STATEMENT OF MISS CORA PAUL BOMAR, PRESIDENT, AMERICAN ASSOCIATION OF SCHOOL LIBRARIANS AND SUPERVISOR, SCHOOL LIBRARY SERVICES, NORTH CAROLINA STATE DEPARTMENT OF PUBLIC INSTRUCTION

Miss BOMAR. First, I would like to thank my own Congressman for this nice introduction. I shall read my statement.

My name is Cora Paul Bomar. I am supervisor of School Library Services, North Carolina State Department of Public Instruction. Previously I have had experience as a classroom teacher at elementary, junior high, senior high, junior college, and graduate school levels. I have worked in school and college libraries in rural and urban areas in Tennessee, Georgia, and North Carolina and have served as an instructional supervisor of grades 1-12 in a county school system.

I represent today the American Library Association, a nonprofit, professional association of more than 25,000 members, consisting of librarians, trustees, and laymen interested in the development, extension, and improvement of libraries as essential factors in the educational program of the Nation. I speak in particular for one of the American Library Association's divisions, the American Association of School Librarians, of which I am president. This association is interested primarily in improving and extending the services of the school library so that it fulfills its role as an educational force in the school program; however, it should be clearly understood that we are dedicated to the objective of library service for all: The boy and girl in school, the college student, the scientist, the businessman, others with special interests, and the general public.

The American Association of School Librarians heartily endorses H.R. 11823 which amends the Library Services Act by broadening the population coverage for public libraries, by making public school and college libraries eligible for benefits and by providing institutes for the training of librarians. We in North Carolina are pleased that our Representative on this committee has also introduced an identical bill, H.R. 11980. School librarians are convinced that the sound and continued progress of this Nation requires adequate library facilities and services to undergird the educational foundations and economic development of our society. The association further is of the opinion that a national program of library development is needed to meet increased educational, informational, and research requirements of the Nation and that it must involve school, college and university, and public libraries.

Since other testimony has presented or will present the general arguments for providing a coordinated national program of library development, my statement will be devoted mainly to title II, "Library Programs in Public Elementary and Secondary Schools." This title authorizes $30 million annually for each of 5 years for matching grants to State educational agencies to assist them in establishing and maintaining programs of library service in elementary and secondary schools. The distribution of funds will be made to the States primarily on the basis of the ratio of school-age population of each State to the total school-age population of the United States, with the matching after the first year on a per capita income basis. Each

State will draw up its own plan. Responsibility for administering the State plan rests solely with the State.

At this point I should like to discuss briefly the significance of the school library. Quality education at any level requires quality library service. One basic principle of general education in a free society is that the talents of each student be developed fully and that he be encouraged to become capable of contributing to the further good of that society. The school library enables administrators and teachers to individualize the educational program.

We have research evidence today which points up the importance of the school library's program of services to pupils and teachers. Dr. Bernard R. McKenna in the article, "Patterns of Staff Development Related to School Quality," IAR Research Bulletin, April 1, 1961, cites recent studies made at the Institute of Administrative Research, Columbia University, which investigated staff deployment practices in school systems of high quality and found that of eight types of professional specialists employed by these school systems, full-time librarians contributed most to the quality of education. He concludes: In light of the recent emphasis on individualization of instruction, independent study, and research, the implications of adequate numbers of library personnel to serve pupils becomes even more critical.

The good school library is the most efficient and economical means for supplying essential learning resources and assuring their maximum use in every phase of the educational program. It supplies a centrally organized collection of many kinds of materials that, used together, enrich and support the instructional program. It provides a program of services and activities throughout the school, reaching all aspects of the curriculum, each classroom, every student and teacher. The school library program encompasses guidance in reading, listening, and viewing; instruction in the use of libraries and materials; training in reference and research techniques. It is geared to the abilities, needs, and interests of individual students. Through the effective school library the gifted pupil has a wide range of mature books, films, and sound recordings to satisfy his many needs and to challenge his intellectual curiosity. At the same time, the student with reading and language difficulties has simplified materials while the capacities of the broad average group are kept in mind. Quality school library service is the right of every child in the United States. It is a necessity if our Nation is to meet its challenges.

