever the educational philosophy graduate and the book. Ready access to is clearly defined, the librarian can the stacks is a learning process in itself. strengthen the united effort as it is T he limitation of stack privileges in the passed down from president to instruc- university library is defensible, particu- tor. In its formulation, one asks such larly where decentralization provides questions as: Are we committed to a pro- departmental resources more readily at gram emphasizing the total develop- hand. ment of the undergraduate, in and out Allied to book selection, of course, is of the classroom? Are we a college highly that of magazine and journal subscrip- specializing in the arts (or in the sci- tions. While I am omitting discussion on ences) but not unmindful of valuable this point, we cannot finally judge the allied interests? Have we, by inheritance, quality of any library without awareness accumulation, or emphasis, collections of the resources thus available. peculiar to our institution that need Let us assume, then, preliminary to support and further development to in- expressing a philosophy of book selec- sure their maximum use? Are we alert to tion, that the responsibility is one per- trends and prepared to judge those of son's, a librarian who is thoroughly ac- ephemeral and those of lasting interest quainted with his holdings; and, within and value? In the development of new the administration of his college, in a areas of subject fields are we prepared to position to be cognizant of the institu- calculate the financial needs of the li- tion's philosophy of education. These brary as well as that of instruction? The are prerequisites to constructive think- answers to questions of this kind pro- ing. pound the educational philosophy of the A philosophy of book selection, then, college, and give unity to its achieve- first must be consistent with the basic ment. Thoroughly acquainted with his philosophy of education sustained by collection, the librarian can present both the college. One should not labor so ob- the needs and the resources to the policy- vious a point, except to note that it making body. affirms the important role of the library The task of book selection solely by in any educational program. In contrast the librarian is an insuperable one, and to the departmental laboratory, work- undesirable as well. However success- shop, or clinic, the library must serve fully the mechanical selection of titles the entire college, academically and ex- may be geared to the annual budget, it tracurricularly as well. A recognition of usually remains impersonal and waste- this truism supports the administrative ful. This is not the occasion to harp on significance of the librarian. It is not the educational training of the librarian, enough that his book collection serve the except to point up the value of the sub- individual departments; too often this is ject disciplines over the general elemen- responsible for the imbalance of the col- tary background. Such textbooks as Les- lection. By appointment the librarian, ter Asheim's The Humanities and the like the deans, is directly responsible to Library are useful but by no means take the president, and he should share in the place of extensive study in a subject the top administrative discussions of pol- field, which trains the student in schol- icy. At the same time he is a close ad- arly methods as well as resources. As a

NOVEMBER 1962 501 librarian, he then approaches fields other the open-stack policy prevails. For, even than his own with some appreciation of assuming that librarian and faculty have the kind of resources needed at various a good working understanding, the re- levels of study. quests of the alert student, well moti- The librarian's cooperation with fac- vated to individual searching by his in- ulty departmental chairmen is mutually structor, may point out needs that have beneficial. Let us assume that our li- been overlooked. In addition, there is brarian is well versed and trained in the whole area of extracurricular read- politics, in chemistry, in literature, or in ing that must be supported in an attrac- history. The collaboration with the fac- tive and satisfying book collection. ulty in any one of these areas in which Therefore the librarian finds his associa- he may approach their equal makes him tion with the dean of students and stu- more adept at accepting the counsel and dent life itself a valuable indicator of suggestion in those areas in which he is needs. In this way, the wise selection clearly less informed but recognizes a paves the road from curricular needs to manner of approach. Whatever the con- the true breadth of interest which can be dition of the collection when the librar- one of the most valuable attitudes culti- ian undertakes a program of selection in vated in college. Here, perhaps, the li- specific areas, there must be a beginning, brarian puts his philosophy of book se- when department chairmen and librar- lection to its greatest test, in maintaining ian take stock of their resources and start a well-balanced collection. strengthening it. In his own areas he At this point the reverse of selection can readily take the initiative; in other plays a most important role and must be areas he must learn from his colleagues. approached as philosophically. But when There is no point in rigid procedure one has his principles and practices of here, so long as the selection is a simple book selection clearly in hand, he can and prompt one, where needs are antici- proceed boldly upon a program of dis- pated and immediately filled. The vary- carding. We all know how libraries ac- ing percentage between titles selected by cumulate until the problem of contain- the librarian and by the professor will ment becomes a very real one. Temporary soon indicate the proficiency and pre- solutions only put off the inevitable occupation of each. awhile. But if we begin by understand- But unless the faculty are made aware ing clearly the college's educational phi- of the resources and needs, unless they losophy, we can with fair accuracy decide have the initial concern with acquisitions the optimal size of our collection, and in their subject areas, the value of the proceed within these limitations. I shall selection is jeopardized so far as it con- not enumerate the many devices to be tributes to usefulness and return on the used, but concern myself a moment only investment of cost, processing, and shelf with the weeding process itself. Worth- space. All of this is directly allied to less and superseded materials must be putting the total educational policy of ruthlessly discarded; little-used materials the college in action, and results in a must be placed in storage; historical healthy cooperation between faculty and landmarks gathered with exclusive judg- library staff. But here I am pointing to- ment into small, permanent collections. wards a philosophy of use. These will result in a well-pruned, fre- Acquisitions recommended by the quently reviewed collection on open changing body of undergraduates sel- shelves which will deprive no user of dom have marked significance, but should ready accessibility to the latest and the be considered by the librarian in main- best, availability of all classical and taining his collection, especially where standard works, a stimulating acquaint-

502 COLLEGE AND RESEARCH LIBRARIES ance with the historically valuable, and preparation of a detailed subject bibli- a sound protection from the great ography may be revealing, so a problem amount of ephemeral and worthless ma- of reclassification may present a serious terial. It is clear that rejection plays as weakness. The process of weeding, both important a role in any philosophy of slow and tedious, as well as engrossing book selection as does the choosing of and exhilerating, often calls attention materials to be acquired. to reclassification needs. No philosophy of book selection is And finally, we move into the area complete unless it considers the coopera- which validates any philosophy of book tion of the selector with his library staff. selection: the readers' services. The ref- As the president informs his deans and erence and the circulation librarians are department heads of his educational the most conscious of patrons' demands, philosophy, thus reaching out to the and we cannot fail them. Again, the re- faculty as a whole, so the librarian must quests to them often reach beyond the share his philosophy of book selection specialized departmental inquiry to a with his departments within the library. background where the strength of the As this gives him stature within the ad- basic reference materials is repeatedly ministrative organization, so it gives the tested. Circulation and reference librar- staff of the library stature within the ians, in turn, like the faculty chairmen, faculty. must be a part of the book selector's He turns, then, first to his cataloger, collaborative efforts. or the head of his technical processes. This is a philosophy of book selection. Here the shelf list reflects the growth of Much of what I have said, I am sure, is the collection and the continuous prob- obvious and common practice. But it lem of classification. As the faculty chair- makes clear, I hope, the very real, per- men suggest desiderata, so the cataloger sonal element that goes into making such can be alert to serious needs and replace- a philosophy, which is as it can only be, ments while at the same time he sees the since books themselves have value only necessity of reclassification. Just as the as they are read.

Global Documentation Standards

Representatives of eleven member nations of Technical Committee 46 of the International Organization for Standardization considered seven proposed global standards for documentation in a June meeting in Paris. The three United States members were assigned the drafting of a new introduction govern- ing transliteration of Greek and Cyrillic characters. No action was taken to revise the full global recommendation on transliteration but such work may be included in the committee's long-range plans. Draft proposals for bibliographical references, indexing of publications, title leaves of a book, abbreviation of generic names in periodical titles, and of typical words in bibliographical references were approved by the committee. Ratification by the forty-six member nations is the next step. France was assigned the task of the romanization of Chinese, and a working group on transliteration will draft a report on the principles of transliteration, including Japanese and Yiddish.

NOVEMBER 1 962 503 Princeton's New Julian Street Library

BY WARREN B. KUHN

IFTY YEARS AGO Woodrow Wilson as Fpresident of Princeton University Mr. Kuhn is Chief of the Circulation De- spoke out vigorously in favor of an un- partment of Princeton University Library. derlying Princeton concept, the "habit His master's in library science is from and freedom" of independent reading. Columbia. His preceptorial system of instruction had just been inaugurated, and he was where in the words of William S. Dix, explaining how it would help create and the university librarian, "a real library stimulate the reading habit. would do more than any other archi- On December 2, 1961, a half century tectural feature to bring this about." later, when Princeton dedicated its new- Such a library, too, necessarily had to be est library venture, the Julian Street li- an integral part of the university library, brary, that "habit" was still being ac- but in a way permitting a definite sense tively cultivated and had been implicit of pride in their library to be built up in every step of the new library's plan- by resident students. ning and construction. Designed pri- The Julian Street library contains marily to be a highly selective collection principally those books most in demand for the Princeton undergraduate, the at the main library for the curriculum- Julian Street library is housed in an en- stimulated reading of its undergraduate tire wing of a new dining and social patrons. In addition, it includes lively building known as Wilcox Hall. The and important supplementary material, hall itself is the center of a new five- standard classics essential to the develop- dormitory quadrangle with quarters for ment of the "whole man," a basic refer- two hundred undergraduates. It contains ence collection, light literature for recre- in addition to the library a dining hall, ation, and books of value suggested by lounge, seminar, music and meeting residents of the quadrangle themselves. rooms, and a residential penthouse for As a result its titles cover the entire range guests. of the Princeton curriculum: religion, In early 1957 when, as part of a major politics, economics, art and archaeology, capital fund campaign, planning began sociology and anthropology, science, for alleviation of dormitory overcrowd- music, Oriental studies, including Asian ing and an alternate mode of life for and Near Eastern materials, and Slavic nonclub upper classmen, a faculty-ad- studies, plus the traditional academic ministrative committee working closely fields. At present the collection consists with the university librarian developed of five thousand volumes which will be the fundamental concept of the new increased by one thousand books each quadrangle, of which a compact, under- year to the library's maximal capacity of graduate working library was to be a ten thousand volumes. supremely important part. From the be- As to specifics, textbooks have not ginning it was visualized that this must been included, nor literary sets. For ex- be a place where undergraduates would ample, only five of Dickens's works have live in an atmosphere conducive to in- been chosen; if an undergraduate desires tellectual and cultural growth, and to read further he is encouraged to de-

504 COLLEGE AND RESEARCH LIBRARIES velop his specialty in depth with the full These are expendable, and no back files resources of the university library. In are maintained. foreign literature both the original and All planning, book selection, process- the translation are purchased; for ex- ing, and administrative responsibility ample, Thomas Mann is represented in was placed in the hands of a senior uni- both English and German editions, and versity library officer, the author of this the same practice is repeated with other article, who, early in 1957 made initial important writers such as Balzac, Lorca visits to both Harvard and Yale to study and others. the strengths and weaknesses of residence Although the library is open to all, hall libraries. These visits helped estab- actual circulation is confined to residents lish several primary operating rules. Not of the new quadrangle and members of only must a library be integrally part of the Woodrow Wilson Society, an under- the university library, but financial con- graduate campus society that uses the trol of all residence library funds must new hall as its social and intellectual remain in the hands of the university li- center. These last two groups number brary. Growth is dependent on the staff 465 persons. and facilities of the main library, and The collections have been housed in far more efficient cataloging and pur- an attractive modern room with book- chasing can be accomplished in this man- lined walls and alcoves with more shelv- ner. In the Yale and Harvard experience ing, study tables, and comfortable chairs. many of their older residence hall librar- Its entrance is on ground level and as a ies were the results of early gifts, be- separate wing is free from any noise or quests, and accretions, the latter coming disturbance from the dining and social about through interest in certain subject wing of the new hall. Smoking is per- fields by masters and tutors of the various houses. Drastic weeding had been mitted, and a single student on desk forced upon them, and they complained duty near the combined entrance-exit of lopsidedness that had existed. By their permits use of the wing from 1:00 P.M. generous warnings about such dangers, until midnight, seven days a week. The the Julian Street library was able to Princeton identification card is used for avoid many pitfalls and mistakes. all circulation control. Participation on the part of the under- It was decided immediately that all graduates in the development of the new books in Street would be duplicated in library has been encouraged by the ap- the main library collection, and their pointment of an advisory committee. classification would be similar for easy This is composed of representatives of movement back and forth since even- the Woodrow Wilson Society, residents tually there would be considerable weed- of the quadrangle, and faculty and li- ing of unused titles. An author catalog brary staff. It meets regularly to con- was planned, as well as a separate shelf list sider matters of policy and to make de- in the main library for bibliographic cisions on book selection. control. Since by the time the library The collection has been visualized as began operation it was felt the collection primarily an extension of the Princeton should be fairly well established, a figure University library. It is not intended to of four thousands books was aimed at for support advanced research of any na- the starting goal. This also furnished ture, but a student will be able to study initial budget perspectives. for general courses in the new library The next, and single most important and to find books for general reading step, of course, was book selection. It and browsing. There will also be a mod- was then that the project ran up against est number of scholarly periodicals. the common problem: the current awe-

NOVEMBER 1962 505 some lack of appropriate bibliographic was in, processing personnel were hired aids. Most of the standard works were and suitable work and stack holding out of date, notably Lamont and Shaw; space provided in the main library build- and the "new Shaw" was still on the ing. Since all titles were to be duplicated, drawing boards. Even the newest lists processing consisted mainly of ordering by Jones and Jordan, while good, were in bidk, receiving and checking, and annual compilations and of little use for cataloging received titles by the book- our comprehensive purpose. As the new- truck load at the main catalog. Letter- est (at the time) of the Harvard residence ing, labeling, and other similar chores libraries was at Quincy House, Princeton were done only when enough volumes asked for and was obligingly sent an had been cataloged to allow for produc- electrostatic copy of its shelf list. This tion-line methods. very bulky package of galleylike sheets The processing staff consisted of a was broken down into its component part-time supervisory person with previ- Uewey parts and each subject area thus ous library and cataloging experience obtained was submitted to our faculty and a full-time clerk-typist. The project departmental chairmen with a covering begun in April 1960 and scheduled for letter from the librarian. Each was asked completion that fall was extended as the to approve, delete, and make suggestions result of construction difficulties through for new titles. As a guide to setting up a September 1961, but this extra time percentage system of books in the subject proved necessary for really adequate fields for the original four-thousand-vol- processing of approximately forty-five urae list, a percentage breakdown of un- hundred volumes. During the summers dergraduate departmental course elec- the project typist was replaced with tions was used. In some areas, such as locally hired college girls who did card science, the percentage of books was kept typing, lettering, and other processing. flexible since strict adherence to the Book orders were divided roughly into numbers of men enrolled in these pro- three categories: (1) Bulk orders to a grams would have overbalanced total single jobber, (2) university press items, library holdings. It is interesting to note and (3) foreign books. that the science section is growing rap- Bulk orders were expedited by means idly and is heavily used. of typewritten lists, each ranging from Over a period of months the lists were several hundred titles to several thou- returned, some indicating fair agreement sand at a time, with covering letter. with the many standard works on the Regular blank library invoices, stamped Harvard list, but most with freshly- with the project's designation, were sent drawn lists of their own. Many depart- to the jobber separately. Although it is ments were most enthusiastic over the standard practice at Princeton to cancel opportunity and submitted extensive titles temporarily out of stock, the jobber suggestions. Others appointed faculty was requested to keep these on file for representatives to work with the project, later filing with an agreement that all designating particularly those men alert orders not received after ninety days to the requirements and thinking of the would be considered canceled. Individ- undergraduates. At some point soon the ual work cards had been typed from the cumulative lists will be recirculated original faculty book lists and these were among the faculty for further additions used in the preparation of all book or- and changes. This review will certainly ders and also as a check-in record. be prior to any distribution of what At first cataloging was accomplished might be termed a "finished" bibli- by the simple expedient of the part-time ography. supervisor transferring to a process slip Once the major proportion of lists information from the main catalog, the

506 COLLEGE AND RESEARCH LIBRARIES typist preparing catalog cards from each actual costs are naturally available only work slip. However, it was soon discov- for the one completed. (See Table 1.) ered that since a good many titles were An additional nonrecurring cost has now available only in new editions, as also been provided to cover preparation distinct from copies, these had to be and distribution of a preliminary multi- turned over to the main library catalog lithed book list of the library, complete department for processing. About one- with periodic supplements. fifth of the way through the project, the Funds for construction and the first increasing number of new editions and ten thousand books as well as an endow- the growing burden to the main catalog ment which will enable the library to department resulted in the adoption of add the several hundred new books each LC cards. Project LC orders specified a year are the gift of Graham Mattison, main card for the university library cata- Princeton '26, in memory of Julian log, a shelf list card, and a full set for Street, author and playwright. Mr. the Street catalog. Street, whose son, Julian Street, Jr., '25, Once the book was cataloged, all proc- is a Princeton alumnus, lived for many essing was done by project clerical per- years in Princeton and remained a close sonnel. This included preparation of friend of the campus and the under- book pockets, a bookcard, and plastic graduates during his lifetime. A char- book jacketing. Attractive covers were coal sketch of him done in 1915 by particularly wanted and more than 80 James Montgomery Flagg has been do- per cent of our collection is now jacketed nated to the library by Mrs. Street, and in plastic. is mounted within the entranceway. A Since the Street Library is a phased op- collection of Street imprints are shelved eration, its budget was similarly ar- near the reference section. Bookplates ranged in three distinct phases, although were designed by Thomas M. Cleland,

TABLE 1 Phase I. INITIAL 4,000 VOLUMES (April 1960—September 1961) Proposed expenditures $20,000—Books ($5.00 per volume) 10,000—Processing $30,000 Actual expenditure $20,000—Books (4,400 purchased) 6,275—Processing (Includes wages, equipment and supplies, moving to new building, etc.) Phase II. FIRST FIVE YEARS OF OPERATION Acquisition, 1000 books per year—$5,000.00 per year Student salaries (including $75 monthly for student manager responsible for scheduling, daily operation, etc.) Equivalent of junior cataloger (half-time) Phase III. AFTER FIRST FIVE YEARS Acquisitions—$1,000.00 per year (200 volumes per year at $5.00 per volume) Student salaries Processing (14 time, junior cataloger; for addition of 200 new volumes, and withdrawal of a similar quantity of obsolete or little-used volumes)

NOVEMBER 1962 507 noted typographer and a close personal are covered in a heavy, durable, attrac- friend of Julian Street. tive plastic. A fruitwood finish is used The architectural firm of Sherwood, throughout as the dominating wood Mills and Smith designed the entire tone, including the parquet floor, and quadrangle, including the library wing. all special furniture is finished to match. Traditional Princeton ashlar stone is Seating is for fifty-one. Casement-type used for retaining walls and foundations, windows line the north and south walls while the buildings themselves are of with fireproof, full-length curtains. A brick with limestone facing. series of domed skylights provide further Bookshelves completely line all avail- daylight illumination and, at night, able wall space to a height of six feet, fluorescent ceiling lighting is used. with shelving 12" deep. The room itself As reader space and book duplication is divided into a number of reading al- grows increasingly necessary at Prince- coves by the use of freestanding double- ton, the Julian Street library should pro- faced wooden ranges. Three waist-high vide real assistance in meeting those ranges form three lounging alcoves, com- needs. It will also provide, in the way plete with easy chairs and couches, while lauded by Wilson so many years ago, other alcoves and open spaces are pro- continuing opportunity to find in com- vided with solid birch-wood tables with fortable surroundings a ready supply of satin chrome legs. All tables and straight those books intended to arouse the ap- chairs are modeled after those in Fire- petite of the mind for the "habit and stone library. Easy chairs and couches freedom" of reading.

