but from the testimony you have heard of the shortage of trained professional librarians, we are running into that difficulty in trying to fill this position of school library supervisor.

Mr. BAILEY. It looks like you are anticipating passage of this legislation.

Mr. SCOTT. We certainly hope so but the school library supervisor will help us in any case.

Mr. BAILEY. I am sorry that time will not permit me to ask you a lot of questions I would like to ask but let me thank you for your appearance here and your interest in pushing this legislation to final approval by the Congress. It has been a pleasure to hear your presentation of the situation in my home State.

May I say that I will be in your corner in trying to get this legislation approved.

Mr. SCOTT. Thank you very much, Mr. Chairman, and members of the committee.

Mr. BAILEY. The next witness is Dr. Robert B. Downs of the University of Illinois.

Dr. Downs, will you further identify yourself to the reporter?
Please proceed with your statement.

STATEMENT OF ROBERT B. DOWNS, DEAN OF LIBRARY ADMINIS-
TRATION AND DIRECTOR OF THE GRADUATE SCHOOL OF LIBRARY
SCIENCE, UNIVERSITY OF ILLINOIS

Mr. Downs. Thank you, Mr. Chairman.

My name is Robert Downs. I am dean of library administration and director of the Graduate School of Library Science at the University of Illinois. As former president of the American Library Association and of the Association of College and Research Libraries, I have had an opportunity to become acquainted with the major types of libraries in the United States and their complex problems. It will be my purpose to present some reasons why H.R. 11823 is highly important and should be enacted by this Congress.

In the past, we have tended to think of particular aspects of the library field, attempting, for example, to deal with the needs and problems of public libraries, or school libraries, or libraries in institutions of higher education, or of library education in isolation. We have gradually come to realize that national library service is an indivisible whole. One of the most significant features of H.R. 11823 is its recognition of the interdependence of libraries, each type complementing and supplementing the others. Weaknesses in one library area almost inevitably are a handicap elsewhere. For example, public libraries are constantly being called upon to provide library service to students at all levels-elementary, secondary, and college; the colleges and universities do much adult education work, which is usually considered the special province of the public library; and library schools are concerned with training personnel for every variety of library.

In the universities, we are especially aware of these interrelationships. The students who come to us from communities with good school and public libraries, who have formed reading habits at an early

age and been taught how to use books and libraries have a running start on students from communities lacking adequate library service. The rate of scholastic failures is far higher among poor readers.

Another feature of H.R. 11823 which seems to me of great merit is the proposal to broaden the scope of the original Library Services Act. In relation to public libraries, the present legislation is limited to areas of 10,000 population or less. Certainly there is no question of the woeful inadequacies of library service in many small towns and rural areas of the United States. All census studies, however, show that we have become a predominantly urban people. The problems of providing library service to the huge concentrations of population in urban and suburban areas are putting severe strains on the financial and other resources of those communities.

As a university librarian, am naturally most directly and intimately concerned with matters of college and university library service. The basic factor here, affecting the whole world of higher education, is the mounting tide of student enrollment. The growth in recent years has been almost geometrical. In 1946-47, reflecting the large influx of returning war veterans, the number of college students in the United States for the first time exceeded 2 million. In 1957, enrollment went past the 3 million mark, and in 1961-62 the figure was approximately 4 million. By 1965, the American Council on Education projects a total of 5 million, and by 1970, 7 million.

Meanwhile, confronted by expanding demands on every front, college and university libraries have been caught in an upward spiral of inflation. They have seen books, periodical subscriptions, binding, equipment, supples, and all other costs in a virtually unbroken rise. Faculties and staffs have multiplied, new departments have been created requiring additional library facilities. The rate of publishing and the varety of materials published are being stepped up sharply. In its relation to college and university libraries, H.R. 11823 is concerned only in aiding with the financing of books and other publications, but this is among the most important and troublesome aspects of the present situation because of the inflation in costs of materials. During the past 15 years, average subscription prices to periodicals, for example, have more than doubled. The largest increases have occurred in mathematics, chemistry, physics, botany, geology, and other branches of science.

Mr. BAILEY. Would the witness suggest that this committee investigate the increased prices of periodicals and publications?

Mr. Downs. Of course, it is a reflection of inflation in the rest of the economy. The publishers will tell you they must increase costs because the costs of printing are higher, the paper, every aspect of their operation is higher.

Mr. BAILEY. The impulse is strong to do just that, but I am not contemplating it right now.

Thank you.