My second major consideration concerns the deficiencies that currently exist in school libraries. The majority of our school-age youth do not have access to good school library service. More than 10 million children and young people go to public schools where there are no school libraries. Over 40,700 schools, nearly half of all our public schools, have no library.

A great deficiency exists in the number of trained libraries in relation to accepted standards formulated in 1960 after careful study and research by 20 national educational and lay organizations, including the American Association of School Librarians. More than 47,000 schools, or over 50 percent of our public elementary and secondary schools, are without qualified librarians. Seventeen of our fifty States presently lack a State school library supervisor to act as a consultant on many problems, and only 306 of the 40,286 school districts in the

country employ local school library coordinators or supervisors. The provisions of title IV in the legislation under consideration for library training institutes will do much to remedy this serious deficiency.

Approximately $1.60 per pupil is the average annual amount spent for books in schools with school libraries. This amount does not provide much material for young minds to read, with the average cost of a book from $3 to $4.

School librarians have made every effort to take advantage of the National Defense Education Act; however, because the act does not specifically mention libraries, any provision for strengthening library materials is usually given secondary or minor consideration by those administering the funds. As an example of how one county school system has made every effort to utilize title III of the current National Defense Education Act, I cite for the record the article, "NDEA,” by Mrs. Hallie Bacelli, school library supervisor, Guilford County, N.C., which appears in the May 15, 1962, issue of the Library Journal. At this time I should like to make this statement a part of the record. Mr. BAILEY. If there is no objection, it will be accepted for inclusion in the record.

(The document follows:)

[Library Journal, May 15, 1962]

How one State-North Carolina—and specifically one county-Guilford Countymakes use of NDEA

North Carolina has 100 county and 73 city school administrative units. Each of these 173 units has participated extensively in purchasing equipment and materials under title III and title V of the National Defense Education Act. Because the State Board of Education ruled that State-allotted funds could not be used for NDEA, all purchases have been made from local school funds. Since each purchase has required half payment from local funds (under NDEA provision, Federal Government pays other half), expenditures have been highly selective.

DEMOCRATICALLY CONCEIVED

In the beginning, under the leadership of personnel from the State Department of Public Instruction, over 100 representative educators in North Carolina were invited to serve on committees to create guidelines and standards for NDEA purchases. After many conferences, three bulletins of procedures were written: (1) Administrative Guide Title III-NDEA, Part 1, Guidelines (1959): (2) Part II, Standards for Equipment and Materials (1959); (3) Administrative Guide Title V (a) Testing, Guidance, and Counseling. (Available from L. H. Jobe, Director of Publications, State Department of Public Instruction, Raleigh, N.C.). A report on the first year of NDEA, "North Carolina School Libraries Move Ahead," by Cora Paul Bomar, supervisor of library services for the State Department of Public Instruction in Raleigh, appeared in School Libraries, March 1960.

STANDARDS REEVALUATED

In January-March, 1962, the guidelines and standards were reevaluated by large committees. Original philosophy and policies were reaffirmed and minor changes made in the new guidelines. "A Manual for Preparation of Projects Under Title III, NDEA, April 1962," and a manual for title V (a). These bulletins pointed out in detail the exact procedures to follow under North Carolina laws and regulations, gave comprehensive lists of allowable equipment and materials. Directions for planning projects to strengthen teaching in the fields of science, mathematics, and modern foreign languages, and to strengthen the program in testing, guidance and counseling were given.

1 Mrs. Bacelli is director of libraries for the Guilford County Schools, Greensboro, N.C.

At first, the advisory committee on library and audiovisual materials vetoed, as undemocratic, the idea of making master lists of materials in each field, and instead listed approved sources and principles of selection. But in the March 1962 review of standards and guidelines, the group suggested that verified master lists could be so prepared as to refrain from dictating local level purchases, and would be valued and welcomed professional aids for selecting and purchasing materials. Master lists are to be prepared in the summer of 1962, not as restrictive, but as suggested, aids, especially valuable to those administrative units without professional librarians.