"The End of Education"?

"A core curriculum is one in which the children bring apples to school, eat them, and plant the cores in the school grounds. They watch them sprout and grow into leaves and blossoms and then fruit. This is Science. They paste pieces of bark and twigs and leaves on paper and they paint pictures of the apples in a dish. This is Art. "The children sit around under the tree singing 'In the Shade of the Old Apple Tree.' This is Music. The story of Johnny Appleseed is told them. This is Library Study. They climb the tree and pick the apples. This is Physical Edu- cation. "They count the apples, 'taking away' the wormy ones. This is Arithmetic. In their own words, they tell what a tree is and what they felt when they saw the cores turn into trees. They also write letters to the National Apple Growers' Association. This is Language Arts. The gifted children do enrichment research by reading Kilmer's 'Trees' or by finding out about Isaac Newton, the Apple of Discord, The Garden of Eden, William Tell and other apple-y events. "They learn such words as arbor, I'arbre, Apfel, Baum, manzana. This is Foreign Languages. "The boys build boxes to store the apples. This is Industrial Arts. And the girls bake them and sauce them and pie them. This is Homemaking. Then everyone eats them and learns about their nutritional value. This is Health Education. "These activities have been performed without a text-book or a workbook. "When all the apples are gone, they take the cores once again and plant them in the school grounds and watch them grow and flower and fruit. Pretty soon, you cannot see the school for the trees. This is called The End of Educa- tion."—Columbia Forum, as reprinted in Toronto Education Quarterly, Autumn 1961.

508 COLLEGE AND RESEARCH LIBRARIES Extra-University Sources of Financial Support for Libraries: A Symposium

PERSON wishing to study the sources on the part of the government to look A of operating funds in university li- upon our great libraries as a national braries will find little to guide him in resource which should be nourished from the existing literature. Practically noth- public funds. ing appears to have been written upon What exactly is the present meaning it, and the reason for the neglect is dif- of these new considerations in university ficult to identify. Perhaps it is that his- library financing? Can trends be iden- torically there has been only one major tified that will enable us to budget more source of operating funds—that is, the intelligently for the future? Ought we university coffers—which has been sup- to avail ourselves of new opportu- plemented in varying degrees by gifts nities for fiscal support more than we from private donors. have in the past? Are our impressions Recently altering social patterns, how- of the changing patterns of extra-uni- ever, are having an impact on the sources versity sources of library finance borne of funds in university libraries. Tax laws out by the facts? In an effort to find are encouraging the establishment of answers to these and other related ques- philanthropic foundations. Business and tions, the University Libraries Section industry are experiencing increased in- of the ACRL sponsored the following formation needs and are seeking, in some three papers. They were first read to the cases, to purchase information from membership meeting of the group in neighboring libraries. Most important, Miami Beach on June 18—David Kaser, perhaps, of all is the growing tendency Chairman, University Libraries Section.

PRIVATE AND INDUSTRIAL FUNDS FOR UNIVERSITY LIBRARIES

By RALPH H. HOPP

F ONE were to draw the profile of an I academic librarian perhaps he would Mr. Hopp is Associate Director of Li- be inclined to include some of the char- braries, University of Minnesota. acteristics of bookman, administrator, re- searcher, and professor but, according to ever, to be an area of considerable po- considerable evidence, he would prob- tential—one which ought not to be over- ably include less about such a person looked in this day of unprecedented being a fund-raiser. This aspect of uni- development and growth of research li- versity library administration has been braries. for many librarians one of the less de- It is the purpose of this paper to ex- sirable and somewhat less successful parts amine extra-university support for aca- of their positions. This appears, how- demic libraries coming from essentially

NOVEMBER 1962 509 private and commercial sources, exclud- peared useful to compare state tax-sup- ing foundation and federal government ported with privately-supported institu- funds. In order to base it on factual data tions. Also some attention was given to the author resorted to the timeworn the relative sizes of the libraries within method of the questionnaire survey of each category. Of the eighty-two libraries libraries. This paper will describe the used, forty-seven were supported by state results of an analysis of the survey and tax funds, thirty-two were privately sup- make observations as to what might be ported, and three were libraries of mu potential sources of support which could nicipal universities. Approximately half be regarded as other than direct uni- of the libraries had from one hundred versity allocations. thousand to five hundred thousand volumes each. Surprisingly, and bearing

PRESENT STATUS OF LIBRARY GIFTS in mind that these are libraries of universities holding membership in the In order to determine the magnitude Council of Graduate Schools, fourteen of the segment of support of university had less than one hundred thousand libraries coming from private and com- volumes apiece. Twelve of the eighty- mercial sources a survey was made of two had over one million volumes each. the libraries of those institutions holding Therefore the distributions of the li- membership in the Council of Graduate braries by size formed the normal bell Schools. According to the most recent curve. Whether or not this adds to the listing, a total of 135 institutions be- validity of the statistical data is difficult longed to this group, and returns were to determine. received from eighty-two libraries, or 61 The total 1960-61 operating expendi- per cent of the membership. tures of the reporting libraries were just In analyzing the survey results it ap- over fifty million dollars. If one were to

TABLE 1 Main Sources of Nonuniversity Funds Received by 82 Academic Libraries, 1960-61

CASH RESOURCES RECEIVED

47 State 32 Privately 3 Municipal Total SOURCE OF FUNDS Tax Supported Supported Supported for University University University all Libraries Libraries Libraries Libraries

Friends of the Library gifts $ 56,635 $ 28,468 $ 6,028 $ 91,131 Memorial funds 89,583 33,148 2,120 124,851 Individual donors 140,032 64,626 8,280 212,938 Special gifts for buildings 425,000 5,428,848 0 5,853,848 Alumni contributions 53,226 2,500 837 56,563 Grants 43,256 1,500 800 45,556 Endowments 2,077,248 580,536 10,408 2,668,192 Fees from individual outside users 0 2,235 0 2,235 Service to industry fees 200 396 0 596 Sale of parts of gift collections. . . . 4,565 11,975 1,276 17,816 Class gifts 3,132 6,730 0 9,862 Student fraternity funds 472 1,046 0 1,520 Miscellaneous 273,189 23,438 400 297,027

Total $3,166,540 $6,185,446 $30,149 $9,382,137

510 COLLEGE AND RESEARCH LIBRARIES exclude the funds given specifically for opposed to $12,422 reported by eleven buildings, the income received from state universities libraries.1 sources considered to be private or in- In analyzing gifts by type and size of dustrial totaled three and one-half mil- libraries in the present survey there ap- lion dollars, or 7 per cent of the total peared to be somewhat surprising re- operating expenditures of these libraries. sults. The most successful seemed to be Including funds received for buildings, the state-supported university libraries these libraries received a total of over whose expenditure ranged from five hun- nine million dollars from nonuniversity dred thousand to one million dollars an- sources. nually. Table 2 presents an analysis by There was a considerable variety of type and size of library. sources from which libraries received Powell found that the selected private such funds. By far the largest amounts institutional libraries received cash rep- were from endowment funds. These ac- resenting 18.5 per cent of their total ex- counted for 75 per cent of the extra- penditures whereas the present survey university funds received, excluding showed them to receive only 7.3 per building funds. Table 1 shows the rela- cent. For state-supported, libraries Powell tive amounts obtained and the sources found cash gifts representing but 2.5 from which they were received. per cent of their total operating expendi- Over the years we have come to be- tures whereas the present survey revealed lieve, and with good reason, that pri- 8.2 per cent. One obvious difference in vately-endowed universities and their li- the two surveys was that he had among braries had achieved a measure of success his private universities one library which in attracting gifts that was envied received $649,000 (probably Harvard), by state-supported institutions. Powell whereas Harvard did not reply to the found, for example, in his survey of non- present questionnaire. He also included university support received by twenty- Yale which again was not included in two selected libraries in 1956-57 that the present survey for the same reason. endowed universities were much more The reasons for the difference in the successful in attracting cash and mate- state-supported libraries, however, is less rials than were state universities. The 1 Benjamin E. Powell, "Sources of Support for Li- average of the cash gifts of the nine pri- braries in American Universities," University of Ten- nessee Library Lectures, No. 10, 1958 (Knoxville: Uni- vate university libraries was $102,000 as versity of Tennessee, 1961).

TABLE 2 Per cent of Operating Expenditures Coming from Nonuniversity Support as Received by 82 Academic Libraries in 1960-61 (Excluding Gifts for Buildings and Funds from Government and Foundation Sources)

STATE TAX SUPPORTED PRIVATELY SUPPORTED MUNICIPAL OPERATING EXPENDITURES Number of Number of Number of Percent Libraries Percent Libraries Percent Libraries

Up to $100,000 0 3 4.5 11 $100,000 to $500,000 3 24 1.6 12 .5 3 $500,000 to 1 000 000 22.5 10 11.7 7 $1 000 000 up 4.3 10 7.1 2

Total 8.2 47 7.3 32 .5 3

NOVEMBER 1962 511 apparent since many of the same institu- university libraries, except for buildings, tions were included in both surveys. where the private institutions, with the There is perhaps some hint of explana- exception of two state institution gifts, tion found in recent remarks made by received all of the funds. Robert Vosper to the Friends of the UCLA library. He said, "There was a POTENTIAL SOURCES OF SUPPORT time, you know, and not long since, What about the potential sources of Avhen state university libraries of this gift moneys to which all libraries per- country excused the inadequacies and haps should be giving more attention? rawness of their collections on the "Charitable bequests in the United grounds that only the libraries of the States have shown an extraordinary privately-supported universities could ex- growth in recent years," according to pect to attract private funds and sophis- Foundation News.3 A comparison of the ticated friendly help. But this is demon- federal estate-tax returns filed in 1944 strably no longer true, and the recent and 1959 shows charitable bequests in- alteration in this pattern represents a creasing from about two hundred mil- milestone in American cultural and phil- lion to nearly six hundred and seventy 2 anthropic history." million dollars in this fifteen-year pe- The largest sums of money received riod.4 Seventeen and five tenths per cent were for building construction. However, of the 1959 bequests were to private edu- despite the obvious appeal of having a cation, and 4.6 per cent were to public major university building named for a education, a total of 22.1 per cent, with donor, the amount of such funds was a balance to religious and other char- perhaps less than one would expect. The itable categories. In other words, in 1959 eighty-two institutions reported that less nearly one hundred fifty million dollars than six million dollars were received went to education, broadly defined as for buildings and these at twelve librar- including museums, art galleries, etc., ies. Of this type of gift only seven could and this analysis exempts entirely estates be considered major amounts. The pri- of less than $60,000. Libraries probably vate institutions were by far the most should be getting a larger share of these successful in obtaining gifts in this cate- bequests. It is an area deserving greater gory, accounting for nearly 93 per cent attention. of the total moneys received, as shown in If university librarians are thinking Table 1. of bequests as a potential source for more Summarizing the present survey, the funds, then, according to Foundation eighty-two university libraries which re- News, they would find that large estates ported had, in 1960-61, total operating are more apt to be fruitful than small expenditures slightly in excess of fifty estates. For "the proportional support million dollars of which about three and for education climbs with the size of one half million, or 7 per cent, were estate. For estates under $100,000 about received from nonuniversity sources, ex- 15 per cent was given to combined pub- cluding funds obtained from the federal lic and private education institutions" government and foundations. In addi- in both 1944 and 1959. But "for estates tion nearly six million dollars were ob- of one million or more 25 per cent was tained as gifts toward buildings. State so assigned."5 The magnitude of this po- tax-supported university libraries were tential source of funds is manifest by slightly more successful in attracting gift money than were privately-supported 3 F. M. Andrews, "Charitable Bequests: A New Analysis," Foundation News, III, No. 2 (March 2 Robert Vosper, "A Word to the Wise and the 1962), 1. Friendly," (University of California Library, Los * Ibid., p. 2 Angeles, 1962) pp. 12-13. B Ibid., p. 2

512 COLLEGE AND RESEARCH LIBRARIES the fact that gross estates reported during ported not having Friends groups indi- 1959 totaled eleven and six-tenths billion cated that they planned to start such dollars, which is about the same amount organizations soon. However, the above that the Foundation Library Center esti- experience no doubt indicates that li- mated to be the total assets of all Amer- braries would be well advised to get first ican philanthropic foundations in that the facts on the likelihood of achieving year. Also, charitable bequests almost the goals set forth. The record is prob- equalled the amount estimated for the ably in favor of the failures rather than grants of all these foundations. the successes, if the goal is primarily One other interesting observation has that of obtaining money. If, on the other been made by the Foundation Library hand, the chief objective is to stimulate Center; it is that smaller estates, since interest and good will on behalf of the they are mostly given over to family university and the library, then there support, are not likely to yield substan- appears to be a greater chance of achiev- tial bequests. This is in direct contrast ing it. to charitable receipts from living donors, I suspect that the librarians managing where the small-income benefactors, be- the going Friends organizations will tell cause of their large number, contribute us that their success has been the result the largest proportion of total gift dol- of a great deal of effort and hard work lars. over a long time. Even then success in A few words might also be said about attracting gifts is a difficult thing to that much praised, sometimes much measure for one never knows how many maligned, organization know as the of the important gifts might have come Friends of the Library. The present to the library anyhow, whether or not questionnaire asked for information on there was a Friends organization. the net income realized directly from Nonetheless, the potential support of Friends organizations, deducting iden- academic libraries from private and in- tifiable management costs, dinner costs, dustrial sources is great. It is such that printing and brochure distribution ex- university librarians might well consider penses, speaker honoraria, and so forth. seriously the desirability of adding to Twenty of the eighty-two libraries had their staffs someone who could devote a such an organization, and net income considerable amount of time to fund ranged from a low of minus $705 to a raising. No doubt one could draw here high of $7,486. Total net gain for all a parallel to other areas of specializa- twenty libraries was $28,515; Friends tion in the university libraries. Most di- memberships totaled about sixty-six hun- rectors of libraries do not presume to be dred people. catalogers, nor special collection cura- It appears from these statistics that tors, nor acquisitions nor reference spe- Friends organizations, with several ex- cialists. They employ highly skilled peo- ceptions, are not especially effective as ple to manage these aspects of their a money-raising device. However, these organizations. By the same token, direc- statistics reflect only cash gifts. Undoubt- tors, by virtue of their position alone, edly many have been instrumental or are not necessarily skilled as money-rais- helpful in bringing both funds and col- ers, although there are among them lections to libraries from various donors. some who have a known talent for doing Cornell, UCLA, Southern Illinois, and this. It would seem that chances are good no doubt others, have Friends groups that such a fund-raising specialist could which are serving very useful purposes. A at least bring in the equivalent of his surprising number of libraries which re- own salary annually.

NOVEMBER 1962 513 FEDERAL FUNDS FOR UNIVERSITY LIBRARIES

BY RUSSELL SHANK

THREE CATEGORIES of federal support are examined in this essay: (1) the direct Mr. Shank is Assistant Librarian, Univer- sources, or those that are reasonably di- sity of California, Berkeley. rect, even though they are a minor element of assistance; (2) the indirect of Medicine, the Armed Services Tech- sources whence funds are transmitted via nical Information Agency, and the Of- several institutional agencies before they fice of Technical Services.1 The value of are deposited in library accounts; and these activities to academic research li- (3) federal government activities which braries is not unimportant, but it is not involve the expenditure of funds for within the scope of this article. No mat- materials which are made available to ter how little the federal government academic libraries which they may not budget seems presently to provide as di- reasonably have been expected to ac- rect dollars for operation of academic quire otherwise with their own funds. libraries, the indispensable role of fed- Not included are any parts of libraries' eral funds in these other activities, which budgets stemming from funds available ultimately are so essential to American from the indirect costs of federally-spon- librarianship, cannot be denied. sored research, a portion which no aca- Data for the study came from three demic administrator could possibly ear- sources: (1) a survey of about forty-five mark for tabulation. Also excluded are academic institutions, particularly those funds provided for limited-access activ- participating in the programs of Title ities such as special libraries in agencies VI of the National Defense Education associated with faculty and research de- Act; (2) government documents and re- partments and not part of the general ports; and (3) a variety of personal library activities of the campuses. sources, including the Washington office No attempt is made to access the dol- of the American Library Association. lar worth to academic libraries of scien- There is no guarantee that some tific and technical information activities amounts have not been counted twice, supported by federal funds which even- although reasonable care has been made tually result in bibliographies, report to avoid duplication. There are more literature, indexing and abstracting ser- likely to be gaps, since the sources of vices, and other items of primary utility money for library activities are fre- to libraries. The federal government in- quently obscure, even to the librarians vested ninety-eight and six-tenths million who spend them. dollars in such activities in fiscal year 1962 Various provisions of the National De- supporting such items as the production fense Education Act are obvious sources and frequently free distribution of tech- of federal funds for academic libraries. nical reports of the Atomic Energy Com- Title IV provides that about one half mission and the National Aeronautics of the funds of National Defense fellow- and Space Administration, major ab- ships "appropriated go to the partici- stracting services like Nuclear Science pating institutions in support of the ap- Abstracts, the Bibliography of Agricul- proved new or expanded programs. ture, Index Medicus, and the informa- 1Federal Funds for Science X: Fiscal Years 1960, tion programs of the National Library 1961, and 1962 (Washington: National Science Foun- dation, 1961), p. 47.

