and accompanying statement from Mr. George J. Hecht, publisher, Parents' magazine and president of the American Parents' Committee, Inc.; a series of excerpts from State reports on programs under the present Library Services Act for the fiscal years 1957-61; a summary of accomplishments under the Library Services Act for fiscal years 1957 through 1961; a statement prepared by Mr. John C. Frantz, library extension specialist, Library Services Branch, U.S. Office of Education, "Public Libraries, in Metropolitan Areas"; a paper by Rose Vainstein, public library specialist, Libraries Services Branch, U.S. Office of Education, entitled "Science and Technology, Their Current Impact on Public Library Resources and Services"; a copy of an article prepared by Miss Mary Helen Mahar, school and children's library specialist, Office of Education, on meeting the new school library standards; a paper prepared by the same Miss Mahar, implementing school library standards.

Also, another paper by Miss Mahar on how the public library and school library supplement and complement each other in providing services for children, youth, and young adults; another paper prepared by the same Miss Mahar, "How Do the New Standards Affect the Quality of School Libraries?"; another paper by Miss Mahar, "Quantitative Standards for Staff Materials, Quarters, and Funds"; another paper by Miss Mahar, "The School Library Serves the Program of Instruction"; an editorial from the Washington (D.C.) Post of May 28, 1962, "Backward Books"; a newspaper column by Mrs. Eleanor Roosevelt entitled "The Library Shortage Is Shocking," taken from the Washington Daily News of April 4, 1962; an excerpt entitled "Books at Any Price," from the Wilson Library Bulletin, May 1959, which was prepared by the Valley of Parks Regional Library, London, Ky.; and a copy of a letter submitted by the Arkansas Library Commission from Mrs. Earl Disheroon, of Carrollton, Ark.; and I would like to have the record show that a booklet will be in the committee files entitled "The Public Library for Lifelong Learning," a publication of the U.S. Department of Health, Education, and Welfare.

Mr. BAILEY. There being no objection, these various briefs will be included in the record at this time.

(The documents referred to follow :)

STATEMENT OF HON. CARL D. PERKINS, A REPRESENTATIVE IN CONGRESS FROM THE STATE OF KENTUCKY

Mr. Chairman, members of the subcommittee, I appreciate very much the opportunity to appear today in support of my bill, H.R. 11979, as well as other identical measures introduced by the chairman and other Members. Especially am I grateful to the chairman for the fact that he has recognized the importance of the legislation by conducting the hearings promptly following the introduction of these bills.

In my judgment, the legislation will make a substantial contribution to the efforts of my State and the counties of my district to furnish library service to all the public, especially in the rural areas and in areas of lagging local economies.

I am advised that my State, under the distribution formulas specified in the bill, will receive $343,324 a year for public library extension services, $536,498 a year for library service in public elementary and secondary schools, and an estimated $141,240 for library service in institutions of higher learning within the State. Not only do I believe that the distribution formulas for the apportionment of funds among the States are sound, but also I am pleased by the

fact that the legislation liberalizes the matching requirements of those States with less ability to match funds as evidenced by relatively lower per capita incomes.

Mr. Chairman, this is most worthwhile legislation. Those of us who actively fought for the original Federal aid to public library extension legislation have been more than vindicated for the criticism we faced at that time from critics of the legislation. With the stimulus afforded by that act of Congress, my State and many counties in my district have made considerable progress in making good books available to the people of many areas who have not had the opportunity for this important source of knowledge and self-education. Since 1953–54, Kentucky's improved library program resulted in an increase of circulation from 2,674,000 to 8,257.000.

At this point, Mr. Chairman, it would be a serious oversight on my part not to forcefully call public attention to the devoted, sincere, and effective efforts on the part of many private citizens, public servants, and librarians in Kentucky who have substantially contributed to the large degree of success we in Kentucky have made toward beginning to supply the library needs of the people in rural and relatively remote areas. With the permission of the chairman, I would urge the subcommittee to clear this legislation for action by the full committee and the full membership of the House at the first practical date. I would like to conclude my remarks with the chairman's permission by reading to the members of the subcommittee a letter from Miss Margaret Willis to me dated March 7, 1962, in which Miss Willis very clearly shows the tremendous beneficial effect that the Library Services Act has had on Kentucky's public library program and sets forth sound and compelling reasons for the enactment of legislation of the nature now before the subcommittee.

STATEMENT OF HON. JOHN E. FOGARTY, A REPRESENTATIVE IN CONGRESS FROM THE STATE OF RHODE ISLAND

My deep and abiding commitment to the importance of library service is well known. If the goal of excellence in education is to be achieved, good libraries with well-trained librarians are absolutely essential. I have followed closely the various activities by the States under the present Library Services Act. This program is having an impressive success in helping to bring library service to the millions of rural Americans who formerly had no public library of any kind.

Rhode Island began participation in the act in 1958 and since that time 43 rural community libraries have received benefits under the Rhode Island State plan. These include grants of books, advisory services, centralized book processing, and inservice training opportunities. A 1961 report from the State shows that the number of books loaned from these libraries nearly doubled since 1956 and that the amount of local financial support for public libraries increased 95 percent during the same period. This continued financial effort which the local communities are making is significant evidence of the success of the Library Services Act as a partnership program in which the Federal Government shares with State and local governments the responsibility of financing good library service.

