Naturally the situation is worse in some other areas. As consultant to Mr. Gonzalo Velasquez, director of school and public libraries, Puerto Rican Ministry of Education, I have been told that Puerto Rico has no elementary school libraries and know, from inspection, that the collections of its high school libraries lack essential materials. Title II, providing assistance for the purchase of school library materials, for minor remodeling, and for developing school library consultative staff, would help to fill the deficiencies, whatever their nature, in each of the States.

In connection with the provision in title II, for assistance in the establishment or expansion of both State and local supervisory positions, I might say that at the recent ALA conference, Mr. Hal Clements, director of the division of instructional materials of the Georgia State Department of Education, stated this to be the one most important need for the improvement of school library services.

There is an equally pressing need, however, for which title IV of H.R. 11823 offers tremendously encouraging assistance, and that is the need for qualified personnel. This is occasioned, not only by the normal need for replacement, but also by the establishment of new positions in all types of libraries and at all levels of responsibility. Unfortunately the library profession has not been able to produce the reliable national statistical information which the education profession has at its command. I will, therefore, cite a few examples which are typical of the United States as a whole.

Several years ago, the State of New York conducted a library manpower survey in which it was found that 1 in every 10 professional positions in all types of libraries was vacant at that time. This spring a followup survey was conducted by telephone, covering, in this case, only the 10 largest public libraries in the State; in this survey it was found that 1 in every 7 professional positions was vacant. The shortage is evidently growing worse. One of the major accredited graduate library schools which serves a national clientele reports that between February 1961 and February 1962 it received 689 specific requests for librarians. During that period, it graduated 22 librarians, of whom 20 were already committed to positions before they came to the school; there were, therefore, only two graduates available for the open market. Yet many of the students who had qualified for admission, according to the director of this school, were unable to attend because of lack of financial means.

Another evidence was revealed at the recent annual conference of the American Library Association held June 15 to 22 at Miami Beach, where a placement exchange was maintained. At the 1962 conference, 652 positions were posted to be filled for which there were only 35 applicants, and of these, close to one-half were Cuban refugees. Finally, in my own State of New Jersey, a tally conducted by the State library agency in April 1962 revealed 52 vacancies in school libraries, 68 in public libraries, 12 in college libraries, and 6 in other types a total of 118 professional positions not filled, in a State which has a graduate library school which, in the same year, graduated 120 students qualified to take these positions.

The library profession is presently at work on the development of a national plan for library education and on a national recruitment program. The need for library personnel and their professional edu

cation is no simpler to solve in the library field than in other areas of education. There already exists, however, a network of 30 graduate library schools in the United States accredited by the American Library Association and a large number of about 150 other colleges and universities which offer programs of education in librarianship at both the graduate and undergraduate levels. It is my own belief that the kind of assistance provided by H.R. 11823, title IV, will prove as powerful a shot in the arm to the quality of library education as this type of help has provided in the upgrading of education for science teachers, English teachers, and guidance counselors through the National Defense Education Act.

I would like to tell you of one State plan which is already in existence and could be immediately put into effect if this bill is passed as it stands now. Pennsylvania has recently adopted excellent standards for the improvement of its school libraries, looking toward the establishment of a full program of library services in elementary schools as well as secondary schools. A leader in this work has been Dr. Richard Gibboney, director of the bureau of curriculum development of the State department of public instruction, who recognizes that excellent library services undergird the curriculum and strengthen teaching. In addition to new State standards, Pennsylvania has provided for State reimbursement for elementary school library construction, has proposed a new training program for school librarians, as well as a guide for developing instructional materials centers. Dr. Gibboney's proposal for a training program for school librarians is focused on elementary schools and plans to select 2,500 elementary school teachers and provide half the cost of their securing a minimum of 12 semester hours of library science as a starter toward full qualification. His plan provides for some experimentation in methods different from the established traditional library curriculum, would provide guidance and oversight by practicing librarians, and would assist in starting a large number of persons on a program of professional qualification. Plans for other States need not be identical with this plan for Pennsylvania but could be modified in accordance with specific State needs-as provided for in H.R. 11823, title IV.

The expansion in the regular programs of established graduate accredited schools and the broader offering of workshops and institutes for upgrading and for refresher courses through title IV would be of vital assistance to all kinds of libraries. It would make improved library services available to users of libraries through the availability of more and better qualified librarians who could secure training through the special stipends provided by this bill and through the expansion of library training agencies through contractual arrangements.