514 COLLEGE AND RESEARCH LIBRARIES These funds may be used to add mem- grants may be used to refurbish research bers to the faculty, strengthen library plants which might include library acquisitions, or buy laboratory equip- space. "Library space should compete on ment. In academic year 1960-61, about its merits with the other space involved $6 million [was paid] to participating in the proposal and a final decision graduate schools."2 Title VI (Language made on the basis of what is most essen- and Area Centers) provides that approxi- tial to facilitate the research being con- mately 50 per cent of the funds are for ducted or envisaged at the facility."4 "administration of the Centers' use (not Proposals totaling over two and two- purchase and installation) of language tenths million dollars to support library laboratories, library acquisitions, and em- facilities were submitted in fiscal year ployment of pertinent library personnel, 1962. Grants have been made of ap- grants for staff travel to foreign areas proximately three hundred and eighty- and cost of travel for foreign visiting three thousand dollars for departmental scholars."3 Most of the funds from these library and reading room renovations to two titles are being spent by the faculty fifteen institutions. departments involved, and do not add More is coming from this source, how- directly to the general library activities ever. The Department of Commerce's of the campuses. The survey uncovered Office of Technical Services recently es- almost two hundred seventy-four thou- tablished twelve regional technical re- sand dollars of NDEA money, however, port centers, eleven of them in academic being used for personnel ($87,000) and libraries. The National Science Founda- library materials ($187,000) by univer- tion has guaranteed to finance the op- sity libraries. The librarians had little eration of these centers, at least in their to do with deciding program content or initial stages of development. The foun- size; this was left to faculties and uni- dation may supply as much as one hun- versity administrators. In many in- dred and fifty thousand dollars a year stances, the librarians were not even for this activity. The foundation has aware such money was available until it given a subsidy of ten thousand dollars turned up in their appropriation ledgers. to another institution for a photocopying An attempt was made to add aid to service in support of scientific activities. academic libraries to the National De- The National Science Foundation could fense Education Act renewal legislation directly affect the use of funds in aca- in 1961, but, along with a number of demic libraries by assisting in the es- other riders, this was stripped from the tablishment of research units in indi- proposal and the Act was refueled for vidual libraries or through an association two years at its then-attained level. The to study problems of library operations. provisions of this rider have been taken The federal government is also in- over into the omnibus legislation to be volved in supplying cash directly to its mentioned shortly. own institutions of higher learning or The National Science Foundation is those for which it has accepted an ad- a source of a limited but growing ministrative obligation. These are the amount of money to support academic military service schools and a university library activities. It is not National Sci- located in Washington, D. C. which are ence Foundation policy to finance li- being supported in the amount of about brary operations directly. National Sci- one and three-tenths million dollars per ence Foundation facilities-modernization year. 2 Report on the National Defense Education Act: Fiscal Year Ending June 30, 1960 (Washington: U. S. Department of Health, Education, and Welfare, Office * Letter to author dated 3 May 1962 from H. E. of Education, 1961), p. 14. Page, head. Office of Institutional Programs, National 3 Ibid., p. 24. Science Foundation.

NOVEMBER 1962 515 The federal government's involvement automatically available; the U. S. Treas- in securing library materials for aca- ury must declare the funds to be surplus demic institutions must be counted as to the normal needs of the United States, a major source of support. Of the 592 and Congress must appropriate them for depository libraries in existence, 352 are various purposes just as they do other in academic institutions. Most of them funds. Late last year the librarian of take more than half of the material of- Congress was appropriated four-hundred fered on deposit. In fiscal year 1962 the thousand dollars for a program for col- federal government budgeted $573,000 lecting publications overseas. Although for the deposit of six million documents. several score countries are involved in Assuming that academic and other de- Public Law 480 activities, sufficient cred- pository libraries have similar selecting its have accumulated in only nine of policies, the documents deposits are them to the extent that the Treasury worth $338,000 in book money to aca- can declare that surplus funds exist. The demic libraries. The cost to the libraries librarian of Congress chose to run a trial varies from eight to one hundred ninety- program in three of these countries: three dollars per library for postage. India, Pakistan and the United Arab The new depository law, among other Republic. Ten libraries, nine of them things, (1) provides for the designation academic, are receiving materials from of new depository libraries, most of the United Arab Republic. Eleven aca- which will probably be in academic in- demic libraries are receiving materials stitutions; (2) makes available with some from India and Pakistan. Each of the exceptions all government publications participating libraries is volunteering including the non-GPO printed docu- five hundred dollars to help pay for the ments; and (3) permits the establishment program; all are sharing the salary costs of regional depository libraries. The of catalogers to process the material. total value of the documents added to The fiscal year 1962/63 appropria- libraries will be over five hundred thou- tion bill for the legislative branch of sand dollars more than at present, or government, including the Library of about two thousand dollars per deposi- Congress, was approved by the House of tory. Representatives on April 11, 1962. Six Public Law 48 activities produced In- hundred seventy-eight thousand dollars dian government documents for three was provided for the Public Law 480 academic institutions in the United program. The House Appropriations States (including the Midwest Inter- Committee thought the contribution by library Center) for a period of five years. the benefactor or research libraries "com- The cost to the government was seventy- mendable" but wants them to work out five thousand dollars. a more reasonable, sustained plan for The Dingell Amendment to Public financial participation. The Senate may Law 480 (Agricultural Trade Develop- recommend the appropriation of addi- ment and Assistance Act) among other tional soft currency when the bill is things makes it possible for the Library reported. The Library of Congress has of Congress to acquire foreign books, decided to restrict its operations for the periodicals, and other materials and to immediate future to the three nations al- deposit them in libraries and research ready involved, and to obtain data on centers in the United States. A portion which to base budget requests in future of the funds held in foreign countries years in other countries where surplus from the sale of commodities under the funds are available. terms of the law are available for this Since the selection of libraries to in- program. These funds, however, are not clude in the survey of this study does not

516 COLLEGE AND RESEARCH LIBRARIES have a valid basis, an examination of the for public works in sections designated details of the survey can only give a as redevelopment areas and an additional sense of the availability of federal govern- seven hundred fifty million dollars for ment funds for academic libraries. Briefly "standby" use to be expended after June these are the results of the survey. About 30, 1963 if economic conditions warrant one hundred seventy-three thousand dol- it. In the definitions in the bill, libraries lars were given directly to academic libra- are listed among the eligible pub- ries by federal government agencies. lic works. This of course means libraries Three hundred twenty-two thousand dol- in public academic institutions. The fall- lars came to the libraries directly via other out shelters legislation (HR 10262) would university departments. The National authorize payment towards the construc- Defense Education Act provided 58 per tion or modification of approved public cent of the funds. The National Science shelter space to any nonprofit institution Foundation provided 12 per cent. The engaged in health, education or welfare remaining 30 per cent came from a vari- activities. Payment would not exceed the ety of agencies, including the Depart- cost of providing, by initial construction ment of State and the Public Health or modification, shelter or protective fea- Service. Twenty-eight per cent of the tures in accordance with regulations pre- funds were used for personnel, 60 per scribed under provisions of the act. cent were used for library materials, 7 Pending government legislation indi- per cent for binding, 1 per cent for equip- cates, however, a closer relationship be- ment and 4 per cent for unspecified pur- tween federal policy and academic library poses. Most of the funds provided by the activity. We have now to contemplate National Defense Education Act and the the academic facilities construction bill National Science Foundation were used (HR 8900) which in several versions has for library materials. The Department of passed both the House of Representatives State provided $81,650 for the operation and the Senate, albeit in still irreconcila- of the East-West Center library at the ble versions. The House version of the University of Hawaii. The Public Health bill would provide one hundred eighty Service provided $25,300 for activities million dollars for the fiscal year ending not including internships in medical June 30, 1963 and for each four succeed- librarianship. The National Fund for ing years, for construction of academic Medical Education gave one library facilities. Funds are to be granted sixteen thousand dollars and a variety only for construction to be undertaken of other agencies contributed $24,670. within a reasonable time which will re- This prospecting suggests that approxi- sult in an urgently-needed substantial mately three million dollars was con- expansion of the institution's student en- tributed in the past twelve to eighteen rollment capacity or, in case of a new in- months by the federal government to the stitution of higher education, in creating operation of academic libraries. All of urgently needed enrollment capacity. this is evidence, primarily, of politics and The federal share of such construction is ingenuity. Nothing yet discussed can be not to exceed one third of the cost of de- taken as evidence of a federal policy for velopment of the project. The Senate ver- academic libraries. sion calls for loans for construction of Institutional ingenuity might be able academic facilities in institutions of to track down other sources of federal higher education, grants for constructing funds. The standby public works bill facilities in two-year community colleges, (S 2965 and HR 10113) would provide and scholarships for undergraduate stu- seven hundred fifty million dollars to dents. There is a possibility that a bill be used immediately for matching grants will ultimately result which will provide

NOVEMBER 1962 517 for categorical grants, with libraries defi- grant, with at least 50 per cent of such nitely included as one of the categories to expenditure going for books and related be so supported. library materials.5 Omnibus legislation was introduced The future, then, is encouraging. The recently and is due for hearings in late purists among the librarians will be hor- June for an amended Library Services rified, no doubt, to find idealistic pro- Act (HR 11823) which seeks to authorize posals faced with noneducation influ- ten million dollars annually for match- ences when federal educational policy ing grants to institutions of higher edu- is at stake. What seem to some to be cation to assist and encourage such insti- reasonable and perhaps irresistible pro- tutions in the acquisition for library posals must bear up under arguments purposes of books not including text- relating to the separation of church and books, periodicals, documents, and audio- state, segregation, and federal control visual and other library materials. Dis- over curricula, management, and other tribution is to be made to the colleges aspects of local responsibility. There and universities in an amount not ex- seems little doubt, however, that with the ceeding 25 per cent of the sum expended increasing importance of higher educa- for library materials by such institutions tion to the attainment of skills essential during the fiscal year ending June 30, to the future of the United States, fed- 1962. In the year for which a request is eral aid to the nation's higher education made, an institution would not be al- program will be forthcoming in larger lowed to reduce below the correspond- amounts and with greater library partic- ing figures for fiscal 1962 the amounts to ipation than has been the experience of be spent for all library purposes, and for the past. books and related library materials. The 5 An Amended Library Services Act for a Com- prehensive Library Development Program (Washing- institution would have to match the ton: ALA, June 11, 1962), p. 2 (processed).

FOUNDATION SUPPORT FOR UNIVERSITY LIBRARIES

BY G. A. HARRF.R

INSOFAR as the subject can be dealt with in literature, there appears to be Mr. Harrer is Director of Libraries, Bos- much background reading one can do ton University. concerning foundation support of libraries. One of the major writers is F. letter from the National Council on Emerson Andrews who is an editor of Community Foundations, Inc. In addi- The Foundation Directory and the tion, annual reports prepared by many author of Philanthropic Foundations, of the foundations are good sources of both primary sources of information. detailed information. In approaching the Books on fund-raising are numerous subject from the librarian's standpoint, and contain further material. Sev- however, several questions propose them- eral small periodicals are published, selves. among them the Philanthropic Digest, First, what are foundations? Andrews the Bulletin of the American Association says: "A foundation may be defined as of Fund Raising Counsel, and a news- a non-governmental, non-profit organiza-

518 COLLEGE AND RESEARCH LIBRARIES tion having a principal fund of its own, tabulation by the Foundation Library managed by its own trustees or directors, Center of sampled 1957 figures produced and established to maintain or aid social, the following general distribution: educational, charitable, religious, or other activities serving the common wel- Education 47 per cent fare."1 This definition excludes organi- Health 14 per cent zations which make a general appeal to Scientific research IB per cent the public for funds or are set up, Social welfare 9 per cent International affairs 8 per cent though under the name "foundation", Humanities 4 per cent within or strictly limited to other special Religion 3 per cent purpose groups or organizations. Government 2 per cent How many foundations are there? The Foundation Library Center in New Of the amount for education, 51 per York, the primary function of which is cent went in aid to teachers, 4 per cent documenting foundation activity, has rec- (fourth highest) went to buildings and ords on approximately twelve thousand, equipment, and 1 per cent to libraries. It also the Foundation Directory Edition I, is noted, however, that almost one-fourth which is based on the records of the of the foundations sampled contributed center, lists 5,202 which have assets of to libraries in some way. over fifty thousand dollars and have Having discovered that there is little made grants of over ten thousand dol- information in the literature concerning lars in recent years (one which was ex- gifts to libraries, this author searched cluded reported total assets of 26 cents).2 the records of the Foundation Library How big are foundations? Total assets Center in New York to gather specific of these five thousand large foundations data from which to develop statistics— approximate eleven and one-half billion statistics always being, at least, impres- dollars. The seven thousand excluded sive. The activities of two organizations, have about ninety-five million dollars however, were excluded from considera- which is less than any one of the eleven tion: namely, the Council on Library Re- largest. The largest is the Ford Founda- sources Inc., and the ACRL Grants Com- tion with assets of three and three-tenths mittee. These, of course, represent billion dollars. The Rockefeller Founda- foundation support for libraries and both tion is next with assets of six hun- have made excellent contributions to the dred forty eight million dollars. Grants library world, but they are excluded be- from the five thousand are annually cause of the uniqueness of their opera- in the neighborhood of six hundred tions and the fact that their funds are twenty-six million dollars or approxi- directed primarily by librarians. mately 5.4 per cent of their assets, though From the records of the Foundation this varies naturally with the foundation. Library Center then, and with the gra- An interesting fact is that foundation cious help of its charming librarians, a philanthropy, according to estimates in list was compiled of fifty-nine grants of 1954, accounted for only 4.5 per cent of more than ten thousand dollars each all philanthropic funds, while individ- given during approximately the last four ual giving (including, of course, to years, for specific library purposes, to churches, etc.) amounted to 72 per cent. institutions involved in education at the Where does foundation money go? A university level. The grants totalled $13,446,625. 1F. Emerson Andrews, philanthropic Foundations. The first analysis made was of the (New York: Russell Sage Foundation, 1956), p. 11. 2 Statistical data presented in the next several para- distribution to public or privately-sup- graphs is taken from the Introduction to Foundation Directory Edition I. ported institutions. A tally of the fifty-

NOVEMBER 1962 519 nine grants show that forty-two (or 71 six hundred thousand (well below the per cent) went to private institutions and top of three million dollars—in fact sixth seventeen to public institutions. One from the top!) The repeaters' average grant, however, amounted to three mil- was one hundred and twenty-one thou- lion dollars and if this single grant were sand dollars compared to the one-time excluded we would find that about seven foundations' average of three hundred million dollars went to private institu- and twenty-five thousand, though the tions while three and one-half million formers' median was fifty thousand com- went to public, or roughly a 70/80 split. pared to twenty-five thousand dollars for Another, and perhaps a more interest- the one-shot ones. An obvious deduction ing approach, is consideration of the seems to be that chances are better sources. Who gives to libraries? Inspec- among large national foundations known tion reveals that thirty-one grants were to be interested in libraries, for medium- from one-time donors, that is, donors sized grants—from fifty thousand dol- who, as far as could be determined, had lars up through several hundred thou- favored libraries once, although a num- sand—while for the smaller and the ber had given also to other nonlibrary larger grants, the nonlibrary enthusiasts causes. Twenty-eight grants were by seven seem more generous. repeaters, one having given to libraries For what purposes are grants made? seven times; two—five times; one—four Here also there are differences, but there times; one—three times; and two—twice. are really too few examples to provide The repeaters were without exception a valid population. The repeaters gave large, well-known foundations. The one- 84 per cent of their money for buildings, time donors were all smaller ones, usually while the one-time foundations gave 94 of local reputation. per cent for this purpose. But, although The amount of these grants ranged the repeaters seemed to favor noncapital from ten thousand dollars (the lowest gifts, the amount they gave (around five amount recorded by the records of the hundred and fifty thousand dollars is Foundation Library Center) to three mil- about the same as the one-time donors, lion dollars. Within this range there were and their preference within that for ac- several amounts that seemed to be popu- quisitions was just that of the other lar—sort of "magic numbers"—which group (a bit over one half). Perhaps, may indicate something. Twenty-five however, noncapital gifts are better thousand dollars seems a good figure; sought from the larger foundations. there were eleven at this level. Eight One other observation should be made. grants were for fifty thousand dollars. Foundations normally have a published There were four at two hundred thou- statement of purpose or restriction indi- sand dollars—another nice round num- cating the type of endeavor or geographi- ber—and three more between there and cal location they prefer. In most of the two hundred and fifty thousand dollars. cases these statements are quite broad. There were a couple each at one million, But advice is given by many fund raisers and one and a half million, and one at that one should carefully study such three million dollars, which again is a statements and, as well, the foundation's nice round figure. record of giving, to determine the sort of The seven repeaters responsible for al- project it might be interested in. In most a numerical half of the grants gave proving this advice against the present an amount equal to only 25 per cent of study, the author found that almost one the total money in grants ranging from third were from what might be called eighteen thousand dollars (somewhat "improbable sources"—sources that above the minimum of ten thousand) to either by geography or philosophy had

520 COLLEGE AND RESEARCH LIBRARIES seemed to disqualify themselves from money available, an increasing number interest. This fact perhaps permits the of small grants will be forthcoming as disconcerting observation that, indeed, the foundations attempt to spur activity money may be forthcoming for any source in more and more areas. Secondly, this that has money. means more grants to experimental or No report of this sort should close venturesome projects. It may be that too without a prediction for the future. The great a development of the support for question of continued development of the unproven or exotic projects in pref- available funds is all "ifs": if the econ- erence to the proven, and hence mun- omy remains sound, if the stock market dane, may have its faults, particularly is stable, if tax incentives continue to for private educational institutions. Pri- encourage some form of major philan- vate fortunes are seemingly more and thropy, (we are part of the educational more being channeled off through foun- picture, hence:) if education continues dations. Private fortunes formerly sup- to be a favored recipient, if foundations ported major building programs. If these funds now go through foundations which and corporations continue to feel their are controlled by directors who subscribe debt to the educational system, if society to the aforesaid policy, the institutions continues to feel that education is essen- which formerly benefited from private tial for democratic survival, (and for fortunes will suffer. These are primarily us particularly) if educational admintra- the private institutions, which are al- tors continue to believe more and more ready at a serious financial disadvantage —as they have recently—in the words as compared to publicly-supported ones. that they have mouthed for decades, that It would seem then, that this philosophy the library is in fact the heart of the could be damaging, if indeed private in- institution, then, all told, the prospect stitutions are worth saving as a strong looks good. Rut these are many "ifs." element in American education. One trend can no doubt be observed, But, for all institutions, increased giv- and in some ways it is disquieting. It ing on the part of foundations is essen- would appear that more and more foun- tial and, fortunately, hopeful. Librarians dations are subscribing to the theory that must relentlessly impress upon the pub- the justification for their existence is in lic that only since man has been able their ability to provide "seed money" or to record and store knowledge has he "to supply initiative and funds for ac- been able to make the great cultural complishing the unusual, the untried, strides which undergird today's civiliza- and even the debatable."3 If this is so, tion. An active, ingenious, and persistent we may expect—as already appears to be presentation of the problem of the stor- the case—that relative to the amount of age and retrieval of knowledge in quantities too great for the collective mind is 3 Alfred P. Sloan Foundation, Inc. Annual Report for 1949-50, quoted in John A. Pollard, Fund Raising the key to foundation support and to the For Higher Education (New York: Harpers, 1958), p. 167. furtherance of our culture.

NOVEMBER 1962 521 When Do You Use a Jobber?