It is, in fact, the success of the present Library Services Act which has revealed the serious library needs yet to be met. The stimulus provided by the Library Services Act, the increased use of library facilities by people of all ages, and the new demand for more and more information by those engaged in both formal and informal education have combined to reveal the serious deficiences which exist in libraries of all kinds.

The present Library Services Act is limited to aiding only public libraries, and only those located in communities of under 10,000 population. This was, and still is, a highly important goal, but this is only a small part of a much larger problem, Library service as we have known it in the past simply will not meet the needs of our citizens in the years that lie ahead. The changes now taking place and those which can already be foreseen will call for important adjustments in the traditional patterns of library organization and distribution. We are going to have many more people, particularly more young people, and older citizens, and they will have more formal education and more leisure time. Those increases in the labor force which are now occurring most rapidly are those in the professional and technical fields where demands for research information and resources are straining the facilities of all our libraries.

The library users of today are more numerous, more highly educated, and more sophisticated than their counterparts of yesterday. Their library needs are more complex, greater in quantity, and more expensive to meet. To do this job will require the full and effective use of the resources of all kinds of libraries working together-public libraries, school libraries, and libraries of colleges and universities.

H.R. 11823, the amended Library Services Act, reflects this need for a coordinated approach to the problem of providing good library service for every citizen. Access to recorded knowledge can no longer be neatly compartmentalized. A survey of Rhode Island libraries now being conducted by Brown University is attempting to assess the total library resources of the State so that the individual library user and the material or information he needs can be brought together quickly and economically.

The various titles of the bill now under consideration reflect the diverse but interrelated needs of public, academic, and school libraries. Only by strengthening the resources of each can we expect to achieve reliable and up-to-date reservoirs of educational and informational materials. The student, the businessman, and the housewife, are frequent users of public libraries. The professional specialist, the research worker, and the independent scholar are frequent users of school and academic collections. Yet more and more often these roles are interchangeable and each change makes new demands on library facilities. This proposed amendment recognizes these mutual problems of different kinds of libraries and represents a solid attempt to cope with them on a unified basis.

As one example of the current information explosion, some 10 million words are added to the cumulative knowledge of mankind every month in the field of chemistry alone. The research chemist must spend a major part of his time simply keeping informed of current developments and this field is among the best organized and indexed. The specialist in other fields must work even harder at this task. No single library, and no one kind of library has the money, space, or staff to cope with the sheer bulk of scientific and technical information now being produced. This job requires a joint enterprise which will promote the cooperative acquisition and use of materials and which will fully exploit modern techniques of information storage and retrieval. The Federal Government has a real and pressing responsibility to give encouragement and support to the building of the kinds of library resources now needed.

Titles I, II, and III of this amendment give proper emphasis to the importance of library materials and services in school, academic, and public libraries. Title IV is aimed directly at a critical need of the library profession, that of securing more and more librarians with the special knowledge and skills now required. Even today there are four or five job openings for every library school graduate and in less than a decade, twice the present number of full-time professional librarians will be required. The public library today is a dynamic and positive force which actively supplements the community agencies of formal education and the public librarian is a skilled interpreter of its resources. A good public librarian in a good library will be able to offer our young people constructive and beneficial alternatives to less acceptable activities. She can provide materials which contribute to more fully informed decisions by citizens and voters; she can help disseminate information which will promote better mental and physical health. A good public librarian will help guide laymen through the growing profusion of special and technical data, much of which affects the lives of each of us.

A well-trained school librarian will build a school library program which is an integral part of the instructional curriculum. She will contribute to the continuous awareness by other faculty members of developments and materials in their fields. She will coordinate the resources and services of the school library with those of the public library and will orient students to the effective use of both. She will alert to the special reading needs of the gifted student and will be able to provide the books and other materials which enrich the basic curriculum.

The librarian at the college and university level will be an information specialist with broad bibliographic knowledge. She will be able to interpret the appropriate data in one special field to a student or teacher in another. She will have an intensive knowledge of her own collection and will guide the user to other specialized collections located elsewhere.

The kinds of librarians now required will of course know their own clientele and how best to serve them, but they will also be highly aware of the total

library situation in their State and region. By making provision for the training of these kinds of personnel, title IV of the proposed amendment does much to assure the effective use of library resources.

A widespread recognition of the fundamental interdependence of libraries of all kinds seems to me to be essential to sound planning. This is not to suggest any centralization of authority, but rather to promote the fullest possible cooperation among libraries. It is significant to note in this connection that the present Library Services Act has been widely praised for lack of any suggestion of Federal control. The autonomy of local library boards and the authority of librarians at both the State and local levels to determine what their needs are in relation to the Federal program have been carefully preserved. The concepts of cooperation and coordination do not imply any arbitrary consolidation of libraries and this bill would, in my judgment, promote the former and avoid the latter. A prudent regard for the preservation of policy and administrative control at the local level is essential for maintaining unbiased and nonpartisan library collections and services. This does not prevent, however, cooperative planning by libraries in order to make the maximum variety of resources conveniently available in the most efficient and economical manner.