LOCAL SELECTION

Edited materials, such as books, films, filmstrips, recordings, maps, and globes have been evaluated at the local level under the usual principles basic to good school library selection. To satisfy North Carolina legal requirements, all purchases of items usually labeled “equipment” have been made through the purchase and contract division of the State department of administration, but selected from "allowable lists" at the local level. The purchase and contract division assumed responsibility for verifying standards and specifications of manufacture and competitive fair price codes. Catalogs of contract items have been supplied by the purchase and contract division for each unit.

The Guilford County schools (Greensboro, N.C.) have been among the State's top purchasers of library materials and audiovisual equipment under NDEA, since the start of the program in 1959. As instructional centers, Guilford County school libraries have benefited greatly from the purchase of general audiovisual equipment; but the outstanding purchases have been those of books to enrich teaching units. Below are three tables which may be of interest to persons setting up NDEA programs. Table I gives enrollment and library statistics in Guilford County since 1959. Table II shows quantity of library materials purchased under NDEA since 1959. Table III gives approximate expenditures for the different types of materials purchased.

Immediately prior to the NDEA implementation in North Carolina, new basal textbooks had been adopted in science, grades 4 to 8, and arithmetic, grades 3 to 8; also some new basal texts at the high-school level had been adopted. New basal texts for each elementary child; new manuals for the teachers; countywide inservice workshops to introduce teachers to new materials, methods, and techniques; plus the opportunities provided by NDEA to double the purchasing dollar were the needed stimuli for increasing enriched teaching programs. Before the first NDEA purchases in Guilford County, the new basal textbooks were studied, and charts made of units taught at each grade level. Suggested books, films, filmstrips, recordings, and other enrichment materials were listed, in order to provide for all children. A book exhibit of over 1,400 science and mathematics library books was opened for 2 weeks. Books were arranged by teaching units in grade groups of 1 to 4, 4 to 6, 7 to 9, 10 to 12. This exhibit was attended by over 600 teachers and committees of over 6,000 pupils, to select books for their school libraries. A simple listing, by grade level and unit, of films owned in science tripled the use of films and increased the need for equipment and new films.

The second year, additional books were displayed and a master list of books provided as checklists and order sheets for teachers and librarians. Provisions were made for previews of filmstrips and films.

TABLE II.—Library materials purchased under title III

The third year, all books were reevaluated. About 600 titles were removed from the master lists because they were out of date, inaccurate, or superseded by better titles. All classification numbers were verified and standardized by the new edition of "Dewey Decimal Classification" (16th revised ed.).

For the fourth year purchases, Guilford County will purchase from the master lists of 1961-62 and supplementary lists of books published since March of 1961. Additional titles will be added at the local level for the books which meet standards. The master lists included:

1. Science library books-grades 1-9 (100 basic, 300 second choice, and 1,200 other titles).

2. Science library books-senior high (20 basic, 91 second choice, and 434 other titles, plus general science selections from grades 1-9 list).

3. Math library books-grades 1-12 (124 titles).

4. Science library books-grades 1-9, 1962 supplement (210 titles).

5. Science library books-senior high school, 1962 supplement (66 titles).

6. Math library books-grades 1-12, 1962 supplement (14 titles).

7. Materials and books-for use by students of French 1 and 2.

NDEA has proved to be a boon to us in Guilford County. Some of the resulting gains are:

Increased use of library and audiovisual materials in all subject areas.
More teachers accepting principles of scientific methods of instruction.
Problem solving and unit plan of teaching.
Increased enrichment in library research.

New, interesting books shelved in the 500-639 and biography sections bring color, life, and a facelifting to the entire library collection, increasing its general appeal.