Mr. Downs. I think a few typical instances of such increases might be worthwhile. The Journal of Pharmacology, for example, has increased its subscription price from $18 to $40; Science Abstracts has jumped its price from $19 a year to $96 a year. Those are just typical of hundreds of such increases.

Another highly significant factor is the ever-widening geographical scope of library collecting activities. With few exceptions, American libraries have traditionally limited their procurement efforts to materials in Western European languages. But with the increasingly important role played by the United State in world politics, the recog nition of certain critical areas of the world, and the numerous studyarea programs being developed in colleges and universities, the Nation's research libraries are undertaking aggressive and ambitious acquisition plans in languages and regions previously unknown to or neglected by them.

An obvious conclusion to these facts is that college and university libraries must find additional sources of financial assistance if quality and strength are to be maintained in higher education and educational standards not permitted to sink into mediocrity. Increased appropriations from their parent institutions, Federal aid, foundation grants, and a proper share of research contract funds seem the most logical and promising sources from which to meet a rapidly developing crisis.

Their

There will doubtless be a temptation, as huge student enrollments begin to swamp university campuses, to cheapen the quality of educa tional programs. Confronted by multitudes of students, some colleges and universities will resort to mass methods of instruction. faculties may return to the old single-textbook plan for undergraduates. Institutions concerned with producing well-educated citizens, however, will avoid such techniques. In every way possible they will encourage independent work and study on the part of students, and for them the library will be the heart of the educational process.

Certainly, at more advanced levels, scholars and graduate students in the humanities and social sciences recognize libraries as indispensable laboratories. Books and journals are equally essential to the pure and applied sciences, for the scientist, like the humanist, and social scientist, requires records of previous investigations and experiments to save him from duplication of effort and to provide a foundation for further progress.

Finally, I want to stress the basic importance of title IV in the pending bill, providing for library training institutes. Professionally trained librarians are desperately needed in every branch of librarianship. As director since 1943 of one of the leading library schools, I have seen a shortage which begun during World War II become steadily more acute. The Wall Street Journal recently estimated that the national deficiency in librarians is about 18,000. That figure probably did not include school libraries. Meanwhile, the 32 accredited library schools of the country produce annually about 10 percent of that number. Every new library school graduate has an average of at least 15 job offers from which to choose.

Mr. BAILEY. The committee is to understand that there are 32 institutions of learning in the Nation that offer special training in libraries?

Mr. Downs. The 32 schools are those accredited by the American Library Association, which is the accrediting agency for graduate library education programs. Actually, there are many more institutions in the country which offer some type of undergraduate library

training which may be accredited by the State but not nationally. The total number in this latter group may run as high as 400.

Consequently, many positions go unfilled or are filled by untrained people. To meet the current crisis and to provide qualified personnel for the Nation's expanding libraries, the kind of training program outlined in title IV is essential.

I hope that favorable consideration will be given by this committee to the present bill to broaden the coverage of the Library Services Act.

Thank you, Mr. Chairman, for the opportunity to apear before the committee.

(The above-mentioned list follows:)

ACCREDITED LIBRARY SCHOOLS

February 1962

In 1953 the Board of Education for Librarianship, now known as the committee on accreditation, began a program of evaluation of library schools under the Standards for Accreditation adopted by the ALA Council, July 13, 1951. These standards apply only to the basic program of graduate education for librarianship which is scheduled for completion after a minimum of 5 years of study beyond the secondary school, and which normally leads to a master's degree. Listed below are the library schools which have been evaluated and accredited under these standards.

Library schools are listed alphabetically by the name in common usage followed by location, dates of establishment and administrative officers. Full information about admission requirements, tuition, programs, and degrees offered should be obtained from the library schools.

Atlanta University, School of Library Service, Atlanta 14, Ga. Established 1941. Mrs. Virginia Lacy Jones, dean.

University of California, School of Librarianship, Berkeley 4. Established 1919. LeRoy C. Merritt, acting dean.

Carnegie Institute of Technology, Carnegie Library School,2 Pittsburgh 13, Pa. Established 1901. Ralph Munn, dean; Elizabeth Nesbitt, associate dean. Catholic University of America, Department of Library Science, Washington 17, D.C. Established 1938. Rev. James J. Kortendick, head.

University of Chicago, Graduate Library School, Chicago 37, Ill. Established 1928. Herman H. Fussler, acting dean.

Columbia University, School of Library Service, New York 27, N.Y. Established 1887. Jack Dalton, dean.

University of Denver, Graduate School of Librarianship, Denver 10, Colo. Established 1931. Stuart Baillie, director.

Drexel Institute of Technology, Graduate School of Library Science, Philadelphia 4, Pa. Established 1891. John F. Harvey, dean.