The American public library, the school library and the college library are known throughout the world as service agencies designed to bring to the citizen and student the material they need. As a leader specialist appointed by the Department of State I was proud to represent the American library profession at the University of Tehran in 1952-53. Some areas of our own country, however, have not much more access to library resources than do such newly developing countries as Iran. The two kinds of assistance offered by H.R. 11823-financial aid for library resources and assistance for

training institutes—will greatly help all our school, college, and public libraries to provide more adequate resources and services to children in elementary school, to students in high school and college, and to adult citizens.

I wish to thank you for the opportunity of presenting the views of the American Library Association and its two divisions on H.R. 11823 and urge that favorable action shall be taken upon it.

Mr. FRELINGHUYSEN. I have been interested in Miss Gaver's testimony. I have a few brief questions to ask her about title IV of the bill which sets up, as we all know, library training institutes.

I got the impression from your testimony that you were very guardedly critical of the extent to which these institutes might be helpful in improving professional training. I would like to ask you specifically whether you feel that there should be a method by which Federal aid could be allowed to improve graduate programs, special workshops, something other than the institutes provided for in title

IV.

Would you like to expand on your views as to the limitations of the program as now set up in title IV?

Miss GAVER. I am sorry, but I did not mean to be guardedly critical. I assumed that the pattern for the institutes might well have been set by the National Defense Education Act counseling and guidance training institutes and as I understand it, they have been set up so they can be used both for regular session, year-round programs and for short-term summer workshops.

On this basis, speaking for the Graduate School of Library Service at Rutgers, we would see ways by which we would participate in both types of these kinds of programs, and we think they are both needed.

Mr. FRELINGHUYSEN. And you feel the provisions in title IV are adequate to provide assistance to the type of programs which you are presently providing, or which you might be able to provide more easily with additional assistance?

Miss GAVER. As we understood it, we think this will provide aid for expansion of an already established graduate library program which we think is the basic essential. We say it would also provide aid for workshops and summer institutes which also have their place and are helpful.

Mr. FRELINGHUYSEN. I appreciate that clarification.

Mr. BAILEY. Thank you, Miss Gaver.

Miss GAVER. I thank you for the opportunity of presenting this testimony.

Mr. BAILEY. Mr. Shipman.

STATEMENT OF RICHARD SHIPMAN. ASSISTANT DIRECTOR, LEGISLATIVE SERVICES, NATIONAL FARMERS UNION

Mr. SHIPMAN. I am aware of your call. I would like to submit my statement for the record and say we supported the original act and we are happy to be here to support these amendments. We believe they will be an improvement. We think they are urgent, and we are for them.

(Prepared statement of Mr. Shipman follows:)

STATEMENT OF RICHARD SHIPMAN, NATIONAL FARMERS UNION

Mr. Chairman and members of the committee, my name is Richard Shipman. I am assistant director of legislative services of the National Farmers Union. I appear here this morning as a representative of James G. Patton, president of the National Farmers Union, and speak in behalf of 250,000 farm families who are members of our organization.

National Farmers Union is happy to say that we were among the supporters of the bill which created the Library Services Act in 1956 and we wish now to express strong support for H.R. 11823 to amend and improve the act.

Since its passage the Library Services Act has brought great improvements in library services to rural America. Thirty-six million rural people now have new or improved services. Approximately 115 rural counties and 120 New England towns formerly without public libraries are now receiving this service. More than 8 million books, films, recordings, and other materials have been added to the resources available to rural communities. At least 300 new bookmobiles are making these resources convenient to widely scattered rural people.

But despite this progress, library services have not kept pace with the growth of population in either urban or rural areas. Aside from population growth there are other conditions contributing to the growing needs: Improvements in education, the rise in number of occupations which require information, the increasing amount of leisure time for reading and self-education, and the growing complexity of public issues which require background for intelligent understanding. All these require more books and more library staff.

ELEMENTARY AND SECONDARY SCHOOL NEEDS

Man's ever-widening horizon of experience and knowledge has demanded new and higher standards of education. These higher standards of education are in turn requiring a variety of materials which school libraries must provide. More than 10,600,000 schoolchildren attend public elementary and secondary schools with no school libraries. These deficiencies exist in both rural and urban public schools. Title II proposed in H.R. 11823 is part of a plan to bring the Nation's libraries of all types up to realistic standards to meet the needs of our people in the space age.