BY JOHN VEENSTRA AND LOIS MAI

CQUISITION LIBRARIANS must ask them- A selves many times each day "Shall I Mr. Veenstra is Head, Order Unit, and buy direct, or through a jobber?" The Miss Mai is Cataloger, Purdue University old theory whereby a library used two or Libraries. three jobbers for all its orders can no longer be considered wise purchasing. As the modern librarian places his orders, he must evaluate each order against the must be weighed with consideration of three basic problems: (1) delivery time, our emphasis. Since the Purdue libraries (2) discount, and (3) ease of processing. buy heavily in science and technology Each point is important and can mean a with only a minor concentration on trade sizable saving for the library, either di- books, the same results may not have rectly by discount or by time saved, or been reached by our survey as might indirectly by eliminating wear and tear have been reached by that of a library on the staff. A prime responsibility of geared more towards the humanities. Be- every acquisition officer is this careful cause of our subject emphasis the ma- and judicious use of the library's money jority of our purchases are on short- so the generally meager funds may be discount lists. Perhaps that is why the spread to the utmost. results of our survey cause us to question Unfortunately the majority of the li- the value of using a jobber for the ma- brary literature on acquisitions scarcely jority of our books. touches this area of dealer selection or In order to show the reasons for ques- service evaluation. The advice given is tioning the jobber's services for our par- usually for a library to find a reliable ticular circumstances, an abbreviated jobber and buy the bulk of its books table of the results of our survey is through him.1 A continuing evaluation shown here. The average discount from of dealers and their services is expected the publisher is cited, followed by the of each acquisition department. Since average discount given for the same pub- publishers frequently revise their dis- lisher's books by one of the major job- counts and strive to improve their ship- bers. This is followed by the respective ping and billing procedures, their serv- delivery time of each. Publishers cited ice must be periodically compared with are those that publish particularly in the jobber's service. the scientific and technological fields. In an effort to re-examine book pur- In answer to our figures given below, chasing at the Purdue University li- jobbers often point out that the ease of braries, a comparison was made of our handling one invoice and only one check American jobbers' and publishers' dis- quite outweighs the other savings. Our counts and delivery time for a year. Of first response to this is that publishers course, every library has its own subject are generally quite willing to bill peri- areas of emphasis and our evaluation odically on one long invoice if this is preferred although our feeling is that l Maurice F. Tauber, Technical Services in Libraries, (New York: Columbia University Pr., 1953), pp. 44-46. lengthy invoices can cause extra compli-

522 COLLEGE AND RESEARCH LIBRARIES PUBLISHER DISCOUNTS (Per Cent) DELIVERY TIME (Days)

Direct Jobber Direct Jobber Academic 10 5 23.1 55.0 Addison Wesley 10 5 11.3 54.0 Appleton 20 13.5 10.0 35.8 Holt 20 14 13.8 40.6 Houghton-Mifflin 25 27 8.6 30.7 Interscience 10 5 12.7 48.0 Irwin 15 8 9.8 28.5 McGraw 20 10 12.7 45.2 Macmillan 25 14 13.1 27.8 Prentice-Hall 15* 7 18.8 20.8 Saunders 10 8 8.3 50.0 Thomas 10 8 12.3 20.0 Van Nostrand 15 17 13.0 44.0 Wiley 10 5 11.6 25.7

* Prentice-Hall gives an additional discount to libraries by charging text copy rate.

cations. How many long invoices are aware that the recent American Book- held up in the acquisition department sellers' Association conference led to because of missing books, wrong editions other conclusions, but perhaps its in- sent, incorrect billing, etc? It is easier to spection was centered on trade-book correct and process a smaller invoice. rather than technical-book publishers. Unless the procedure for processing these It is understood that the jobber is in a invoices is very complicated, a large pinch. His raison-d'etre must be for the number of short invoices need present services he performs, and many cannot no greater problem then one long in- afford to give any frills to their service voice. Also in many cases the processing and continue to stay in business. As the of these invoices can be streamlined so sales manager of one of the largest job- that the problem is lessened. An example bers told us, "We try to stay ahead of the of the value of dealing directly can read- pack, and that's all." The jobber can- ily be seen when our savings through not afford to stock titles unless the de- McGraw-Hill alone in a year's time will mand is great. Science and technology be over $600.00. books are not in great enough demand, There are other features that cause so they are not stocked and thus de- one to turn to the publisher. Jobbers livery is slow. Single copy orders cut the will report "Cancelled, publisher and we jobber's discount, so they must be stock- are out of stock." In the majority of piled until the dealer has five or ten cases it has been our experience that if orders for the same book or books of the we in turn order the same book from the same publisher and can take advantage publisher, he will supply it. Many deal- of a more favorable discount. Most job- ers will also cancel books that are "not bers operate on a 15 per cent margin yet published" whereas the publisher and cannot afford to spend any extra will usually supply when published. money on extra services. One large job- Standing orders are frequently a prob- ber whom we tried reported he could not lem when placed through a jobber. The cite our order number on the invoices publisher will answer more quickly and even though he knew this would mean better than the jobber on follow-ups. In the loss of our proposed business with general the performance of the publisher him, which would have amounted to an is preferred to that of the jobber. We are estimated $25,000.00 yearly. It is re-

NOVEMBER 1962 523 grettable, but true, that the economies more advantageously directly with the forced on the jobber often causes added publisher. problems to libraries. Many librarians are familiar with the This survey has been very helpful for Book Buyer's Handbook issued by the us. Our delivery time has been cut, and American Booksellers Association. As our discounts have increased. The fac- stated in the Reader's Adviser and Book- ulty is pleased with the prompter service. man's Manual2 this handbook is "a Control over our funds has become guide to publishers, their discounts, tighter since we can better predict costs. terms, policies, and trade features, issued If a dealer comes to talk with us about in ring-binder format with correction his services, we can also be specific as to sheets to be supplied from time to time." discounts and delivery time and require If acquisition librarians had access to a definite commitments. We will continue similar tool, surveys such as ours would to order current popular titles by major be easier to make, and the order librar- American publishers through a jobber. ian could better evaluate his purchasing. All other orders for American books that 2 Hester R. Hoffman, The Reader's Adviser and are in print can generally be placed Bookman's Manual, (New York: Bowker, 1960), p. 19.

Fair Copying

Forty-five members of the Association of American University Presses have signed a "Resolution on Permissions (designed to reduce red tape when it is necessary for a scholar to cite the work of others) agreeing: "1. That publications issued under our imprints may be quoted without specific prior permission in works of original scholarship for accurate citation of authority or for criticism, review, or evaluation, subject to the conditions listed below. "2. That appropriate credit be given in the case of each quotation. "3. That waiver of the requirement for specific permission does not extend to quotations that are complete units in themselves (as poems, letters, short stories, essays, journal articles, complete chapters or sections of books, maps, charts, graphs, tables, drawings, or other illustrative materials), in whatever form they may be reproduced; nor does the waiver extend to quotation of whatever length presented as primary material for its own sake (as in anthologies or books of readings). "4. The fact that specific permission for quoting of material may be waived under this agreement does not relieve the quoting author and publisher from the responsibility of determining 'fair use' of such material."—Antiquarian Book- man, May 28-June 4, 1962, p. 2118.

524 COLLEGE AND RESEARCH LIBRARIES News from the Field

ACQUISITIONS, COLLECTIONS, GIFTS history and culture of Mexico. The Spanish- language volumes will be housed in a spe- SUTRO LIBRARY, San Francisco, Calif., has cial section of the Irving Martin library for received almost one thousand pieces of ma- use by faculty and students of the new Span- terial about its founder, Adolph Sutro, and ish-speaking Elbert Covell liberal arts col- his enterprises which included the Sutro lege of the university, to open in the fall of Tunnel in Nevada's Comstock Lode. The 1963. collection was the gift of Don Meadows.

UNIVERSITY OF CALIFORNIA, SANTA BAR- YALE UNIVERSITY, New Haven, Conn., re- BARA'S department of special collections, a cently received most of the manuscripts of new facility of the university's enlarged li- Robert Nathan, the gift of the author. brary building, opened its doors in April. More than twelve manuscript leaves dating UNIVERSITY OF FLORIDA libraries, Gaines- from the tenth to the sixteenth centuries ville, recently acquired a collection on Eng- are now on semipermanent display, of which lish history numbering some twenty-four ten were gifts presented for the opening hundred volumes, including local histories by bookdealers and collectors. The new de- and genealogical sources. partment houses approximately twenty thousand items, the major collection being the CONTEMPORARY ASIAN HISTORY, radicalism, William Wyles collection of Lincolniana and John Dewey, and the United Nations are Americana; others are the Printers collec- subjects of the collection formed by the tion, rare books, and university and faculty late Donald G. Tewkesbury which have been archives. presented to the University of Hawaii's Hilo campus library by Professor Tewkesbury's STANFORD (Calif.) UNIVERSITY library has widow. received the library of Frank Mace Mac- Farland according to provision of the will CONCORDIA THEOLOGICAL SEMINARY library, of Mrs. MacFarland. Rare books, journals, Springfield, 111., has purchased the private monographs, off-prints, and the published library of Herman Sasse, German and Aus- works of Dr. MacFarland, will become part tralian theologian, thus acquiring some two of the Hopkins Marine Station library. Stan- thousand items of classical Lutheran litera- fordiana, rare editions in other fields, and ture and literature of the ecumenical move- general literature will become part of the ment. main and departmental libraries at Stanford. SHERWOOD ANDERSON'S letters and manu- OEUVRES COMPLETES OF VOLTAIRE, seventy scripts, numbering some 275 items, have volumes of the 1784 edition, have been been given to the Newberry library, Chicago, given to the Stanford (Calif.) University by Mrs. E. Vernon Hahn, Indianapolis, Ind. libraries by C. D. Ryan of Vallejo. Dr. The library's collection had previously num- Ryan also gave a Baskerville Press item, a bered some sixteen thousand items about 1550 printing of Plato in its original bind- Anderson and his work. ing, and an edition of Milton from the Jacob Tonson Press. BETHEL COLLEGE library, North Newton, Kans., has received the music library of the UNIVERSITY OF THE PACIFIC LIBRARY, late Gustav Dunkelberger. The collection in- Stockton, Calif., has received a collection of cludes some twenty-five hundred books, three over three thousand books dealing with the thousand records, and many music scores.

NOVEMBER 1962 525 UNIVERSITY OF KENTUCKY libraries, Lex- linguistics, the origin and theory of lan- ington, have acquired a collection of books guages, dictionaries, and grammars, espe- about coal, donated by Mark V. Marlowe, cially of Asian, African, and Oceanic lan- to be known as the Donovan-Crouse collec- guages. tion in honor of UK president emeritus Her- man L. Donovan and Prof. Charles S. BRAZILIAN BOOKS numbering more than Crouse, former head of the department of two thousand volumes have been given to mining and metallurgical engineering at the New York University's Brazilian Insti- UK. tute by the government of Brazil. All are printed in Portugese. SOURCE MATERIALS printed before 1500 will be purchased with a fund of $10,000 A COLLECTION ON MEDIEVAL PIETY and donated by the family of the late Mrs. mystics including many presentation copies Lawrence S. Thompson, wife of the di- and works long out of print, collected over rector of libraries at University of Ken- the past forty years by the late Hope Emily tucky. Allen of Kenwood, N. Y., has been distributed among the libraries of Bryn Mawr, UNIVERSITY OF KENTUCKY libraries has also Smith, Mount Holyoke, Hamilton, and acquired the private library of the late Jens Franklin and Marshall colleges, and Colgate Christian Bay of Elmhurst, 111., former li- University. Access to Miss Allen's scholarly brarian of Crerar library, Chicago. The li- papers and notes can be arranged through brary includes collections of Western Amer- Albert S. Kerr, New Paltz, N. Y. icana, history of science, folklore, midwestern literature, and Danish literature. JOINT UNIVERSITY libraries, Nashville, AMHERST (Mass.) College has received a Tenn., have purchased the private library gift of three-and-one-half million dollars for of the late French medievalist, Edmond construction of a new library, to be known Faral. About one thousand volumes in- as the Robert Frost library. clude drama, courtly romance, historical chronicle, the epic, and other medieval DUN 8C BRADSTREET, INC., announces a gift studies. of more than two thousand nineteenth-century county credit ledgers, to Baker Library UNIVERSITY OF VERMONT library, Burling- of the Harvard University graduate school ton, recently acquired a privately-assembled of business administration. The volumes will collection of French books representing wide become part of the library's large collection and extensive interests in late nineteenth- of business records extending back to the century and early twentieth-century belles days of the Medici family. lettres, politics, psychology, and history. The acquisition includes a substantial run of FORTY-ONE GREGYNOG PRESS BOOKS have the Revue Francais. been presented to Walter library at the

University of Minnesota, Minneapolis, by MARQUETTE UNIVERSITY LIBRARIES, Mil- Perrie Jones. Miss Jones was for many years waukee, has acquired the creative writings associate professor of library science at the of J. R. R. Tolkien, sometimes professor of university. The collection includes all but philology and literature at Oxford Univer- one of the books produced by the press in sity, including many thousands of holo- Wales. graphic pages, and an unpublished children's story illustrated by the author. UNIVERSITY OF NEW MEXICO, Albuquerque, has received the library of the late Franz THE PAPERS OF DOROTHY DAY, editor of Nikolaus Finck, the gift of the School of the Catholic Worker since its inception, American Research in Santa Fe. The collec- have also been acquired by Marquette Uni- tion was purchased in 1911 by Frank Springer versity libraries. for the Santa Fe school, and consists of some twenty-five hundred books and pamphlets, MARQUETTE UNIVERSITY LIBRARIES have ac- one hundred thirty bound periodicals, and quired the complete personal and working nearly one thousand periodical issues on library of Barbara and J. L. Hammond, Eng-

526 COLLEGE AND RESEARCH LIBRARIES lish economic historians, plus 150 of their $100, for the best piece of student re- manuscript notebooks. search on the Pacific area. Open only to reg- istered students of the university, the Library THE CATHOLIC ASSOCIATION FOR INTERNA- Prize for Pacific Research competition is TIONAL PEACE, founded in 1921, has added supported by funds made available through its complete records to the Marquette Uni- the University of Hawaii Foundation. versity libraries manuscript collections. UNIVERSITY OF MINNESOTA library school, THE LIBRARY OF CONGRESS has augmented Minneapolis, announces three $1000. schol- its Alfred Whital Stern collection of Lin- arships for the year 1963-64, to be awarded colniana through the acquisition of the to M.A. candidates. Information may be David Homer Bates collection. Included in obtained from the school, and applications the Bates collection are eleven manuscripts, should be mailed by February 1, 1963. a few letters of Andrew Carnegie, Samuel Morse, and Robert Todd Lincoln, and sin- SEYMOUR I. TAINE, chief of the biblio- gle letters from Jefferson Davis, Robert E. graphic services division, National Library Lee, and several others. There is also a of Medicine, has been awarded the Medical "Diary and Daily Journal" kept by Bates Library Association Ida and George Eliot for the period from November 1863 to June prize of $100 for his work as principal in- 1865. vestigator of the library's index mechaniza- tion project. UNIVERSITY OF MANITOBA library has acquired the manuscripts and papers of the ROBERT T. DIVETT, librarian of the Uni- late Frederick Philip Grove, Canadian nov- versity of Utah library of medical sciences elist, from the author's widow. Included has received the Medical Library Associa- among the manuscripts are several unpub- tion Murray Gottlieb prize for his essay, lished or unfinished novels, a number of "Medicine and the Mormons." The Gottlieb unpublished short stories, and a volume of prize is awarded annually for an essay on poems. some phase of American medical history.

RECIPIENTS OF SCHOLARSHIPS awarded by AWARDS, GRANTS, SCHOLARSHIPS the Medical Library Association for courses ELEUTHERIAN MILLS Historical library, Wil- in medical librarianship given at accredited mington, Delaware, is providing grants-in- graduate schools of library science during aid to four scholars doing post-graduate the 1962 summer quarter were Gwendolyn work at the library. Grants will be made Cruzat and Beverley Jane Mateer at Colum- throughout the year, for minimum periods bia University school of library service, Mar- of one month, with a stipend of not more garet Rose Hogan and Caroline Tucker than $500. per month each. Neel at Emory University division of librarianship, and Veryl E. Aumak at the Uni- A PRIZE of $10,000 will be awarded an- versity of Southern California school of li- nually by the Encyclopaedia Britannica Press brary science. for the best manuscript submitted for publication which makes "the most signifi- JOHNS HOPKINS UNIVERSITY Bologna Cen- cant contribution to the advancement of ter has received from the Cassa di Ris- knowledge." The first award will be early in parmio in Bologna a grant of five million 1964. lire (approximately $8,000.) for the purchase of books, periodicals and other li- LILLY FELLOWS at the Lilly library, In- brary material. This contribution to the diana University, for 1962/63 are John A. center's library budget will permit the ac- New and Keith C. Kern. Mr. New has been quisition of basic works of reference as well assistant to the head of acquisitions, Uni- as the filling in of significant gaps in its versity of Wisconsin Memorial library, Madi- collection of titles in the fields of European son, Wis. Mr. Kern has been with the Paul and American history, economics, and inter- Mellon library in Virginia. national affairs.