Emory University, Division of Librarianship, Atlanta 22, Ga. Established 1905. Evalene Parsons Jackson, director.

Florida State University, Library School, Tallahassee, Fla. Established 1947. Louis Shores, dean; Robert G. Clapp, assistant dean.

University of Illinois, Graduate School of Library Science, Urbana, Ill. Established 1893. Robert Bingham Downs, director; Herbert Goldhor, associate director.

Indiana University, Division of Library Science, Bloomington, Ind. Established 1949. Margaret Irene Rufsvold, director.

University of Kentucky, Department of Library Science, Lexington, Ky. Established 1933. Maurice D. Leach, Jr., head.

Louisiana State University, Library School, University Station, Baton Rouge 3,
La. Established 1931. Mrs. Florrinell Francis Morton, director.
McGill University, Library School, Montreal 2, Quebec, Canada. Established
1927. Miss Vernon Ross, director.

1 ALA Bulletin 46: 48-49, February 1952.

2 Carnegie Library School closes as of June 1962.

3

3 Basic program at the 5th-year level leading to the professional bachelor's degree accredited under standards for accreditation adopted by the ALA Council, July 13, 1951.

University of Michigan, Department of Library Science, Ann Arbor, Mich. Established 1926. Rudolph H. Gjelsness, chairman.

University of Minnesota, Library School, Minneapolis 14, Minn. Established 1928. David K. Berninghausen, director.

University of North Carolina, School of Library Science, Chapel Hill, N.C. Established 1931. Carlyle J. Frarey, acting dean.

University of Oklahoma, School of Library Science, Norman, Okla. Established 1929. Gerald M. Coble, director.

George Peabody College for Teachers, Peabody Library School, Nashville 5, Tenn. Established 1928. William A. FitzGerald, director; Frances Neel Cheney, associate director.

Pratt Institute, Library School, Brooklyn 5, N.Y. Established 1890. Louis D. Sass, dean.

Rutgers University, Graduate School of Library Service, New Brunswick, N.J. Established 1953. Neal Harlow, dean.

Simmons College, School of Library Science, Boston 15, Mass. Established 1902. Kenneth R. Shaffer, director.

University of Southern California, School of Library Science, University Park, Los Angeles 7, Calif. Established 1936. Martha T. Boaz, dean.

Syracuse University, School of Library Science, Syracuse 10, N.Y. Established 1908. Wayne S. Yenawine, dean.

University of Texas, Graduate School of Library Science, Austin 12, Tex. Established 1948. Robert R. Douglass, director.

Texas Woman's University, School of Library Science, Denton, Tex. Established 1929. D. Genevieve Dixon, director.

University of Toronto, Ontario College of Education, Library School, Toronto 5, Ontario, Canada. Established 1928. Bertha Bassam, director.

University of Washington, School of Librarianship, Seattle 5, Wash. Established 1911. Irving Lieberman, director; L. Dorothy Bevis, associate director. Western Michigan University, Department of Librarianship, Kalamazoo, Mich. Established 1945. Alice Louise Le Fevre, head.

Western Reserve University, School of Library Science, Cleveland 6, Ohio. Established 1904. Jesse H. Shera, dean.

University of Wisconsin, Library School, Madison 6, Wis. Established 1906. Rachel Katherine Schenk, director.

Summer sessions: All library schools offer their curriculums in summer sessions except McGill, and Toronto. Toronto's summer session is only for students enrolled in the sixth-year course.

On June 21, 1962, the Committee on Accreditation of the American Library Association announced the accreditation of the following schools:

University of California, Los Angeles, School of Library Service, Los Angeles 24. Established 1960. Lawrence Clark Powell, dean; Andrew E. Horn, assistant dean.

Rosary College, Department of Library Science, River Forest, Ill. Established 1930. Sister Mary Peter Claver, D.L.S., director.

The Library Education Division of the American Library Association has identified 442 institutions of higher education which have been reported as offering courses in library science, nonaccredited by the American Library Association. The division is in process of verifying this information but the exact figures wll not be available for some time.

Mr. BAILEY. Mr. Downs, we do deeply appreciate your appearance here. Your background of service in this particular field makes it a valuable contribution. Your suggestions will be given careful consideration by the committee when we get ready to mark the bill up. Right now we are after information. Correction of the situation is long past due and there should be action on the part of the Federal Government in this field.

Again let me thank you for making this long trip and I am sure what you have said will contribute a lot to making our efforts a success. Mr. Downs. Thank you very much, sir.

4 On leave 1961-62.