NEEDS OF LAND-GRANT COLLEGES

Science and technology are rapidly reshaping our world, especially in agriculture, so today more than ever before farm boys and girls need a college education. This will be so whether they choose to stay on the farm or seek a job in the city. So, there will be increasing numbers of farm youth among the 7 million students expected to compose the enrollment of our colleges and universities in 1970. There is already a great lack of essential library materials in our landgrant colleges and other 4-year institutions.

Nearly 60 percent of all libraries lack the books, pamphlets, magazines, and other materials needed to properly serve their student bodies. These gaps will be multiplied many times by 1970 unless these amendments are passed.

LIBRARIES IN JUNIOR AND 4-YEAR COLLEGES

It is our belief that the junior college has great significance for education of farm youth in the future. So we find very disturbing the fact that 87 percent of all 2-year colleges fail to provide the reading materials appropriate for study and research. Both the rapidly growing 2-year, and the 4-year institutions require financial support for immediate needs which is provided in title III. However, this does not keep pace with the future.

In the face of such inadequacies in school and college libraries students turn naturally to the public library, where available. Yet 127.7 million people in rural and urban America have inadequate public libraries or no public libraries at all. The simple fact is that eligibility rules now in the act are a barrier to further progress. Title I of H.R. 11823 provides for lifting the arbitrary population ceiling of 10,000 in order to allow for development of a cooperative lending service between rural towns and larger urban centers. The development of such a network of cooperative lending would bring new depth and strength to the library service.

CITY LIBRARIES BOON TO FARM PEOPLE

Through contracts and other means of cooperation rural libraries would be able to increase their available resources by borrowing books from collections of larger towns and urban centers. But, these latter areas are already overburdened with multiplying populations and the diversified needs of their own communities including children, businessmen, civic officials, parents, the aging, and others. Federal help is therefore necessary to give these urban libraries sufficient resources to serve their own public, but also to lend books to surrounding rural regions. Lifting the population ceiling of 10,000, as provided in the proposed title I of H.R. 11823, will be of great benefit to farm people.

SHORTAGE OF LIBRARIANS

An adequate library service requires not only sufficient books and other reading materials but trained librarians to bring them most effectively into use. The shortage of librarians in areas now served by the Library Services Act is so great that 16 State plans under the present program provide for the training of professional librarians. These programs, however, have failed to meet the shortages existing in rural areas, urban centers, in colleges, universities, and in public school libraries. It is estimated that more than 100,000 trained school librarians alone are needed for public schools. There are approximately 19,000 at present. Federal assistance in the form of short- and long-term institutes is provided in title IV of H.R. 11823 to accelerate the training of professional and semiprofessional library personnel.

Mr. Chairman, in closing let me emphasize the needs are urgent and nationwide in scope, they encompass all types of libraries. Simultaneous development of public, school, and college libraries is necessary because the inadequacies of one create deficiencies for all. We believe H.R. 11823 would provide a coordinated national program to meet the educational, informational, and research requirements of the American people in the space age. We strongly urge its passage.

Mr. BAILEY. Thank you for making this appearance even though it is a brief one. We are glad to know your group is behind this legislation.

The Chair recognizes the staff member for offering for inclusion in the record certain material.

Mr. McCORD. We have a statement from Members of the House of Representatives, all of whom are cosponsors of this legislation, as follows: the Honorable Carl Perkins of Kentucky; the Honorable John E. Fogarty of Rhode Island; the Honorable James Trimble of Arkansas; and the Honorable Eugene J. Keogh of New York.

We have a letter in the form of an official report on the legislation from the Honorable Abraham Ribicoff. Secretary, Department of Health, Education, and Welfare; a letter from Richard A. Gibboney, director, Bureau of Curriculum Development, Pennsylvania Department of Public Instruction, and he is speaking in behalf of the superintendent of public instruction; a telegram from Horace S. Moses, president of the Kansas Library Association; a telegram from the Legislative Committee of the Kansas Association of School Librarians; a telegram from the American Federation of State, County, and Municipal Employees, AFL-CIO.

Also, a statement from Mr. Ted Ellsworth, administrator of public programs, Institute of Industrial Relations, University of California at Los Angeles; a letter from Mr. Paxton P. Price, State librarian of the Missouri State Library, addressed to the Honorable Morgan M. Moulder, Member of Congress, who asked that it be included in the record; a digest of comments from various public figures on the needs for financial assistance to metropolitan area public libraries; a letter