UNIVERSITY OF HAWAII'S Gregg M. Sin- The Johns Hopkins University Bologna clair library will award an annual prize of Center has announced the receipt of a li-

NOVEMBER 1 962 527 brary grant of $5,000. from the Fritz Thyssen four thousand volumes at East Orange, N. J., Foundation. This contribution is expend- will be completed about July 1963. able during the present academic year for the purchase of publications relating to Ger- UNIVERSITY OF ROCHESTER (N. Y.) medical man affairs in the fields of history, econom- library's expansion and remodeling program ics, politics, and international relations. doubles the size of the library, provides well- lighted seating for one hundred persons, a periodical bar and new periodical cases, two BUILDINGS additional stack levels, eight small confer- CABRILLO COLLEGE, Aptos, Calif., has ence rooms, and a browsing room with cases moved to its new library building overlook- for rare books. The expanded and renovated ing Monterey Bay, and hopes soon to have library was dedicated October 12. a collection of from thirty to forty thousand volumes. METHODIST COLLEGE, Fayetteville, N. C., has received a gift of $100,000 from Mrs. Walter R. Davis, Midland, Tex. The gift will A NEW "INTERIM" LIBRARY building was occupied last summer by the University of be used to construct a library building for Hawaii library at Hilo. It will serve the which ground will be broken in the spring campus until 1964, when it will probably of 1963. The new building is planned to become a wing of a larger building. house some fifty thousand volumes, and should be completed before the first class THE CORNERSTONE for the Perry T. Ford of the new college graduates in 1964. Memorial library on the campus of Tri-State College, Angola, Ind., was laid in ceremonies UNIVERSITY OF PENNSYLVANIA, Philadel- on August 22. To be completed this fall at phia, has announced plans for a new graduate library to house Wharton School's Lip- a cost of about five-hundred thousand dol- pincott Library collection, to be known as lars, the building has space for forty thou- the Daniel W. Dietrich graduate library. sand to fifty thousand volumes. The exterior of the two-story-and-mezzanine structure is UNIVERSITY OF TORONTO is clearing the of Indiana limestone, with brick on the site for a new University College library lower level. wing, to house about forty thousand volumes, and accommodate some three hun- STATE COLLEGE OF IOWA, Cedar Falls, dred readers. broke ground on October 8 for the first unit of a new library building. The ninety- JOINT UNIVERSITY LIBRARIES law division, thousand-square-foot unit will cost more Nashville, Tenn., has moved into new quar- than one-and-a-half million dollars, and is ters in Vanderbilt's law quadrangle. The planned to accommodate eleven hundred new library will accommodate two-hundred readers and three-hundred thousand vol- thousand volumes and has seats for some umes. Completion is scheduled for spring, two hundred readers. 1964. THE MEDICAL DIVISION of the Joint Uni- STONEHILL COLLEGE, North Easton, Mass., versity libraries will have quarters in a new dedicated its new Cushing-Martin library wing of the Vanderbilt Medical School, now on September 20. It will house one hundred under construction. The new library will twenty thousand volumes, and provide read- have shelf space for thirteen thousand vol- ing-room seats for two-hundred-fifty persons, umes, and seating for three hundred readers. plus 72 study carrels and twelve faculty studies. Cost was more than a half-million MISCELLANY dollars. ASTIA, HUNTSVILLE, the latest technical GROUND WAS BROKEN for the new one-and- operations division of the Armed Services a-quarter-million dollar Upsala College li- Technical Information Agency, opened on brary in March 1962. The three-story brick October 1 at Redstone Arsenal, Huntsville, structure to house some two-hundred-thirty- Ala. It will be tied into the ASTIA head-

528 COLLEGE AND RESEARCH LIBRARIES quarters computer searches by a high speed program has been developed under the communications system. direction of R. M. Hayes, ADI's president- elect, of the UCLA mathematics faculty. OLD AND RARE BOOKS recently acquired by Mrs. Claire K. Schultz, Institute for the Ad- the library at the University of California's vancement of Medical Communication, will Davis campus are described and discussed be presiding officer. in a 52-page catalog just published by the library, entitled Magisteri Terrarum, A Selec- OUT-OF-PRINT RUSSIAN BOOKS will be du- tion of Old and Rare Books, 1497-1798. plicated in small quantities by a method that will enable interested scholars and institu- STANFORD UNIVERSITY (Calif.) libraries has tions to acquire them at reasonable prices, added eight new house libraries in the eight in an experimental project undertaken this houses of Wilbur Hall, freshman dormitory autumn by Micro-Photo, Inc., Cleveland. at Stanford. These, plus libraries already in eight other houses, are essentially student- THEORETICAL METHODS and techniques of operated, under the general supervision of a information storage and retrieval are being library staff member. studied by D. J. Hillman of Lehigh Uni- versity, Bethlehem, Pa. The project is sup- THE MEDICAL LIBRARY ASSOCIATION'S of- ported by the National Science Foundation. ficers for 1962-63 are: President, Frank B. Rogers, National Library of Medicine; Vice MORRILL LAND GRANT centennial material President, Louise Darling, University of checklist and order forms can be obtained California medical library, Los Angeles; Sec- from the Centennial Office, Association of retary, Myrl Ebert, University of North State Universities and Land-Grant Colleges, Carolina Division of Health Affairs; Treas- 1312 18th St., N.W., Washington 6, D. C. urer, John P. Ische, Louisiana State Univer- sity school of medicine. New board members THE LIBRARY OF CONGRESS began, in Sep- are Estelle Brodman, school of medicine li- tember, printing and distributing proof- brary, Washington University; Ralph T. sheets of catalog entries for monographs Esterquest, Harvard medical center; and published since 1955, which have been re- Mrs. Ida Marian Robinson, health sciences ceived for the National Union Catalog but library, University of Maryland. are not covered by LC printed cards. This service will afford current bibliographic BOSTON UNIVERSITY has opened the nine- control for most of the monographs re- teenth of a scheduled twenty readers' service ceived by libraries in the United States and libraries, the chemistry library in Stone Canada, and will provide excellent copy for science building, a noncirculating working reproduction of catalog cards. collection for ready reference.

UNIVERSITY OF LONDON library photo- MILLS COLLEGE OF EDUCATION'S James Campbell Burton library, New York, is open- graphic department is now able to provide ing and equipping a new circulation lobby a new, cheap, rapid service in the copying provided by the gift of $5,000 from Arthur of materials available in the library. Work Young and Company. received by post normally will be completed and dispatched within twenty-four hours of EASTERN COLLEGE LIBRARIANS 48th confer- receipt of the request. ence is being held November 24, at Colum- bia University. The theme is Academic Li- The National Union Catalog of Manu- brarianship and the Non-Western World. script Collections, 1959-61, prepared by the library of Congress and published by J. W. AMERICAN DOCUMENTATION INSTITUTE'S Edwards has been released. Seventy-three 1962 annual convention will be held at hundred cards prepared in the past three the Hotel Diplomat, Hollywood-by-the-Sea, years are reproduced in serial order. There Florida, on December 11-14. For rates and are name, subject heading, and repository reservations, apply directly to the hotel. A indexes.

NOVEMBER 1 962 529 Personnel

Few librarians have been more closely New York experience with a degree in li- identified with the institution they serve brarianship from Columbia, with experience than DONALD T. CLARK with Baker Library in that breeding ground of fine librarians, of the Harvard Busi- the economics division of the NYPL, and ness School. In twen- with Emily. He accepted a bid to the Har- ty-one years as a stu- vard Business School and welcomed the dent, assistant and chance to be a full-time student there for associate librarian, two years before he became, in real, assistant and librarian, Don librarian, later associate librarian, and, in Clark became as 1956, librarian. closely related to Baker Library is far richer in resources Baker Library as its and more dynamic in services because of classical belfry or its Don Clark's librarianship. In his six years as great pillars. In his librarian, Baker Library added fine rarities private life, he was to its Kress library, the papers of many im- established as a sub- portant businesses and individuals to its Donald T. Clark stantial figure in the manuscripts collection and a constantly town government of widening range of materials to its main col- historic Lexington. And, as an avid bird- lection. He pushed, probed, and experi- watcher, he was knowledgeable, indeed, mented with the relationship of the library about the birdlife of New England. to instructional changes and to the lively Yet Don Clark has broken with his intellectual life of the school. And always, he achievements and his position in New Eng- sought to make the library more useful to a land because his deep streak of Californian- larger number of people. One means of do- ism was never fully suppressed. It was evi- ing this was publishing. Thus, Baker library dent always in his easy camaraderie, in his now publishes The Executive, a monthly penchant—some say—for noisy waistcoats to digest which winnows the vast flow of books liven ivy league attire, and certainly in his and journals entering the library for top willingness to break with tradition, to pio- management, and a monthly list of New neer, as the Clarks pioneered in building a Materials in the Area of Transportation. A completely nontraditional house in the now- new edition of A Classification of Business famous Six Moon Hill community. Literature, a bibliography of company his- When one recalls how instantly Don Clark tories and biographies of businessmen, four has always responded to westerners, western new reference lists on economic and business scenes, or western news, it is not surprising topics, four brochures in the Kress library that he is now resident on a California series of historical studies and a number of mountain top, beginning a library for the less substantial works have all come out of University of California, Santa Cruz, which Baker library since 1956. will open in 1965 as another unit of that One of his former staff insists that this great university complex. A native of Wash- description omits some quality of Don Clark's ington, a two-year student at Willamette librarianship—the ineffable spark in his College, a graduate of Berkeley and a very friendliness and his leadership that have young circulation assistant in the Berkeley made Baker library a happy place in which Public Library—these are the western roots. to work. The University of California, Santa Then, four years in New York, where he Cruz, is fortunate indeed that its appeals pursued librarianship and a young lady have lured Don Clark westward.—Laurence named Emily Espinshade. He wound up his J. Kipp.

530 COLLEGE AND RESEARCH LIBRARIES JAMES E. SKIPPER has been appointed ex- igan. Before going to the University of Con- ecutive secretary of the Association of Re- necticut he was assistant librarian at Michi- search Libraries. Dr. Skipper, librarian of gan State University, East Lansing, an the University of Connecticut, Storrs, since instructor in the department of library sci- 1959, will take office about January 1 when ence at the University of Michigan, Ann ARL opens its new headquarters in Wash- Arbor, and a member of library staffs at ington, D. C. Ohio State University, Columbus, and Wash- In addition to a Ph.D. degree from the ington and Jefferson College, Washington, University of Michigan, Dr. Skipper holds Pa. He has been active in a number of an undergraduate degree from the Univer- professional associations, and is chairman- sity of North Carolina and two graduate elect of the Resources and Technical Services library degrees from the University of Mich- Division of ALA.

Appointments

AINA ABRAHAMSON is public services li- be in Lagos, Nigeria, from November to brarian at California Lutheran College, March to organize the technical services de- Thousand Oaks. partment of the national library being es- MRS. SOLVEIGA AIZINAS is reference librar- tablished by the Nigerian government. ian with special competency in the fine arts PETER BARNETT is reference assistant at the at State College of Iowa, Cedar Falls. University of California library, Santa Bar- JAMES A. ALLEN is the assistant librarian bara. in charge of reader services at Louisiana Col- JOHN BATSEL is acting assistant divinity li- lege library, Pineville. brarian, Joint University libraries, Nashville, Tenn. JUDITH K. ANDREWS has been appointed library science librarian at the Joint Uni- MILDRED BENTON is now chief of the bio- versities library, Peabody division, Nashville, logical serials record center of the American Tenn. Institute of Biological Sciences, Washington, D. C. She was consultant in research infor- MRS. LISELOTTE N. ANDERSSON is the new mation, U. S. Naval Research Laboratory. music librarian at Tulane University library, New Orleans. WILLIAM S. BERNER is assistant librarian, RICHARD L. ARDREY is assistant circula- social studies division, University of Ne- tion librarian, Indiana University library, braska libraries, Lincoln. Bloomington. MRS. MARION BJERKEN became periodicals MRS. AGNES BERNICE BARCLAY is now as- librarian at Middle Tennessee State College, sistant humanities librarian at San Diego Murfreesboro, in September. (Calif.) State College. She formerly held the JON ADRIAN BOONE has joined the staff of position of reference librarian at California Montana State College library, Bozeman, as Western University, San Diego. science reference librarian. He was on the MARY Lou BARKER, catalog librarian at staff of Multnomah County Library in Port- the University of South Florida, Tampa, will land, Ore.

NOVEMBER 1962 531 MRS. MARTHA OWENS BOOTH has joined MRS. GRACE-NAZEN CHOBANIAN has been the staff of Mitchell Memorial Library, Mis- appointed assistant in the reference depart- sissippi State University, State College, as ment of Indiana University library, Bloom- assistant circulation librarian. ington.

IRENE BRADEN has joined the Kansas State IRENE CHRISTOPHER was appointed librar- University library, Manhattan, as circulation ian of Emerson College library, Boston, on librarian in Farrell library. October 8. Miss Christopher was formerly BARBARA BRANSON is a descriptive cataloger librarian at Boston University nursing-social at Duke University library, Durham, N. C. work library.

RICHARD K. BROME is now social sciences MRS. NANCY C. COKER is now acting head librarian (documents) at Los Angeles State of the circulation department at Tulane College. He was formerly in the govern- University library, New Orleans. ment publications room at UCLA. SARAH LOUISE COOK is the new assistant PENELOPE BROWN is assistant biology li- sciences librarian at San Diego (Calif.) State brarian at Indiana University library, Bloom- College library. ington. RICHARD H. CORSON is assistant readers' JOHN BUECHLER became head of special services librarian at State University of New collections at the University of Vermont li- York Maritime College, Fort Schuyler. brary in Burlington on September 1. He was head of special collections at the University JOHN C. COSTELLO, [R., has joined the in- of Florida libraries, Gainesville. formation research staff of Battelle Memorial Institute, Columbus, Ohio. MRS. MARIANNE ROSE BULLOCK is now assistant acquisitions librarian at San Diego ALAN D. COVEY is now university librarian (Calif.) State College library. at Arizona State University, Tempe, Arizona. DUMONT C. BUNN became assistant to the head of the acquisitions department, Geor- MRS. KEITH COX has received appoint- gia State College, Atlanta, on September 1. ment as science librarian at the University of Oregon library, Eugene. MRS. ANITA AMES BURTON is assistant education librarian at San Diego (Calif.) State CORNELIUS JOSEPH CRISLEY has been ap- College library. pointed social sciences librarian at San Di- ego (Calif.) State College library. W. ROYCE BUTLER is now head of technical services at the University of Denver li- JOHN CROWLEY is on the staff of State brary. He was chief of acquisitions of Boston University College library at Cortland, N. Y., University libraries. as cataloging assistant.

KARL S. BYNOE became general and hu- JAY E. DAILY has joined Franklin Publica- manities librarian at Massachusetts Institute tions in New York City as librarian con- of Technology, Cambridge, on September 1. sultant. Mr. Daily has been visiting librarian for the Ford Foundation-ALA-University of MRS. RAMONA CASE joined the cataloging Mandalay project in Burma. staff at the University of Oregon library, Eugene, in September. She was head librarian of Orange Coast College library, RUTH DIVELY is now acquisitions librar- Costa Mesa, Calif. ian, Occidental College library, Los An- geles. MRS. MARY H. CHAUDOIR has resigned from the staff of the Norton Memorial library, MRS. BETTY DONAHUE is cataloger at the Louisiana College, Pineville, to become li- University of California library, Santa Bar- brarian of Pineville High School. bara.

532 COLLEGE AND RESEARCH LIBRARIES MRS. MARY ANN DONNELL is reference li- HELEN T. GEER became assistant librarian brarian at Occidental College library, Los of Wheaton College library, Norton, Mass., Angeles. on October 15. MRS. JANIE GENTRY joined the staff of GLADYS DOOLITTLE has joined the staff of Austin Peay State College library, Clarks- Stanford (Calif.) University libraries as prin- ville, Tenn., as assistant acquisitions librar- cipal cataloger. Miss Doolittle had been with ian, on July 1. the Yale University library. HALLET GILDERSLEEVE has been named MRS. ANN DORSEY is acting assistant refer- senior assistant librarian, social studies di- ence librarian central division, Joint Univer- vision, University of Nebraska libraries, Lin- sity libraries, Nashville, Tenn. coln.

LINDA GILL is circulation librarian, Pea- ELIZABETH EATON is now reference librar- body division, Joint University libraries, ian of the health center library, University Nashville, Tenn. of Florida, Gainesville. Miss Eaton was formerly head librarian of the Meade, John- LEONARD GORDON has been appointed as- son Pharmaceutical Company library, Evans- sistant acquisitions librarian at Los Angeles ville, Ind. State College library.

SUE ANN GREENBERG joined the staff of FRITZ THEODOR EPSTEIN became visiting Boston University medical library on Sep- curator of the Slavic collection at Indiana tember 1. University library, Bloomington, in October. MRS. CHARITY H. GREENE has been named MRS. HELEN MCLEOD EWING has been ap- assistant librarian in charge of public serv- pointed circulation librarian at Montana ices at Baylor University library, Waco, Tex. State College library, Bozeman. Mrs. Greene was chief bibliographer in the acquisitions department of the University of MRS. PHILIPPA B. FELDMAN joined the staff Connecticut library, Storrs. of Boston University nursing-social work li- THEODORE GRIEDER has been appointed to brary on October 1. Mrs. Feldman held the organize and distribute the 70,000-volume position of reference and music librarian Foot library recently purchased by the Uni- in Cary Memorial library, Lexington, Mass. versity of California and stored at Santa Barbara. SHARON R. FINBERG has been reference librarian at the University of Oregon library, ANNE T. GURVIN has joined the general Eugene since August. reference services staff at the University of California library, Berkeley. MRS. VIRGINIA RONAN FISHEL, associate MRS. JANIE HALL, Alexandria, La., has professor emerita of Carnegie Library School, been appointed to the library staff at Louisi- Carnegie Institute of Technology, Pitts- ana College, Pineville. burgh, has joined the staff of Waynesburg (Pa.) College library. JOSEPH E. HALL has been reappointed to the staff of the Library of Congress as assist- MRS. MARGARET RUDDELL FOWLER is assistant chief of the newly established national ant documents librarian at Indiana Univer- science and technology referral center in the sity library, Bloomington. reference department.

W. HALL is now librarian at Wilmington RICHARD FREDELL has been appointed as- (Ohio) College library. sistant language arts librarian at Los Angeles State College. RALPH W. HANSEN has become curator of the Stanford collection and manuscripts li- ALICE GAY is catalog librarian at Occi- brarian at Stanford (Calif.) University li- dental College library, Los Angeles. brary.

NOVEMBER 1962 533 WILLIAM G. HARKINS, formerly associate Research Commission in Jackson. She was director of the University of Florida librar- assistant librarian in the transportation cen- ies, Gainesville, has become librarian of the ter library at Northwestern University, University of the South, Sewanee, Tenn. Evanston, 111.

MRS. BEVERLY BENNETT HARRIS is now MRS. HOLLY KESSLER is reference assistant cataloger on the staff of McKissick Memorial at State University College library, Cortland, library. University of South Carolina, Co- N. Y. lumbia. J. C. RESTING has joined the staff of the catalog department of the library of the Uni- MRS. ANNIE LAURIE HAYES has become li- versity of Toronto. brarian at Walker College library, Jasper, Ala. LAWRENCE KIEFFER has joined the staff at Sacramento (Calif.) State College as as- MRS. LUCELIA HENDERSON has accepted the sistant social science and business adminis- position of librarian at Shorter College, tration reference librarian. Rome, Ga. DAVID J. KITTELSON is now associate li- JEAN HIXSON is head of the catalog depart- brarian at the University of Hawaii library, ment at University of Florida libraries, Hilo campus. He was assistant Hawaiian Gainesville. and Pacific librarian at the university library in Honolulu. CAROLYN WIGGINS HOLMAN has been appointed assistant in the circulation depart- MARGARET E. KNOX has been appointed ment at University of Florida libraries, to the position of assistant director of li- Gainesville. braries in charge of readers' services, Uni- versity of Florida libraries, Gainesville. GEORGE H. HUNTER is medical librarian of the University of Vermont library, Burling- SUEN-YAN KOO has been appointed assist- ton. He had been science librarian at Idaho ant librarian in charge of technical processes State College, Pocatello. at New Mexico Highlands University's Rodgers library, Las Vegas.

