and similar ranges may exist in other school grades. For providing books and materials suited to these individual differences, the centralized school library is both educationally and economically sound. School library materials may be used interchangeably by teachers and pupils of all grades and subjects, and pupils' ability to use increasingly mature and complex materials is not impeded by the limitations of stationary classroom and departmental collections. In schools with centralized libraries classroom collections can be established with materials from the central library and can be readily refreshed and changed with new materials as the need arises."

To illustrate how the school library can serve instruction, here are examples of programs in four schools:

In one high school, one quarter of the senior year is given over to a source theme in the social studies. Every student in the senior class is asked to select a topic related to national or international problems. Guidance is given to pupils by the teachers and the librarians on the selection of subjects in relation to pupils' ability to handle the complexity of the material. Then the teachers spend 2 or 3 days in the classrooms teaching note taking, bibliography form, and outlining. For the next 3 or 4 days, the classes spend their full class period in the library receiving instruction on the use of the library. The librarians introduce reference tools having information on their particular subjects, and teach specific subject headings by which pupils may locate materials in the card catalog and other indexes. For the next 2 weeks and sometimes longer, depending upon the needs of the students, the pupils work entirely in the library. They do not report to their classrooms. During this time they are given guidance by the librarians and by the teachers in the selection, location, and use of materials, but they are also encouraged to find information independently. Clerks fill requests for periodicals, and charge out materials. This program is a major enterprise for the school library since usually 300 or 400 seniors are involved. It requires an entire semester, and, at the same time, the school library continues its regular program of service. Pupils who go on to college from this school, and about 85 percent of them do, have come back to the school and reported to the teachers and librarians that the source theme was the experience in high school most valuable for their college work.

In another high school, in its advanced placement program, English is being taught in the 11th and 12th grades by the seminar method. In compiling the reading lists for the seminar, teachers and librarians of this high school consulted English professors in neighboring colleges. The librarians purchase the titles in good paperbound editions and exhibit them in the school library. Students select from this exhibit titles for use in the seminar. Some of the boys and girls who were in this program and went on to college made a reading list during the summer vacation and presented it to the high school librarians and teachers as a suggestion for additional titles. The principal of that school told me that the high school students in the seminar were discussing these adult books at home and were confounding their parents with their erudition. As a result, the parents requested copies of the list so that they would be able to read the books and discuss them with their sons and daughters. In this school, the library functioning in the curriculum encouraged reading in the community.

In still another high school, an advanced elective science course dealing with space exploration is taught entirely with advanced technical books and other materials selected specifically for this course by the science teacher and the librarian. Students borrow these materials from the library and discussions in the classrooms are based on them. Students in this course have acquired scientific knowledge far beyond the usual high school science curriculum.

In an elementary school, the principal, the librarian, and the teachers of the third and fourth grades decided to develop a program of individualized reading instruction. The librarian ordered large quantities of books which were made available by the hundreds in the third- and fourth-grade classrooms, so that the pupils would have a very wide and rich choice of library books for independent reading. The teachers in those grades, instead of conducting group or class reading lessons, conferred with individual pupils on the books they had selected, discussing the story and the words which

they did not recognize. The kinds of books usually saved until the end of the lesson were the lesson and, as a result, these third- and fourth-grade pupils developed favorable attitudes toward reading, and improved in reading competence as well. These are examples of aspects of school library programs in separate areas-social studies, English, science, and reading in the elementary school.

What conditions obtained in these schools? In what ways were they different? First of all, principals, teachers, and librarians planned the programs cooperatively. Second, the school library provided rich resources of printed and audiovisual materials. Third, the librarians spent their time in serving teachers and pupils, and clerks performed the clerical work. Fourth, the school library quarters were large enough to accommodate classes and individual users at the same time. Fifth, there was a great spirit of cooperation and interest in the program among principals, teachers, and librarians. Pupils responded with enthusiasm, and with a sense of responsibility toward their work. They were made to feel that thye could achieve to the best of their ability. They did not have time on their hands; they were not bored; they were not antisocial. They were engaged as individuals in a common endeavor, and new avenues of learning for each pupil were opened up day after day.

Basic to this kind of school library program is the development of working relationships concerning school libraries among principals, teachers, curriculum supervisors, and librarians. I know that these relationships exist in many schools in Montana and are contributing to a high level of educational opportunity. However, it is probably true that in many schools cooperation concerning the library has not been developed. Typically, the principal thinks that the school library is the sole responsibility of the librarian. The librarian does not have the authority or sometimes the skill to develop a library program with every teacher. If the school librarian attempts such a program, she must have a great deal of confidence in herself, and a great deal of insight concerning the teachers and their methods. She also has to have some authority to initiate faculty meetings and conferences. School librarians often do not have this status. Some teachers use the library and others do not. Some teachers do not know how to use the library; others would use the library if there were more materials on their subjects. Teachers sometimes take a look at school library collections and see that there is not enough material on their subject even to provide for one class. They are reluctant to complain about this situation. They might use the library more if the librarian were not so burdened supervising pupils or with clerical work. The board of education doesn't appropriate any more funds for personnel and materials because things generally seem to be going along all right. There is an organized collection of books, and other printed materials. The school library is of some educational value to some students, and a resource for a few teachers, but there is no real library program. Why? Because professional relationships concerning the school library have not yet been established.

The principal should be the catalyst in the development of these professional relationships. He is the person who can coordinate the whole library program, and help his teachers and librarians see the curriculum and the library as a whole. He creates the climate for faculty cooperation and he provides the time for meetings of librarians and teachers on the selection and use of materials, not just once at the beginning of the year, but repeatedly throughout the year. The principal discusses the library program with the whole faculty and together they select areas of the curriculum with which to demonstrate full use of school library materials.

As professional relationships concerning the school library develop, the library becomes an integral part of instruction, not only a pupil experience. The principal and teachers recognize that the school library is not another school subject to be rigidly scheduled for classes certain periods each week. They interpret library instruction as a functional part of curriculum, and agree with the librarian that the library should be accessible to teachers with classes, and to individual pupils, when they need to use it.

The principal with vision sees the librarian, not only as a trained technician in the organization of materials or as a supervisor of pupil study, but as an educator, equipped to communicate knowledge and enthusiasm for school library materials in the education of all youth. Some schools do not have librarians but in working toward the addition of the school librarian to the staff, a clear understanding of his function will be of value. He interprets the library as a resource for professional materials for teachers, as well as a center for pupils,

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 thismost 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