in order to stimulate professional growth. He recognizes his teachers as great or potentially great educators who can not only organize subject matter, but can guide each pupil to work toward defined goals with stimulating, varied, and appropriate library materials. As all faculty members are encouraged by the principal to share with school librarians the responsibility for building the library's collection and for enriching teaching with library materials, a new kind of educational program emerges in the school, deeply satisfying to both teachers and pupils.

As we approach a higher level of quality in education through the cooperative development of school library programs, school superintendents need to interpret the purposes, methods, and requirements in financial support of school libraries to school boards and community members. They should know what is meant by individualized instruction and why more librarians and clerks, more books, periodicals, and audiovisual materials are needed for such a program. School boards and community members should be informed that there are special library materials which will help nonreaders and reluctant readers to overcome their handicaps. They should know that latent abilities and creative interests often appear when boys and girls have free access to a wide selection of good books and other materials. They should be aware that gifted boys and girls need not only an enriched program in the classroom but mature materials in the library to arouse their intellectual curiosity, deepen their insights, and awaken social consciousness. They should also understand that unless we provide materials leading to richer experiences and to satisfying lifework, many of our young people go through life wasting their talents and contributing much less than they could to themselves and to society.

To interpret the meaning of school library services to education, and to make clear the conditions necessary for effective school libraries, "Standards for School Library Programs" was developed by the American Association of School Librarians. These standards for school libraries take their place as a genuine contribution to the achievement of quality education for all school pupils. They are not intended just to make school libraries bigger and better; they are intended to improve education. They were developed by school librarians and by representatives of national educational and lay organizations, and represent cooperative planning for dynamic school library programs of service by superintendents, principals, teachers, lay citizens, and school librarians from all over the United States. "Standards for School Library Programs" deserve to be studied carefully by all those concerned in the strengthening of American education. The quantitative standards are not excessive for developed school library programs; they are only excessive, if we elect to continue in the same pattern. The standards can be treated as goals to be attained by gradual, planned steps. One step may be to demonstrate in one or two subject areas how wide resources of library materials can improve instruction. As parents, school board members, and teachers observe this improvement, demand for stronger support for school library materials and services in all areas of the curriculum will result. With knowledge of the standards, demonstration, and interpretation of their significance, and a willingness to move forward toward their implementation, we can greatly improve our schools.

[Editorial in the Washington Post, May 28, 1962]
BACKWARD BOOKS

The same week that Scott Carpenter made his triple orbit around the world, students in our city's public schools could read this helpful comment in a textbook: "Airplanes have not only sailed over the ocean, but they have sailed around the earth. Of course, stops were frequently made for gasoline and oil." This is but a sample of the sometimes pitifully out-of-date textbooks still in use in our public schools, where one high school instructs its students with a book entitled "Modern Physics" printed before Hiroshima.

All credit to the High School Students for Better Education, our youngest lobbyists, for using their constitutional right of petition to bring the book scandal to the notice of Congress. And further credit to Senator Humphrey for lending a hand in a campaign that ought to succeed. A Nation rich enough to thrust a man into space ought to have enough money to provide its youngsters with books that do more than describe airplanes as a curious novelty and nuclear physics as interesting speculation.

Obsolete and tattered textbooks are being used because the District lacks adequate funds for its schools. The lack of libraries is an even greater reproach to congressional parsimony. There are no libraries in elementary schools except in two where anonymous donors provided funds; the national standard calls for a $3 library expenditure per child, but Washington spends 76 cents a year per high school student, and nothing at all for each elementary pupil. Happily, local school officials are providing further fodder for Mr. Humphrey's Senate campaign, and hopefully Congress will learn a lesson from the antiquated texts the Senator has read into the Record.

[Washington Daily News, Apr. 4, 1962]

STATISTICS SHOW: THE LIBRARY SHORTAGE IS SHOCKING

(By Eleanor Roosevelt)

All Americans who realize that changes must be made in education to meet the challenges of this modern world should take a critical look at the library situation in their communities during the observance of National Library Week, April 8 to 14.

It is impossible to better educate our children without greatly increasing not only the number of libraries themselves but the library services and personnel. This is a fact that I would like to spread as widely as possible to thinking Americans the parents of children who will not live in this world successfully without a better education and a greater knowledge than we, their elders, have had.

Twenty-five million Americans in the United States today have no library service, and the library service to 50 million more Americans is very inadequate. It is even more surprising that 10.6 million children in our public schools are without public libraries, and 66 percent of the elementary schools do not have school libraries.

COLLEGE SHORTAGE

We would expect our colleges to fare better because by the time a child gets into higher education his need for independent work requiring the use of books becomes greater. Yet 1 out of 5 college libraries has fewer than 25,000 volumes. The minimum for a college of 600 students should be 50,000 volumes, with 10,000 additional volumes for each increase of 200 students.

We are shortsighted in looking toward the future, and particularly in estimating what an increase in population will mean in any particular area of our national life.