HOWARD W. HUSEMAN is now a staff mem- MARTIN A. KUHN is now associate profes- ber in the circulation department, University sor and chief librarian at the Staten Island of Florida libraries, Gainesville. (N. Y.) Community College. He was formerly chief, general reference and life science di- BETTY JO INGLE has joined the Maryville vision, The City College library, New York. (Tenn.) College library staff as cataloger. ARLENE KUPIS is sub-librarian at the Uni- versity College library in Ibadan, Nigeria. PATRICIA IRELAND is the assistant fine-arts Miss Kupis has been general and humanities librarian at Indiana University, Blooming- librarian at Massachusetts Institute of Tech- ton. nology library, Cambridge.

MRS. GAZELLE JANZEN is now assistant li- SNOWDEN E. LAFON has been appointed brarian of Menlo (Calif.) College library. associate librarian in charge of student serv- She was librarian of the Food Research In- ices at Hastings (Nebr.) College library. He stitute at the University of California library, was medical librarian at the Veteran's Ad- Berkeley. ministration Hospital, Palo Alto, Calif.

TOMISLAV HAMIL LANDIKUSIC is Slavic cata- VIDA JURGULIS has joined the staff of the loging assistant at Indiana University library, University of Toronto library. Bloomington.

MRS. BRIGITTE L. KENNEY is now librarian WILLIAM DANA LAWS was named circula- at the Mississippi Industrial and Technical tion librarian of the Citadel, the Military

534 COLLEGE AND RESEARCH LIBRARIES College of South Carolina, Charleston, on division, University of Nebraska libraries, September 1. Lincoln.

MRS. JILL C. LE CROISSETTE is now acquisi- AGNES M. METZLER is gifts and exchange tions librarian (gifts and exchanges) at Los librarian at Tulane University library, New Angeles State College library. Orleans. She was formerly reference librarian at Loyola University. MARJORIE E. LEDOUX is head of Tulane RUBY W. MOATS is now assistant chief of University's Middle American Research In- biological serial record center, American In- stitute library, New Orleans. She was for- stitute of Biological Sciences, Washington, merly head of public services at Louisiana D. C. She was chief of the division of bibli- State University school of medicine library, ography of the National Agricultural Li- Baton Rouge. brary.

ANNETTE LILES has been appointed head WILHELM MOLL has been appointed medi- of the department of reference and bibli- cal librarian and associate professor at the ography, University of Florida libraries, School of Medicine, University of Virginia, Gainesville. Charlottesville. Dr. Moll was assistant medical librarian and assistant professor of com- WEN-CHOUH LIN is a new member of the munity medicine at the University of Ken- staff of the cataloging department at Tulane tucky Medical Center, Lexington. University library, New Orleans. HOYLE FLEMING MONTGOMERY, JR., has

MRS. ROSEMOND MCFERRAN has been ap- been on the staff of the reference and bib- pointed assistant catalog librarian at Los liography department, University of Florida Angeles State College library. libraries, Gainesville, since September 17.

MAURICE J. MONTGOMERY has been named JOHN MCKAY is reference assistant at the assistant librarian of the State University University of California library, Santa Bar- College of Forestry, Syracuse (N. Y.) Uni- bara. versity.

JUANITA MCKINLEY has joined the Cub- LAURA VIRGINIA MONTI has been appointed berley library staff of the University of Cali- assistant librarian and head of the special fornia, Berkeley. collections department, University of Flor- ida libraries, Gainesville. ELIZABETH MARTIN, formerly reference librarian at Wartburg College library, Wav- EVERETT L. MOORE is now the librarian erly, Iowa, has been appointed to the de- of the recently established College of the partment of library science staff at State Desert in Palm Desert, Calif. He had been College of Iowa, Cedar Falls. social sciences and business librarian at Chico (Calif.) State College library. MRS. MARJORIE MCPHEE MARTIN became BEVERLY T. Moss has been appointed head librarian in the halls of residence libraries at of the circulation department at Auburn Indiana University, Bloomington in July. (Ala.) University library.

THEODORE MARTIN has been appointed MRS. MARY MULLEN is a new member of assistant librarian in the humanities division, the technical information staff at Stanford University of Nebraska libraries, Lincoln. (Calif.) University library. Mrs. Mullen was with the Philco Corporation in Palo Alto MARILYN MELLOTTE is in the engineering where she organized and operated the cen- library of the University of California, tral document station for the Gemini-Apollo Berkeley. space research program.

MRS. SUSAN MESSERLI became, on Septem- NECIA ANN MUSSER joined the Western ber 1, assistant librarian in the humanities Michigan University library catalog staff in

NOVEMBER 1962 535 September. She had been since December MRS. BERNICE PHELPS has been appionted 1961 a cataloger at Michigan School of Min- assistant cataloger at Birmingham Southern ing and Technology, Houghton. College library, Birmingham, Ala.

MRS. BARBARA MYERS is catalog and special HELEN PHILLIPS has joined the staff of collections librarian, Occidental College, the Boston University education library. Los Angeles. MRS. RUTH PINKERTON became assistant

CAROLINE TUCKER NEEL has joined the librarian at Keuka College, Keuka Park, staff of the undergraduate library at the Uni- N. Y., on October 1. versity of South Carolina, Columbia, as cir- WALTER HARRIS POSNER is now assistant culation-reference librarian. acquisitions librarian at San Diego (Calif.)

MRS. MARY NEWBROUGH has joined the State College library. University of South Florida library staff, ALVIN PRICE is reference librarian at Tampa, as assistant cataloger. Chenery library, Boston University.

HANS NEYNDORFF has joined the San Di- MARY CAROLYN PRITCHARD was appointed ego (Calif.) State College library staff as to the reference and bibliography depart- assistant social sciences librarian. ment, University of Florida libraries, Gaines- ville on October 1. BARBARA T. PARKER is now a member of

the staff of the cataloging department, Uni- ROBERT L. QUINSEY is the newly appointed versity of Vermont library, Burlington. She assistant director of libraries for the humani- was formerly head of circulation and refer- ties at University of Nebraska, Lincoln. ence of the Yale Divinity School library. NEVIN W. RABER has joined Indiana Uni- MRS. MYLA T. PARSONS has joined the versity library, Bloomington, as business li- staff of Middle Tennessee State College librarian. brary, Murfreesboro, as reference librarian. MRS. LINDA L. RAUN is Slavic cataloger at ELF.ONOR E. PASMIK is on the staff of the Indiana University library, Bloomington. New York University medical center library as an assistant reference librarian. RICHARD BURTON REED is cataloging the Mendel collection at Lilly Rare Book li- MRS. ROBERTA PAYNE has been appointed brary, Indiana University, Bloomington. assistant circulation librarian and assistant cataloger at Middle Tennessee State Col- DORINE RUBY REIFLER is assistant music li- lege, Murfreesboro. brarian at Indiana University library, Bloom- ington. MARGARETE PEEBLES has assumed the posi- MRS. JOY S. RICHMOND has been appointed tion of head of acquisitions, Mitchell Me- assistant head of the acquisitions depart- morial library, Mississippi State University, ment of Tulane University library, New State College. Orleans.

CECILIA K. HOBBIE PEHLE is an interim MRS. RUTH L. RIGGS is the new director of assistant in the special collections depart- library facilities at Casenovia (N. Y.) Col- ment, University of Florida libraries, Gaines- lege. ville. DECKARD RITTER is now librarian at Wil- WILLIAM PETESCH has been appointed as- berforce (Ohio) University library. He had sistant cataloger at Sacramento (Calif.) State been librarian of the Wilmington (Ohio) College library. College library.

JEAN GAINEY PETROF is in the acquisitions THOMAS T. ROGERO has been appointed department of University of Florida librar- engineering librarian at the University of ies, Gainesville. Tennessee library, Knoxville.

536 COLLEGE AND RESEARCH LIBRARIES JOHN MURRAY ROSS is now a catalog li- and psychology reference department at Sac- brarian at Los Angeles State college library. ramento (Calif.) State College library. Formerly he was in the reference department MAURICE S. TUCHMAN is now assistant at UCLA. cataloger at State University of New York MARY ROY joined the staff of the Trans- Maritime College, Fort Schuyler. portation Center library at Northwestern ELENA VEREZ DE PERAZA became assistant University, Evanston, 111., on August 1. librarian in technical processes at Univer- MRS. CYNTHIA RYANS has joined the cata- sity of Florida libraries, Gainesville, on July loging staff of Indiana University library, 1. Bloomington. She has been with the acquisi- ANNE P. WALLGREN is assistant librarian, tions department of the University of Ken- college of medicine library, University of tucky libraries. Nebraska, Lincoln. JULIA SCHWARTZ is assistant reference librarian at the University of South Florida, GUDRUM C. M. WANGSELL has joined the Tampa. Miss Schwartz was assistant reference cataloging staff of the University of Oregon librarian at Marshall University library, library, Eugene, after serving in the Univer- Huntington, W. Va. sity of Florida libraries, Gainesville, and in libraries in Sweden. MRS. WILLODENE SCOTT is now demonstration school librarian at Peabody division of RITA CLARE WARHEPA is assistant circula- the Joint University libraries, Nashville, tion librarian, San Diego (Calif.) State Col- Tenn. lege library.

GEOFFREY SELTH has been appointed to SIBYL E. WARREN became a member of the the catalog department of the general library catalog department of Massachusetts Insti- of University of California, Berkeley. tute of Technology library, Cambridge, on July 1. ALBERTA SILLS joined the staff of the Bos- ton University education library on Septem- CARRIE LYNN WEST is assistant acquisition ber 17. librarian at the central division of Joint Uni- versity libraries, Nashville, Tenn. She had MRS. ANNA SNIVELY has been appointed worked with the United Nations library. assistant periodicals librarian at Los Angeles State College library. HAROLD WIREN is now senior assistant librarian, science and technology division, ELAINE SMOGARD is the new administrative University of Nebraska libraries, Lincoln. assistant in Mount Holyoke College library. She was in the catalog department of Har- JOHN B. WOOD is now supervising periodi- vard College library. cals librarian, Los Angeles State College. He

THOMAS ADNER SOUTER, JR., is circulation was head of circulation at San Diego (Calif.) librarian at Indiana University library, State College library. Bloomington. KAREN YVONNE YOUNG has returned to RAMESH TANEJA has joined the staff of San Diego (Calif.) State College library as a the University of California, Los Angeles, catalog librarian after a year at the Univer- library catalog department. He has worked sity of Illinois library, Urbana, as a cata- as a librarian with All-India Radio, New loger. Delhi; the Canadian Library Association; and Kern County (Calif.) Free library. FRANCES ZAMNIK became chemistry librarian at Indiana University library, Blooming- ELIZABETH THOMAS is now circulation li- ton, on September 1. brarian at Trinity University library, San Antonio, Tex. MRS. BIRDINE A. ZARISKI is assistant librarian, college of law library, University of JOYCE TRACY is assistant in the education Nebraska, Lincoln.

NOVEMBER 1962 537 Necrology

BERTHA E. BLAKELY, librarian of Mount the Boston Public library (1937-1940). A gay, Holyoke College from 1901 to 1936, died vivacious and affectionate spirit, she was tre- July 18, 1962 in Peterborough, New Hamp- mendously active with people, and partici- shire. After graduating from Mount Holyoke pated in many local, regional, national, and in 1893, Miss Blakely attended the New even international library organizations and York State Library School in Albany, was associations. She also had published various the librarian of the State Normal School in articles in professional journals and was Trenton from 1894-95 and returned to a coauthor of A Bibliography of Visual Lit- Mount Holyoke as assistant librarian from erature, 1939-1944 published in 1945. But her 1895-1901. greatest resource was her wonderful affec- tion and warmth of friendship. Librarians EUNICE ALEXANDER ELEY, librarian of Bel- will miss her when they gather in the future. haven College, Jackson, Miss., died on June —Frederick G. Kilgour. 15.

MAURINE HUGHES, chief librarian at the BROTHER WALTER A. ROESCH, director of Veteran's Administration hospital, Birming- libraries for the University of Dayton, col- ham, Ala., died on June 29 in Nashville, lapsed while playing tennis on Friday, Aug. Tenn., after a long illness. Her professional 10, and died before arrival at Miami Valley career was spent entirely in government hospital, Dayton. Brother Roesch joined the service. University of Dayton staff in 1946 and was named head librarian in 1954. He was ap- MRS. HENRIETTA T. PERKINS, assistant li- pointed director of university libraries in brarian of the Yale Medical library, died January of this year. after a brief illness of but four days on Wednesday, September 26. Mrs. Perkins had RAYMOND WALKLEY, director of Tufts been on the staff of the Yale Medical library University library from 1928 until his retire- since 1940, having earlier been at the Ohio ment four years ago, died April 22 at Med- State University library (1930-1936) and at ford, Mass.

Retirements

GILBERT E. Gov AN retired at the end of Jackson spent more than thirty years with the summer after serving as librarian at the the reference department of the library. University of Chattanooga (Tenn.) library since 1934. ELIZABETH GREGORY MCPHERSON retired on September 28 after twenty-eight years of GLADYS CORYELL GRAHAM retired after service in the Library of Congress manu- completing thirty-two years of service as li- script division. brarian at UCLA at the end of August. She joined the staff of the reference department ANNA ROBERTS has retired as chief librar- in September 1930. ian and professor of library science at the FRANCES HAYNES, head of public services University of Southern Mississippi in Hat- and reference librarian in the Strozier Me- tiesburg, where she served for thirty-six morial library at Florida State University, years. Tallahassee, retired on August 31 after thirty- RUTH SCIBIRD, curator of the Stanford col- six years of service. lection and senior librarian in the humani- ISABEL H. JACKSON retired on August 31 as ties and social sciences division of Stanford head of the documents department of Uni- (Calif.) University library retired on August versity of California library, Berkeley, a 31, after completing forty years of service in position she held for sixteen years. Miss the library.

538 COLLEGE AND RESEARCH LIBRARIES Doctoral Study In Librarianship — A Supplement

An analysis of doctoral dissertations in BISHOP, OLGA BERNICE. "Publications of the librarianship from the first, in 1930, through Government of the Province of Canada, 1841- June 1959, was published in CRL, Vol. XX, 1867." Michigan, 1962.

(November 1959), pp. 435-53. This study re- BOLL, JOHN J. "Library Architecture 1800-1875; vealed, among other things, that 129 dis- a Comparison of Theory and Buildings with sertations had been accepted by five library Emphasis on New England College Libraries." schools in the thirty-year period. The list Illinois, 1961. accompanying this note gives the names of BOOTH, ROBERT. "A Stochastic Theory of Docu- forty-four men and women who earned the mentation Systems." Western Reserve, 1960. doctorate from July 1, 1959 through June 30, 1962 and, in each case, the name of the BUNDY, MARY LEE. "Attitude and Opinions of institution granting the degree. The institu- Farm Families Toward Matters Relating to tional breakdown for the three-year period Rural Library Development." Illinois, 1960. is as follows: California, 1; Chicago, 2; Co- CANTOELL, CLYDE H. "Reading Habits of Ante- lumbia, 6; Illinois, 11; Michigan, 18; Rut- Bellum Southerners." Illinois, 1960. gers, 4; Western Reserve, 2. For the whole thirty-three year period the figures are: Cali- CARRIER, ESTHER JANE. "Fiction in Public Li- fornia, 1; Chicago, 91; Columbia, 13; Illinois, braries of the United States, 1876-1900." Michi- 24; Michigan, 37; Rutgers, 4; Western Re- gan, 1960. serve, 3; total 173. DARLING, RICHARD LEWIS. "Reviewing of Chil- The 1959-62 group held positions in July dren's Books in American Periodicals, 1865- 1962 as follows: college and university li- 1881." Michigan, 1960. braries, 29; library schools, 8; special librar- DUCAT, SISTER PETER CLAVER. "Student and ies, 2; school libraries, 1; unknown or not Faculty Use of the Library in Three Second- in library work, 4. Employment in the li- ary Schools." Columbia, 1960. braries of academic institutions and in library schools dominates, therefore, as it did EL SHENITI, MAHMOUD EL SAYED. "The Univer- for the earlier group. sity Library and the Scholar: a Study of the Space here does not permit further analy- Recorded Faculty Use of a Large University sis of the data, but it may be pointed out Library." Chicago, 1960. that in the three-year period, 1959-62, more ENNEN, ROBERT CAMPION. "Gradus ad Parnas- than one third as many doctoral degrees sum." Michigan, 1961. were granted as in the entire first thirty years, and that 44 per cent of the 173 degrees FORREST, EARL. "A History and Evaluation of awarded to date have been earned since English Historical Annuals for 1701-1720 and 1957. If the trend of the past five years 1739-1743." Illinois, 1961. should continue, as we have reason to be- GARRISON, GUY. "Voting Behavior on Public lieve that it will, there may well be as many Library Bond Issues: an Analysis of Three as three hundred holders of the doctorate Elections in Seattle, Washington, 1950-1956." in librarianship active in the profession a Illinois, 1960. decade hence.—J. Periam Danton. HAGLER, RONALD ALBERT. "The Selection and BEDSOLE, DANNY THOMAS. "Library Systems in Acquisition of Books in Six Ontario Public Large Industrial Corporations." Michigan, Libraries in Relation to the Canadian Pub- 1961. lishing System." Michigan, 1961.

NOVEMBER 1962 539 HAGRASY, SEAD MOHAMMED. "The Teacher's Role MORRISON, PERRY DAVID. "Career of the Aca- in Library Service: an Investigation and Its demic Librarian: a Study of the Social Origins, Devices." Rutgers, 1961. Educational Attainments, Vocational Experi- ence, and Personality Characteristics of a HARLAN, ROBERT DALE. "William Strahan: Eight- Group of American Academic Librarians." eenth Century London Printer and Pub- California, 1960. lisher." Michigan, 1960. MUNN, ROBERT FERGUSON. "West Virginia Uni- HARRAR, HELEN JEAN. "Comparative Storage versity Library, 1867-1917." Michigan, 1962. Warehouses." Rutgers, 1962. NIEMI, TAISTO JOHN. "Finnish Lutheran Book HINES, THEODORE C. "The Collectanea as a Bib- Concern, 1900-1950: a Historical and De- liographical Tool." Rutgers, 1961. velopmental Study." Michigan, 1960.