The present Library Services Act has been a real milestone in the progress of rural public library service. It stands as tangible evidence of an effective effort by the Federal Government to enrich the library resources of our rural residents and we can all be proud of its success. The expanded program now under consideration will take additional giant steps toward really complete library services for all Americans everywhere. In Rhode Island alone the number of people eligible to receive benefits will increase from 146,054 under the present program to 859,488. I truly believe that knowledge is freedom and that a good library system is a major force in bringing fredom to all citizens in their every endeavor. This is the promise held out by our libraries and each of us has a stake in its fulfillment. I strongly urge your favorable action on this bill.

STATEMENT OF HON. JAMES W. TRIMBLE, A REPRESENTATIVE IN CONGRESS FROM THE STATE OF ARKANSAS

Mr. Chairman and members of the subcommittee, it is with great pleasure that I appear this morning in support of legislation extending the Library Services Act. I know of no program which has paid greater dividends in our State.

I urge a favorable report from the committee.

STATEMENT OF HON. EUGENE J. KEOGH, A REPRESENTATIVE IN CONGRESS FROM THE STATE OF NEW YORK

New York State has some of the finest libraries in the Nation and indeed in the world. Not the least of these are its public libraries, including the New York Public Library and the Brooklyn Public Library. Yet the libraries in this State, like those in the rest of the country, are plagued by a multiplicity of problems.

The Library Services Act of 1956 has had a significant effect on the development of rural library services in the State of New York. The major accomplishment in the past 5 years has been the improvement of the organizational structure of public library service. In 1956 there were only eight library systems plus the Watertown Regional Center. Now there are 22 library systems serving 90 percent of the State's area and population. There has been improvement, too, in the quality of service through the greater development of work with children and young adults and the provision of better reference service. Bookmobile demonstrations have stimulated two library systems to initiate bookmobile service to their rural readers in eight counties. A sizable portion of the Federal grant has gone into the purchase of library materials, including not

only books but approximately 900 films and 1,800 records. The problem of the shortage of trained personnel has been approached through workships, conferences, and other programs of staff inservice training.

The Federal grant-in-aid program has had a favorable result on the State agency itself-stimulating it, improving it, strengthening it. The emphasis on new projects, new plans, and experimentation has had healthy effects.

Yet all these developments have brought more clearly into focus the statewide goals which have yet to be achieved. As fast as library service has grown, the population expansion in New York State has surpassed it.

One of the problems of planning library extension work in New York State, and this would be true of many parts of the United States, is the decentralization of the larger satellites within the metropolitan orbits, with the consequence that the growth of the rural and unincorporated places continues to outstrip the urban and incorporated places. The headaches that infest the modern image of extension work are not the traditional problems of large areas and low density of population which we are still meeting with the traditional instruments of bookmobiles, deposit stations, mail lending service, etc. The main problem is "suburbia," whose population by virtue of the fact that it has chosen to move from urban areas is not only more selective in the environment which it seeks but has a higher place in the middle-income earning brackets, has more education, and is more conditioned to the use and value of library service.

Thus, from the library extension point of view, three major problems take their place beside the traditional extension problem of library service to rural areas:

(1) The problem of maintaining high-level library service in metropolitan areas with decreasing population attempting to continue support of a library that is being subjected to heavier demands by the inadequate libraries in the suburban ring.

(2) The problem of finding a means of supporting the individual community libraries which spring up in suburban developments and which are in strict competition with schools and other services for the tax dollar.

(3) The problem of coordinating the suburban community libraries and the metropolitan library into a vehicle which cannot only provide equitable library service but is able to utilize the funds from various sources, and provide a means whereby the regional library system is administered by a representative body who will consider the needs and interests of all without subordinating the authority of any existing library unit.

The extent and complexity of these problems is such that they can only be met through the joint support of local, State, and Federal Governments.

Side by side with the problems of public libraries are those of school and college libraries, likewise affected by the increase and mobility of population. An interim report in 1960 by the Committee on Reference and Research Library Resources appointed by the Commissioner of Education of New York State for the purpose of surveying existing reference and research libraries in the State found that despite the vast resources in the libraries maintained by the State's 178 colleges and universities and in other research libraries in New York State, there is inadequate provision for the needs of college and university students, both in respect to their increasing number and the changing character of their studies. Though New York may be better off in respect to school libraries than some States, as U.S. Commissioner of Education McMurrin has noted in testimony on the Library Services Act amendment, the New York City elementary and secondary schools average 21⁄2 volumes per pupil, whereas standards call for a stock of 10 volumes per pupil and the average annual expenditure per pupil for new books in that city is $0.65, as against the Association of School Librarians' standard of $4-$6 per year.

The study of reference and research library problems in New York State previously mentioned and other surveys recently conducted in New York State have recognized the interdependence of all types and levels of libraries within the State. H.R. 11875 also recognizes the need for comprehensive library legislation to build the services of libraries of various types to that level of excellence which the informational requirements of the country demand.