We expect, for instance, an increase of 32 million persons (to a total of 210 million) from 1960 to 1970 in the United States. The estimated increase in public and nonpublic school enrollment during this increase has been set at: In the elementary schools, 16.4 percent; in the high schools, 39.6 percent; and in higher education, 61.9 percent.

This means that we are becoming increasingly conscious of the fact that our young people need a college education to succeed in a competitive world, and there is a greater emphasis in education on academic excellence and independence in study.

LIBRARIAN SHORTAGE

It is shocking that 23 of our States do not have a qualified person at the State level to direct the development and improvement of public school libraries. For all of the schools in our country, there is only one librarian for each 1,740 pupils, and more than 47,000 pupils have no qualified librarian at all.

Libraries, in fact, were never more important than they are today, and the training of librarians able to help make us better citizens of the world is one of our most pressing problems and can no longer be ignored.

BOOKS AT ANY PRICE

Out from Somerset on an almost impassable road where the bookmobile cannot travel lives a very poor family of booklovers. In spite of their poverty, the mother and 12-year-old son come into the library twice each month by taxi

cab. They come in the evening and stay long past closing time but the librarian hasn't the heart to turn them out because they have so much fun discovering fascinating books and showing them to each other. Though they seem to have had little schooling (the mother at least) they have a natural hunger for information and instinctively turn to the better type books. These people have little money, yet they seem to think the 15 or 20 books they carry home every 2 weeks are well worth the $8 taxi fare each trip-Valley of Parks Regional Library, London, Ky., "Activities for Year 1957-58."

(Source: Wilson Library Bulletin, vol. 33, No. 9, May 1959, p. 650.)

A COPY OF A LETTER SUBMITTED BY ARKANSAS LIBRARY COMMISSION FROM LIBRARY PATRON TO BOOK MOBILE LIBRARIAN OF NORTH ARKANSAS REGIONAL LIBRARY, a PROJECT UNDER THE LIBRARY SERVICES ACT

Mrs. RUTH CUNNINGHAM,
Bookmobile Librarian.

ALPENA, ARK., March 7, 1962.

DEAR MRS. CUNNINGHAM: Our time is always so limited when you make your stops here at my little store that I never get around to telling you how much I really appreciate the bookmobile.

I don't know whether you know it or not, but Carrollton is an old, old town and was once county seat for what is now three counties. Three courthouses have burned here. It is soon to be a State park. I have said all that to say this— most of the people are elderly too. Many are complete invalids. They can't afford television, and many of them not even a radio, magazines, etc. So you can see what a blessing it was to them when you came along with all your wonderful books. It has opened up a complete new world for them. Many are not able to come pick out their own books, but I have learned what type they like and I can take or send them back and forth. To take in a new book to one of these is like taking them a very nice gift. One old man reads almost one a day. He reads some to his blind brother.

I am such an avid reader myself that I look forward to your visits with much enthusiasm. So do many other middle aged, teenagers, juniors, and all ages in between, but next to the older people I believe the little preschoolers get more out of the little library than anyone else. Children's books are so expensive but very necessary for their proper development. We parents could afford very few books. Now each time they tire of one they can return it and choose another which they enjoy very much.

I hope you enjoy your work just half as much as I enjoy being able to pass them on to others here in the store. I feel I am really helping others to have a more abundant life. Words cannot tell you and all those who have any part in the bookmobile how much this little community appreciates what you are doing for us. Here's hoping it never has to end.

Your friend,

Mrs. EARL DISHEROON,

Carrollton.

Mr. BAILEY. This concludes our formal hearings.

The Chair announces that the hearings will be kept open for a period of 10 days so that anyone who has failed to get their briefs included in the record may do so.

The committee will stand adjourned.

(Whereupon, at 12:45 p.m., the committee adjourned.)

(The following statements, letters, and supplemental material were received for the record:)

STATEMENT OF HON. ROBERT N. GIAIMO, A REPRESENTATIVE IN CONGRESS FROM THE STATE OF CONNECTICUT

Mr. Chairman, it is a pleasure and privilege once again to join in sponsoring legislation designed to provide for a comprehensive library development program for this country. In 1960, I was among the sponsors of legislation to extend

the Library Services Act appropriations for 5 fiscal years. I am especially pleased with this new bill, however, because I feel it will be invaluable in our efforts to improve the quality of education for our young people and will contribute immeasurably to community and individual growth and development. By eliminating the 10,000 figure as a population minimum, we open vast new opportunity to communities throughout the country. By raising the ceiling on funds, we will enable public elementary and secondary schools, as well as institutions of higher learning, to establish and maintain adequate library services. The provisions which would enable training of librarians will increase the contribution each library makes to the community and/or school.

Mr. Chairman, I believe that this legislation is among the most important bills to be considered by the Congress this year-or, for that matter, any year. The $67.5 million appropriation for fiscal 1963 and the $70 million for each of the following 4 years is an insignificant figure when compared to appropriations for national defense, but I believe it to be of inestimable value in the all-out efforts to assure national security.