HOAGE, MRS. ANNETTE. "Library of Congress PARKER, JOHN. "Books to Biild an Empire: a Classification in the United States: a Survey Bibliographical History of English Overseas of Opinions and Practices, with Attention to Interests to 1620." Michigan, 1960. Problems of Structure and Application." Columbia, 1961. PENLAND, PATRICK ROBERT. "Image of Public Library Adult Education as Reflected in the HOLLEY, EDWARD G. "Charles Evans: American Opinions of Public Library Supervisory Staff Bibliographer." Illinois, 1961. Members in the Public Libraries of Michigan Serving Populations over 25,000." Michigan, JAHODA, GERALD. "Correlative Indexing Systems for the Control of Research Records." Co- 1960. lumbia, 1960. RANZ, JAMES. "History of the Printed Book KEPHART, JOHN EDGAR. "Voices for Freedom: the Catalogue in the United States." Illinois, 1960. Signal of Liberty, 1841-48." Michigan, 1960. ROUSE, ROSCOE. "History of Baylor University KIDDER, ROBERT W. "Contributions of Daniel Library, 1845-1919." Michigan, 1962. Fowle to New Hampshire Printing, 1756- 1787." Illinois, 1960. SIMONTON, WESLEY C. "Characteristics of the Research Literature of the Fine Arts 1948-57." KIPELA, RAYMOND EARL OLIVER. "Comparative Illinois, 1960. Study of Library Legislation in Indiana, Mich- igan, and Ohio." Michigan, 1961. SKIPPER, JAMES EVERETT. "Ohio State University Library, 1873-1913." Michigan, 1960. KIITLE, ARTHUR T. "Management Theories in Public Library Administration in the United SLAMECKA, VLADIMIR. "The Semi-Centralized States 1925-1955." Columbia, 1961. System of Technical Documentation and In- formation of the Czechoslavak Socialist Re- KRAUS, JOE W. "The Book Collection of Five public and East Germany." Columbia, 1962. Colonial College Libraries: a Subject Analy- sis." Illinois, 1960. STEVENS, NORMAN D. "A Comparative Study of Three Systems of Information Retrieval." KRUZAS, ANTHONY THOMAS. "Development of Rutgers, 1961. Special Libraries for American Business and Industry." Michigan, 1960. VAN NOTE, ROY N. "Brush and Pencil; Taste- maker of American Art." Illinois, 1961. LOWRIE, JEAN. "Elementary School Libraries; a Study of the Program in Ten School Systems WASSERMAN, PAUL. "Toward a Methodology for in the Areas of Curriculum Enrichment and the Formulation of Objectives in Public Li- Reading Guidance, with Emphasis on Fourth, braries: an Empirical Analysis." Michigan, Fifth, and Sixth Grades." Western Reserve, 1961. 1959. WILLIAMSON, WILLIAM L. "William Frederick MARINO, SAMUEL JOSEPH. "The French-Refugee Poole and the Modern Library Movement." Newspapers and Periodicals in the United Chicago, 1959. States, 1789-1825." Michigan, 1962.

MONROE, MARGARET. "Evolving Conception of COMPILED BY LEROY C. MERRITT Adult Education in Three Public Libraries: School of Librarianship, University 1920-1955." Columbia, 1962. of California, Berkeley

540 COLLEGE AND RESEARCH LIBRARIES Review Articles

imprint. The Bears, no doubt, excluded Virginia Almanacs this on the basis of its origin, a decision A Checklist of Virginia Almanacs, 1732-1850. certainly defensible. By James A. Bear, Jr., and Mary Caperton Proofreading slips in numbers 165 and Bear. Charlottesville: Bibliographical So- 290 resulted in the exclusion of the location ciety of the University of Virginia, 1962. symbols, although Massachusetts Worcester xliv, [208]p. $7.50. Antiquarian Society has both. In addition, MWA is not credited with owning the fol- Because the almanac played a significant lowing items: 33, 36, 37, 38, 103, 147, 209, role in the reading habits and in the history 240, 253, 256, 284, 294, 329, 339, 348. This of printing of the United States, studies such library also possesses variants of 245, 336, as that of the Bears are welcome. However, 340, and 354. Except for 245, they are minor. coming as it does, just prior to the publica- The first, however, is worthy of mention as tion of Milton Drake's comprehensive bib- the variation is to be found in the im- liography of American almanacs, 1639-1875, print, "J°hn Warrock for Frederick A. some may wonder if it is essential. Mayo." Checking the Bears's work against the col- Generally, the compilers have produced a lection of Virginia almanacs at the American useful work of limited scope. The biographi- Antiquarian Society, this reviewer found only cal notices of the philomaths are a happy one almanac not listed, the 1808 issue of addition. The Good Old Virginia Almanack (Rich- In truth, half a loaf is better than none, mond, Thomas Nicolson). We also have sev- but it is sad that the publications of so eral issues of The Farmer's Calendar, by distinguished a society appear in such shabby Charles Egelmann, which, although printed raiment.—M. A. McCorison, American Anti- in Baltimore, nevertheless bear a Virginia quarian Society.

Books Briefly Noted

Annual Report of the Librarian of Con- Hayes, Jr. [Chicago]: ALA in Coopera- gress for the Fiscal Year Ending June tion with the Public Affairs Committee, 30, 1961. Washington: Library of Con- Inc., [1962]. 20p. (Reading for an Age gress, 1962. 153p. $2.00. of Change, No. 2) $.60. Calendar of Meetings of National and Re- Directory of Finnish Research Libraries, gional Educational Associations, 1962. abridged English ed. of the Guide to the Washington: The National Catholic Edu- Research Libraries of Finland, compiled cational Association, [1962]. 44p. $1.00. by Eino Nivanka; translated by Leena The Catholic Bookman's Guide, a Critical Salminen. Helsinki: The Council of Re- Evaluation of Catholic Literature, edited search Libraries in Finland, 1962. 52p. by Sister M. Regis. New York: Hawthorn 300 FMK. Books, Inc., [1962]. 638p. $12.95. Garrick and Stratford, by Martha Winburn The Communities of New York and the England. New York: The New York Pub- Civil War, the Recruiting Areas of the lic Library, 1962. 72p. $2.50. New York Civil War Regiments, com- The Guide to Catholic Literature, 1961.... piled by C. E. Dornbusch. . . . New Joseph A. Placek, editor, Josephine Riss York: The New York Public Library, Fang, assistant editor. Villanova, Penna.: 1962. 31p. $1.50. The Catholic Library Association, 1962. The Contemporary Arts, by Bartlett H. 355p. $9.00.

NOVEMBER 1962 541 Handbook and Directory. [Washington]: Magisteri Terrarum, a Selection of Old and Special Libraries Association, Washington, Rare Books, 1497-1798, from the Library D. C., Chapter, [1962]. 61p. $1.00. of the University of California, Davis, Cali- fornia, edited by Hilton Landry. Davis, The Impact of the Library Services Act: Calif.: The Library, University of Cali- Progress and Potential, papers presented fornia, 1962. 55p. Apply. at an institute conducted jointly by the University of Illinois Graduate School Minnie Maddern Fiske, a Register of Her of Library Science and the Library Serv- Papers in the Library of Congress. Wash- ices Branch, U. S. Office of Education, ington: Manuscript Division Reference November 5-8, 1961; edited with a fore- Department, Library of Congress, 1962. word by Donald E. Strout. Champaign, I6p. $.30. (Distributed through the 111.: The Illini Union Bookstore, [1962]. Card Division, Library of Congress). 120p. $2.00. Plato Manuscripts: A Catalogue of Micro- films in the Plato Microfilm Project, Yale Indexing Books, a Manual of Basic Princi- University Library . . . , edited by Robert ples, by Robert Collison. New York: John S. Brumbaugh and Rulon Wells with the de Graff, Inc., [1962]. 96p. $1.95. assistance of Mrs. Donna Scott and Harry Information Handling and Science Informa- V. Botsis. New Haven: Yale University tion: a Selected Bibliography, 1957-1961, Library, 1962. 2 parts $3.50. prepared by the American Institute of Proceedings of the Conference on Training Biological Sciences, Biological Sciences Science Information Specialists, October Communication Project in cooperation 12-13, 1961, April 12-13, 1962, Georgia with the American University Center of Institute of Technology, Atlanta, Georgia, Technology & Administration, School of sponsored by the National Science Foun- Government & Public Administration; dation, Dorothy M. Crosland, General Paul C. Janaske, editor. Washington: Chairman. [Atlanta: Georgia Institute of American Institute of Biological Sciences, Technology, 1962]. 139p. Apply. B. S. C. P., 1962. n.p. $2.00. Ready Reference Collection: A Basic List Irving Langmuir, a Register of His Papers Developed for the Ready Reference Cen- in the Library of Congress. Washington: ter of Library 21, Seattle World's Fair Manuscript Division Reference Depart- 1962. [Chicago]: Reference Services Di- ment, Library of Congress, 1962. 9p. $.30. vision, ALA, [1962]. 41p. $.75. (Distributed through the Card Division, Library of Congress). Reference Books, a Brief Guide for Students and Other Users of the Library, compiled The Landon Carter Papers in the University by Mary Neill Barton, assisted by Marion of Virginia Library, a Calendar and Bio- V. Bell, 5th ed. Baltimore, Md.: Enoch graphical Sketch, by Walter Ray Wine- Pratt Free Library, 1962. 135p. $1.25. man. Charlottesville: University of Vir- ginia Pr., 1962. 99p. $7.50. Robert Burns, an Exhibition in the Noble H. Getchell Library of the University of The Language of the Foreign Book Trade: Nevada, June 1—July 15, 1962, catalog Abbreviations, Terms, Phrases, 2d ed., [by] by G. Ross Roy. [Reno]: University of Jerrold Orne. Chicago: ALA, 1962. 213p. Nevada Press, 1962. 27p. (Bibliographical $5.50. Series No. 1). Apply.

Libraries in the Netherlands. The Hague: Space Science, by Ralph E. Lapp. [Chicago]: Netherlands Librarians Association, 1962. ALA in cooperation with the Public Af- 60p. Apply. fairs Committee, Inc., [1962]. 52p. (Read- ing for an Age of Change, No. 1). $.60. Lincoln Herald Analytical Index, 1950-1960, compiled by Wayne C. Temple and William Dampier, Seaman-Scientist, [by] Glenna A. Rice. Harrogate, Tenn.: Lin- Joseph C. Shipman. Lawrence, Kans.: The coln Memorial University Pr. 1962. 39p. University of Kansas Libraries, 1962. 63p. $5.00. $1.50.

542 COLLEGE AND RESEARCH LIBRARIES Paper Deterioration . . .

(Continued from page 499) OTTO HARRASSOWITZ Library Agency that 73.05 per cent of the titles (7,665,- WIESBADEN • GERMANY 800) and 57.34 per cent of the pages (1,720,570,000) were printed since 1869. Direct service Foreign imprints accounted for 65.72 on all German language per cent of the titles and 56.2 per cent books and periodicals of the total pages. A breakdown by dec- • ade of publication was made, as well as Orders and inquiries are invited on one by country of publication, but the both new and out-of-print material number of items in each category is too * small to provide estimates deserving of much confidence. Farmington Plan agent for West and East Germany From the standpoint of preservation, • the magnitude of one phase of the problem has been indicated more clearly than For economy, speed, and accuracy before by the estimate that books (not you may rely upon your serials) printed since 1870 and represented in the National Union Catalog German agent contain approximately one and three- quarter billion pages.—Edwin E. Wil- OTTO HARRASSOWITZ liams.

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FILMS FOB LIBBABIES Selected by a Subcommittee of ALA'S Audio-Visual Committee This highly selective, annotated listing of more than 400 of the best available 16mm films covers a wide variety of subjects for all age levels. Complete buying information and age or specific group use is given for each title. A detailed subject index and directory of distributors add to its usefulness. Just published. Paper $1.75 Classified Advertisements BOOKS EVENING SERVICE LIBRARIAN. Young man preferred, with a college degree and an BUSINESS METHODS INDEX, monthly interest in library science. Position is open to international coverage, books, pamphlets, be filled immediately. Growing library with articles, films, etc., over 25,000 entries an- new quarters in the near future. Salary is nually. Sample, $1.50. Box 453, Ottawa, $4,800 and the possibility of an increment Canada. in six months. An excellent opportunity to CENTER FOR RUSSIAN LITERATURE. grow professionally. Apply: Mrs. Sylvia Y. 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New library building; rapidly expand- Canner Inc. Dept. ACRL., Boston 20, Mass. ing campus; progressive ideas welcome. Don- ald J. Pearce, Head Librarian, University of OUT-OF-PRINT North Dakota, Grand Forks, N. D. COLONIAL BOOK SERVICE—Specialists in supplying the out-of-print books as listed in all library indices (Granger poetry; Essay LOS ALAMOS SCIENTIFIC LABORA- and General Literature; Shaw; Standard; TORY has an opening for a Technical Li- Fiction; Biography; Lamont; Speech; etc.) brarian who would be responsible for work Catalogues on request. Want lists invited. 23 in the technical processes section of our li- East 4th St., New York 3, N. Y. brary. The position requires a degree in library science plus a scientific or technical POSITIONS OPEN background. Experience in a technical li- CIRCULATION LIBRARIAN. A person brary is necessary. 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Reprints of two extremely scarce books by JAMES TRUSLOW ADAMS Memorials of Bridgehampton (L.I.) ESHP XIII (1916) 1962 $12.50 History of the Town of Southampton (L.I.) ESHP XIV (1918) 1962 $15.00

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PRESS5^ Fall • October INSULL 1962 by Forrest McDonald. Illus., index. $4.95 CAPITALISM AND FREEDOM by Milton Friedman. $3.95 LOST TRIBES AND SUNKEN CONTINENTS Myth and Method in the Study Just published of American Indians by Robert Wauchope. Illus., index. $3.95 HUMAN NATURE AND THE STUDY OF SOCIETY The Papers of Robert Redfield, Vol. I THE POLITICS OF SCARCITY edited by Margaret Park Redfield. $10.00 Public Pressure and Political IN DEFENCE OF POLITICS Response in India by Bernard Crick. $3.75 by Myron Weiner. Index. $5.00 FREE RESERVES AND THE MONEY SUPPLY THE QUEST OF SETH for the Oil of Life by A. James Meigs. Index. $4.00 by Esther Casier Quinn. Index. $5.00 REQUIREMENTS FOR CERTIFICATION OUR AMISH NEIGHBORS 27th edition, 1962-63 by William I. Schreiber; with drawings by by Mrs. Robert Woellner and M, Aurilla Sybil Gould. Index. $5.95 Wood. $3.50s THE ART OF CHINESE POETRY September by James J. Y. Liu. Index. $4.50 THE CHOLERA YEARS THE ILIAD OF HOMER The United States in 1832,1849, and 1866 Translated by Richmond Lattimore with by Charles E. Rosenberg. Index. $7.50 drawings by Leonard Baskin. special price to Dec. 31, 1962: $11.50 THE STRUCTURE OF SCIENTIFIC REVOLUTIONS thereafter: $13.50 by Thomas S. Kuhn. $4.00s THE ROOT AND THE BRANCH LOGICAL FOUNDATIONS OF Judaism and the Free Society PROBABILITY Second Edition by Robert Gordis. Index. $3.95 by Rudolf Camap. Index. $10.00 THE TRIUMPHS OF PETRARCH THE METHODS OF ETHICS translated by Ernest Hatch Wilkins with by Henry Sidgwick. drawings by Virgil Burnett. $5.00 Seventh edition, revised by E. E. Constance JAZZ AND THE WHITE AMERICANS Jones. $5.00s The Acceptance of a New Art Form THE PROBLEM OF INDUCTION by Neil Leonard. Index. $4.50 AND ITS SOLUTION THE AMERICAN PARTNERSHIP by Jerrold J. Katz. $3.75s Intergovernmental Co-operation in LANDMARKS IN POLITICAL ECONOMY the Nineteenth-Century United States by Daniel J. Elazar. Index. $6.50 Earl J. Hamilton, Albert Rees and Harry G. Johnson, Editors. $10.00s GRAIN YIELDS AND THE AMERICAN FOOD SUPPLY by D. Gale Johnson and Robert L. Gustafson. EDUCATION AND THE CULT OF EFFICIENCY $3.50s by Raymond E. Callahan. Index. $5.50 GOOD BOOKS FOR CHILDREN • December Revised and enlarged edited by Mary K. Eakin. Index. $6.50 IGNATIUS DONNELLY The Portrait of a Politician LIFE: ORIGIN AND DEVELOPMENT by Martin Ridge. Illus., index. $7.95 by Gosta Ehrensvard. Index. $4.50s THE SUPREME COURT REVIEW, 1962 edited by Philip B. Kurland. About $6.50s THE SOLAR SYSTEM Volume IV also in October The Moon, Meteorites, and Comets Contrastive G. P. Kuiper, General Editor B. M. Middlehurst, Associate General Editor. Structure Series About $12.50 General editor: Charles A. Ferguson, THE UNDER ACHIEVER IN READING H. Alan Robinson, Editor. $3.50s Director of the Center for Applied Linguistics in Washington, D.C. HOUSING AND INCOME by Margaret G. Reid. $7.50s THE SOUNDS OF ENGLISH AND GERMAN by William G. Moulton. $2.75s THE STUDENT PHYSICIAN AS PSYCHOTHERAPIST edited by Ralph W. Heine. $5.00s THE GRAMMATICAL STRUCTURES OF ENGLISH AND GERMAN BASIC RUSSIAN WRITINGS by Herbert Kufner. $2.00s A Selected and Annotated Bibliography on Russia and the Soviet Union edited by Paul L. Horecky. $6.50 • November POLITICS IN THE 20th CENTURY • Classical Reprints In Three Volumes MEDIEVAL LATIN I: The Decline of Democratic Politics by K. P. Harrington. $5.50s II: The Impasse of American Foreign Policy A LATIN READER FOR COLLEGES III: The Restoration of American Politics by H. L. Levy. $2.50s by Hans J. Morgenthau. about $7.50 each A SURVEY OF CLASSICAL ROMAN THE CHALLENGES OF SPACE LITERATURE Two Volumes edited by Hugh Odishaw. Illus., index. $6.95 by D. P. Lockwood. $3.00s each HEAL THE HURT CHILD by Hertha Riese. Illus., index. $8.50 FROM THE RENAISSANCE TO ROMANTICISM Trends in Style in Art, Literature, and For complete catalogue Music, 1300-1830 write to by Frederick B. Artz. Index. $5.00s UNIVERSITY OF EXCESS AND RESTRAINT Social Control among a New Guinea Moun- tain People by Ronald M. Berndt. Illus., index. $8.95 CAPITAL PUNISHMENT AND BRITISH POLITICS by James B. Christoph. $4.00

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CUNNINGHAM PRESS • 3036 W. MAIN ST., ALHAMBRA, CALIF. INDEX College and Research Libraries Volume 23, 1962 INDEX TO VOL. XXIII

Prepared by Richard Schimmelpfeng

ABBREVIATIONS Standard abbreviations for names of organizations, ALA, ACRL, LC, etc., are alphabetized as if spelled out. Other abbreviations: appt. —appointment cat.(s) —catalog(s) coll. —college ed. —editor, edition l.(s), ln.(s) —library(ies), librarian(s) port. —portrait ref. —reference rev. —review( er) univ. —university

A B Bryan, James E., "Mutual responsibility for mutual service," 291-94. Academic standards, 8-10. Bacon, Sir Francis, 18-23. Bibliog- Acquisitions, 33-40; 522-24. Bryant, Margaret S., "Baffling variety; education meth- raphies, Abstracts, and In- Acquisitions, gifts, collections, ods for librarianship in Great dexes, rev. of, 79-80. 59-60; 158-59; 235-36; 323-24; Britain, Canada and the Unit- 425; 525-27. ed States," Rogers, 45-50. Buildings, 60-61; 159; 237; 324; 375-401, 404; 425; 504-08; 528. "The Alexander Turnbull L.," Bartlett, Eleanor, "Who uses Davis, 396-97. univ. Is.?" 217-22, 257-59. Burke, John E., "The new East American L. Classification, with "A basic collection of records Texas State Coll. L„" 233-34, Special Ref. to the L. of Con- for a coll. 1.," Lane, 295-301, 266. gress, La Montagne, rev. of, 336. C 356-57. Bay, Jens Christian, necrology, An American L. History Reader; 334. Caldwell, John, "Degrees held Contributions to L. Literature, Bear, James A., A Checklist of by head Ins. of colls, and Marshall, rev. of, 349-50. Virginia Almanacs, 1732-1850, univs.," 227-28, 260. Appointments, 66-71; 162-64; rev. of, 541. Central Washington State Coll. 241-44; 332-34; 430-33; 531- Bear, Mary Caperton, A Check- L„ 393-95. 37. list of Virginia Almanacs, "Centralized services in new ACRL, Board of Directors, 1732-1850, rev. of, 541. Central Washington building," meeting, Chicago, Jan. 29-30, Benjamin, Philip M., "Feed and Gorchels, 393-95. 1962, brief of minutes, 165- weed; a philosophy of book "The centrifugence of univ. Is.," 68; Miami Beach, June 18-20, selection," 500-03. Heron, 223-26. 1962, brief of minutes, 339- Bergen, Daniel P., "Socio-psy- A Checklist of Virginia Alma- 40. chological research on coll, en- nacs, 1732-1850, Bear and Bear, ACRL, Constitution and bylaws, vironments," 473-81. rev. of, 541. as amended June 19, 1962, Bibliographies, Abstracts, and In- Circulation systems, 402-04. 436-38. dexes. Bryant, rev. of, 79-80. Clark, Donald T., appt. & port., ACRL, Constitution and Bylaws Birnbaum, Henry, appt. & port., 530. Committee, report, June 1960, 161-62. Classification Systems, Tauber 245. Bonn, George S-, Training Lay- and Wise, rev. of, 76-78. ACRL grants, 73-75; 439. men in the Use of the L., "Clerical aptitude in 1. employ- "ACRL legislation in 1961," rev. of, 79-80. ment," Salmon, 311-14, 322. Low, 112-14. "Book cats.: prospects in the Cole, Dorothy Ethlvn, rev., 79- ACRL meeting, Chicago, Jan. decade ahead," Weber, 302-10. 80. 1962, 40; Miami Beach, June The Book Collection: Policy Case Collecting Science Literature for 1962, 341-42. Studies in Public and Aca- General Reading; Papers Pre- ACRL Microcard Series, ab- demic Ls., Shaffer, rev. of, sented at an Institute con- stracts of titles, 267. 348-49. ducted by the Univ. of Illinois ACRL officers, 1962/63, 337-38. "Book order procedures in the Graduate School of L. Science, ACRL officers (nominees) 1962/ publicly controlled colls, and rev. of, 174-76. 63, 172-73. univs. of the Midwest," Veit, College and Research Ls., change ACRL President, letter, 246; re- 33-40. of editor, 50; 169-71. port to ALA, June 18, 1962, Book selection, 500-03. College and Univ. L. Surveys, 344. "Books briefly noted," 274-75; 1938-1952, Erickson, rev. of, ACRL, Special Committee on 358-59; 541-42. 357. ACRL Program, report, 343- "Books with no indexes," Taylor, College education, 467-72. 44. 229-30, 261-63. College, Univ. and Special Ls. ARL, meeting, Miami Beach, Borchardt, D. H., "Australian of the Pacific Northwest, Kroll, Tune 16, 1962, minutes, 451. bibliography: an assay," 207- ed., rev. of, 354-56. "Automatic records system at 12; 251-54. Colleges, aims and needs, 473-81. the Univ. of Missouri L.," Brewer, Frances J., "Special "Community coll. 1.—Cultural Parker, 231-32, 264-65. problems of special collec- solar plexus," Rink, 389-92. "Australian bibliography: an as- tions," 213-16, 255-56. "Compact shelving," Metcalf, say," Borchardt, 207-12, 251-54. Brock, Clifton, "The Federal 103-11. Axford, H. William, "Rider re- Depository System: a proposal "The 'complete package' coll. 1.," visited," 345-47. for change," 197-206, 247-50. Jordan, 405-09, 421. Computers and Common Sense—- G facilitates sending overdue the Myth of Thinking Ma- notices," 402-04. Kraus, Joe W., appt. & port., 65. chines, Taube, rev. of, 452-53. Gifts [and] Exchanges, Thompson, Confer, Elizabeth D„ "Univ. 1. Kreissman, Bernard, appt. & branches abroad," 41-44. rev. of, 76-78. port., 330-31. "Cornell's reclassification pro- Goldhor, Herbert, appt. & port., Kroll, Morton, ed., Coll., Univ. gram," Reichmann, 369-74, 161. and Special Ls. of the Pacific 440-50. Gorchels, Clarence, "Centralized Northwest, rev. of, 354-56. Council of National L. Associa- services in new Central Wash- Kuhn, Warren B., "Princeton's ington building," 393-95. tions, 75. new Julian Street L.," 504-08; Council on L. Resources, Fifth Gormley, Mark M., appt. & port., rev., 176-77. annual report for the period 329-30; The Sioux Falls Coll. L.: a Survey, rev. of, 273-74. ending June 30, 1961, rev. of, L 268-69. Gosnell, Charles F., appt. & port., 427. Govan, James F., "This is, in- LaMontagne, Leo E., American D deed, the heart of the matter," L. Classification, with Special 467-72. Ref. to the L. of Congress, "The Dag Hammarskjold L.," 32. Government publications, 197- rev. of, 356-57. Daniels, Marietta, "Univ. Is. in 206, 247-50. Lane, David O., "A basic col- the Americas: the Inter-Amer- Grants, 58; 61; 527-28; ACRL lection of records for a coll. ican Seminar," 28-32. grants, 73-75; 439. 1.," 295-301, 336. Davis, Loda Mae, "The Alex- Gross, Gerald, ed., Publishers on Largely Lincoln, Mearns, rev. of, ander Turnbull L.," 396-97. Publishing, rev. of, 350-51. 174. "Degrees held by head Ins. of Gull, C. D„ rev., 269-71. Leyh, Georg. ed., Handbuch der colls, and univs.," Caldwell, Bibliothekswissenschaft, 2d ed., 227-28, 260. H rev. of, 271-73. "The dignity and advancement Librarians, 27; 45-50; 227-28, of Bacon," Shera, 18-23. Hamill, Harold L., "The public 260; 422-24. "Doctoral study in librarianship 1. serves the univ. student," Libraries, seating capacity, 375- —a supplement," Merritt, 539- 11-15. 82. 40. Handbuch der Bibliothekswissen- Library collections, 345-47. Downs, Robert B., Makers of the schaft, 2d ed., Leyh, ed., rev. Library finances, 509-21. Modern Mind, rev. of, 353-54; of, 271-73. Library orientation, 482-98. "Report on Farmington Plan Library personnel, 311-14, 322. program," 143-45. Hanson, Grant D., necrology, 434. Library service, 11-15; 291-94. Dukar, Abraham G., appt., 328- Harrer, G. A., "Foundation sup- Library Trends, 16-17. 29. port for univ. Is.," 518-21. "Library 21," 44. E Harwell, Richard, editor of Logsdon, Richard H., "Indirect C&RL, 169-71; rev., 174. costs of 1. services under U.S. East Texas State Coll. L., 233- Hawken, William R., photocopy- research agreements," 24-27; 34, 266. ing from Bound Volumes, rev. rev., 78-79. Edmonds, Anne Cary, appt. & of, 453-54. Low, Edmon, "ACRL legisla- port., 65. Henkle, Herman H., "The John tion in 1961," 112-14. Ellsworth, Ralph E., ACRL Crerar L. and plans for its Ludington, Flora B., rev., 268- President's letter, 246; "The new building," 383-88. 69. quest for quality in higher Heron, David W., "The centrif- Luther, Wilhelm-Martin, necrol- education," 8-10. ugence of univ. Is.," 223-26. ogy, 436. Erickson, E. Walfred, Coll. and Holley, Edward G., appt. & port., Univ. L. Surveys, 1938-1952, 330; "Univ. 1. orientation by M rev. of, 357. television," 485-91; rev., 349- "Extra-univ. sources of financial 50. McCorison, M. A., rev., 541. support for Is.: a symposium," Hopp, Ralph H., "Private and McMullan, T. N„ appt. & port., 509-21; "Private and industrial industrial funds for univ. Is.," 160. funds for univ. Is.," by R. H. 509-13; The Sioux Falls Coll. "Magnitude of the paper-deterio- Hopp, 509-13; "Federal funds L.: a Survey, rev. of, 273-74. for univ. Is.," by R. Shank, ration problem as measured by 514-18; "Foundation support a National Union Cat. sample," for univ. Is.," by G. A. Harr- I Williams, 499, 543. er, 518-21. Mai, Lois, "When do you use a "Indirect costs of 1. services un- jobber?" 522-24. F der U.S. research agreements," Makers of the Modem Mind, Logsdon, 24-27. Downs, rev. of, 353-54. Inter-American Seminar on Univ. "Marginal punched charge card Farber, Evan I., appt. & port., Ls., 28-32. form facilitates sending over- 329. due notices," Kilgour, 402-04. Farmington Plan, 143-45. Marshall, John David, An Amer- "The Federal Depository System: J ican L. History Reader; Con- a proposal for change," Brock, tributions to L. Literature, 197-206, 247-50. Jackson, William Vernon, rev., rev. of, 349-50. "Federal funds for univ. Is.," 354-56. Shank, 514-18. Jahoda, Gerald, rev., 452-53. Martindale, James A., appt. & port., 331. "Feed and weed: a philosophy "The John Crerar L. and plans of book selection," Benjamin, for its new building," Henkle, Matthews, Sidney E., "A mili- 500-03. 383-88. tary coll. initiates a 1. instruc- Ford, Stephen W., appt. & port., Jones, Robert C., "One thousand tional program," 482-84. 427-28. 1961 books for the undergrad- Maurer, Geraldine Kaufman, Foreign Is., personnel news, 72: uate coll. 1.," 115-42. "New periodicals," 146-54. 164; 244; 435. Jordan, Robert T„ "The 'com- Mearns, David C., Largely Lin- Forman, Sidney, appt. & port., plete package' coll. 1.," 405- coln, rev. of, 174. 429. 09, 421. Merritt, LeRoy C., "Doctoral "Foundation support for univ. study in librarianship—a sup- Josey, E. J., "The role of the plement," 539-40; rev., 348-49. Is.," Harrer, 518-21. coll. 1. staff in instruction in Fry, George, & Associates, Study the use of the 1.," 492-98. Metcalf, Keyes D., "Compact of Circulation Control Systems, shelving," 103-11; "Seating rev. of, 176-77. accommodations," 375-82. Fussier, Herman H., Patterns in K Metcalfe, John, rev., 76-78. the Use of Books in Large Microforms, 405-09, 421. Research Ls., rev. of, 78-79. Karlowich, Robert A., rev., 351- Milczewski, Marion A., rev., 357. "The future of 1. service and 53. "A military coll. initiates a 1. education for librarianship," Kilgour, Frederick G., "Mar- instructional program," Mat- Schick, 16-17. ginal punched charge card form thews, 482-84. Missouri. Univ. L., 231-32, 264- Reichmann, Felix, "Cornell's re- Swank, Raynard C., appt. & 65. classification program," 369- port., 328. Mostecky, Vaclav, Russian and 74, 440-50. East European Publications in "Report on Farmington Plan T the Ls. of the United States, program," Downs, 143-45. rev. of, 351-53. Research costs, 24-27. Talmadge, Robert L., rev., 273- "Mutual responsibility for mu- Retirements, 71-72; 164; 244; tual service," Bryan, 291-94. 74. 334; 433-34; 538. Tannenbaum, Earl, appt. & port., "Rider revisited," Axford, 345- 66. N 47. Taube, Mortimer, Computers and Rift, Leo R., "New or old di- Common Sense—the Myth of Necrology, 72; 164; 244-45; 334- mensions in librarianship," Thinking Machines, rev. of, 35; 434-35; 538. 422-24. 452-53. "New or old dimensions in li- Rink, Bernard C., "Community Tauber, Maurice F., Classifica- brarianship," Rift, 422-24. coll. 1.—cultural solar plexus," tion Systems, rev. of, 76-78; "New periodicals," Maurer, 146- 389-92. appreciation, 240-41; rev., 356- 54; Thrash, 410-21. Rogers, A. Roberts, "Baffling 57. "The new East Texas State Coll. variety: education methods for Taylor, Jed H., "Books with no L.," Burke, 233-34, 266. librarianship in Great Britain, indexes," 229-30, 261-63. Newark Public L„ 291-94. Canada, and the United States," Television in libraries, 485-91. "News from the field," 59-64; 45-50. "This is, indeed, the heart of 155-59; 235-39; 323-27; 425- the matter," Govan, 467-72. 26; 525-29. "The role of the coll. 1. staff in Thompson, Donald E., Gifts Nicholson, Natalie N., "Who instruction in the use of the land] Exchanges, rev. of, 76-78. 1.," Josey, 492-98. uses univ. Is.?" 217-22, 257- Thrash, James R., "New period- 59. Rosenberg, Betty, rev., 350-51. icals," 410-21. Northwestern Michigan Coll. L., Ruggles, Melville J., Russian and Tolan, Edwin K., appt. & port., 389-92. East European Publications in 331-32. o the Ls. of the United States, Towner, Lawrence W., appt. & rev. of, 351-53. port., 428. Russian and East European Pub- Tracy, Warren F., appt. & port., "One thousand 1961 books for lications in the Ls. of the 429. the undergraduate coll. 1.," United States, Ruggles and Training Laymen in the Use of Jones, 115-42. Mostecky, rev. of, 351-53. the L., Bonn, rev. of, 79-80. Oplinger, Phoebe, appt. & port., Ryan, Richard W., rev., 452. "Two aspects of reader's service 331. areas: recommendations to 1. Oram, Robert W., "Univ. 1. ori- S planners," Pierson, 398-401, entation by television," 485-91. 404. Orne, Jerrold, rev., 174-76. Salmon, Eugene N., "Clerical u P aptitude in 1. employment," 311-14, 322. United Nations. Dag Hammar- Schick, Frank L., "The future Paper, deterioration, 499, 543. skjold L., 32. of 1. service and education for University Is., 217-22, 257-59; Parker, Ralph H„ "Automatic librarianship," 16-17. records system at the Univ. of 223-26. Scientists' Approaches to Infor- University Is., costs, 24-27. Missouri L„" 231-32, 264-65. mation, Patterns in the Use of Books in Voigt, rev. of, 452. "University ls. in the Americas: Large Research Ls., Fussier "Seating accommodations," Met- the Inter-American Seminar," Daniels, 28-32. and Simon, rev. of, 78-79. calf, 375-82. Periodicals, new titles, 146-54; Shaffer, Kenneth R., The Book "University 1. branches abroad," Confer, 41-44. 410-21. Collection: Policy Case Stud- "University 1. orientation by tele- Personnel, 65-72; 160-64; 240- ies in Public and Academic Ls., rev. of, 348-49. vision," Holley and Oram, 485- 45; 328-35; 427-35; 530-38. 91. Personnel in foreign Is., 72; 164; Shank, Russell, "Federal funds 244- 435. for univ. Is.," 514-18. V Phono'records, 295-301, 336. Shaw, Charles B., necrology, Photocopying, 23; 524. 245. Veenstra, John, "When do you photocopying from Bound Vol- Shaw, Ralph R., ed., The State use a jobber?" 522-24. umes, Hawken, rev. of, 453- of the L. Art, v. 4, rev. of, Veit, Fritz, "Book order pro- 54. 269-71. cedures in the publicly con- Pierson, Robert M., "Two as- Shelving, 103-11. trolled colls, and univs. of the pects of reader's service areas: Shera, Jesse H., "The dignity Midwest," 33-40. recommendations to 1. plan- and advancement of Bacon," Virginia Military Institute L., ners," 398-401, 404. 18-23. 482-84. "Princeton's new Julian Street Shirk, Frank C., appt. & port., Voigt, Melvin J., Scientists' Ap- L.," Kuhn, 504-08. 428. proaches to Information, rev. "Private and industrial funds Simon, Julian L., Patterns in of, 452. for univ. Is.," Hopp, 509-13. the Use of Books in Large W "The public 1. serves the univ. Research Ls., rev. of, 78-79. student," Hamill, 11-15. The Sioux Falls Coll. L.: a Sur- Weber, David C., "Book cats.: Publishers on Publishing, Gross, vey, Gormley and Hopp, rev. ed., rev. of, 350-51. prospects in the decade ahead," of, 273-74. 302-10. Skipper, James E., appt., 531; Q rev., 453-54. "When do you use a jobber?" "Socio-psychological research on Veenstra and Mai, 522-24. coll. environments," Bergen, "Who uses univ. Is.?" Nicholson "The quest for quality in higher and Bartlett, 217-22, 257-59. education," Ellsworth, 8-10. 473-81. Special collections, 213-16, 255- Williams, Edwin E., "Magni- tude of the paper-deterioration R 56. _ "Special problems of special col- problem as measured by a lections," Brewer, 213-16, 255- National Union Cat. sample," Ranz, James, appt. & port., 240. 56. 499, 543. Rare Book Conference, 3d, Mi- The State of the L. Art, v. 4, Winchell, Constance M., "Se- ami, 1962, announcement of, Shaw, ed., rev. of, 269-71. lected ref. books," 51-58; 315- 145. Stokes, Katharine M., rev., 353- 22; retirement, 433-34. Reason, Joseph H., executive 54. Wise, Edith, Classification Sys- secretary ACRL, 429. Study of Circulation Control tems, rev. of, 76-78. "Reference books," Winchell, 51- Systems, G. Fry & Associates, Worley, Parker, appt. & port., 58; 315-22. rev. of, 176-77. 162. THROW AWAY YOUR OLD IDEAS ABOUT CHEMICAL INDEXING •••••HHIHMHI AND ABSTRACTING SERVICES HHHHpampmgpnI i iNnM - I • MMM

VCHUME SIX. NUMBER FOUR ISSUE 52 NEW CHEMICAl COMPOUN05 NUMBERS 20715 01 TO 21125-06 Index this is the modern approach Chemicus to scanning and searching

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