We must arm our citizens intellectually and morally, as well as physically, A library, more than any one other place, is the repository of learning, of all that comprises culture and education. Its shelves contain records of the ideals and principles upon which the free world was founded. We cannot expect future generations to continue fighting to safeguard ideals to which they have not been fully exposed, and proper understanding comes in the main from the written word. We must assure that all citizens have the opportuntiy for full individual intellectual development, which is symbolized by the library. Our future progress, economically and culturally, is directly dependent upon such a program as this legislation proposes.

The library is the heart of the community, the center of life of the college or public school. To the young child who sits enthralled during a "story hour," to the old citizen who comes to the library for the companionship of books. to the student who sees the entire pagentry of civilization come to life through the magic of books, the library is more than a cavernous old building full of musty volumes. It is the heart of a meaningful, rich life typified by the love of books and learning. The free public library was probably the greatest contribution ever made to the intellectual growth of man. It has made it possible for generations of citizens to become exposed to ideas, to profit from records of the past and build on the hope of the future. It has helped make of us a learned people.

We have the opportunity-indeed, the obligation-to assure that the principle embodied in the free public library system is continued and that each and every community, each and every public school, each and every institution of higher learning can provide library facilities for its citizens and its students. Mr. Chairman, I know that I need not impress upon you the importance of this bill. The cost of this legislation is neglible, but the price we would have to pay without the opportunities provided by this bill is astronomical.

The American Library Association has estimated that 50 million Americans have inadequate or no library service at all. There are serious deficiencies in specialized library service programs for specific interest or age groups. We face a boom in school-age population which will be a tremendous strain on existing libraries, and even now we have 10,600,000 children who go to public schools without any library whatsoever. Nearly half of our public schools have no libraries. Nearly 60 percent of 4-year colleges have below-standard libraries. These are shocking figures, for they mean that a tremendous number of people are being improperly equipped for life, that students are being denied the full, rich range of knowledge, that young people are being deprived of an opportunity for intellectual development.

We cannot permit this situation to continue. This legislation is of vital importance to the future of our civilization, and I am sure that this committee will take early action on its provisions.

I congratulate the distinguished chairman of this subcommittee for his leadership and wisdom, and I am proud to be associated with him in this extremely important project.

STATEMENT OF HON. CHESTER E. MERROW, A REPRESENTATIVE IN CONGRESS FROM THE STATE OF NEW HAMPSHIRE

Mr. Chairman and members of the committee, I appreciate the opportunity you have given me to present testimony in support of H.R. 12006, a bill to amend the Library Services Act in order to make areas lacking public libraries or with inadequate public libraries, public elementary and secondary school libraries, and certain college and university libraries, eligible for benefits under that act, and for other purposes.

This legislation has been introduced by several of my colleagues. I am pleased that the committee is holding hearings on this measure. I hope the Library Services Act, which I supported from the very beginning and which I, with several of my colleagues, introduced, will be amended during this session.

SIX YEARS' EXPERIENCE WITH LIBRARY SERVICES ACT ENACTED IN 1956

Six years' experience with the Library Services Act enacted in 1956 has demonstrated its great value in stimulating State and local action to provide new and improved library services in rural areas. According to the statement of the Commissioner of Education before the House Appropriations Subcommittee on February 20, 1962, in the first 5 years of operation under that law, new or improved library service was provided for over 36 million people.

County and regional libraries made public library service available to more than 2 million persons who formerly had no library service at all. Over 300 new bookmobiles have been placed in operation under projects made possible by the act. State funds for rural public library service have increased approximately 75 percent since 1956 and local appropriations for this purpose have increased about 50 percent.

PRESENT ASSISTANCE LIMITED TO AREAS HAVING LESS THAN 10,000 POPULATION

Assistance under the present law is limited to areas having less than 10,000 population. Nearly 100 million of our people live in areas which cannot benefit from the law as it is now written. The Commissioner of Education stated that nearly 50 million have inadequate public library service or no service at all. Moreover, many suburban areas which have received assistance under this program are, as a result of population growth, becoming ineligible at the very time their need is the greatest.

Public demand for service from every type of library is increasing at a rate no one could have foreseen a few years ago. Many factors account for this change a heightened interest in every phase of scientific development, the toughening of curriculum requirements and the greatest stress on independent study in high schools and colleges, the need of adults for continuing education, inservice training and job retraining materials, and the broader cultural interests stimulated by the higher educational levels attained by more and more of our people.

LIBRARIES FACED WITH INCREASED COSTS

While libraries everywhere are faced with rapidly expanding demand for their services, their costs of providing this service are steadily mounting. Added to the ordinary increase in the costs of books, labor, materials, and supplies is the shift in reader interest to more expensive books and materials in the scientific field. Small liberal arts colleges have been finding it particularly difficult to keep up adequate library collections to support modern programs in physics, chemistry, mathematics, and the whole range of scientific subjects so vital to the progress of our Nation.

MORE TRAINED LIBRARIANS NEEDED

Increased expenditures for the purchase of books will do little good if trained librarians are not available to select those needed for particular libraries and to assist students and other readers to use them to the greatest advantages. Serious shortages of adequately trained personnel have developed. Any program to improve library service must include assistance to overcome this shortage.