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, 1951.1 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, 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, 1 ALA Bulletin 46: 48-49, February 1952. 2 Carnegie Library School closes as of June 1962. Established 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. On leave 1961-62. Mr. BAILEY. We have our next witness, Dr. Walter Brahm. State Librarian of Ohio. Dr. Brahm was previously head of the Documents and Reference Collections Section, Western Reserve University Library and was also head, Science and Technology Department and later assistant director, Toledo Public Library. He is past president of the American Association of State Libraries, 1959-60. He has been chairman since 1960 of the special committee of the American Library Association on interrelated library service to students. He is the author of surveys of library service in Ohio, Pennsylvania, and New Jersey. He is a frequent contributor to library periodicals. He received Ohio's first award for distinguished library service in 1959. Dr. Brahm, you may proceed. STATEMENT OF DR. WALTER BRAHM, STATE LIBRARIAN, OHIO Dr. BRAHM. My name is Walter Brahm. I am the State Librarian of Ohio. I am speaking primarily for all State libraries, representing the American Association of State Libraries and instructed by the organization to endorse H.R. 11823. Other witnesses have spoken, or will speak, I am sure, about facts relating to their specific interests in H.R. 11823-the number of students in school, or to be in school, the vast influx of college students anticipated, the expansion of population, and the shortage of professional librarians-facts which I need not elaborate on here. I would like to call attention to the way the American people are using all types of libraries today. For the past 2 years I have been serving as chairman of a special committee of the American Library Association studying the interrelated use made of libraries by students. Some of the facts uncovered while not surprising have great signifi cance. Twentieth-century American life has fluidity built in. People may live in one community, earn their living in another, and send their children to school in a third, on the basis of what is most convenient for them and what they personally prefer. Daily the line between city, suburb, small town, and farm becomes less visible, and has still less reason for existence. Library patrons also are on the go, and want to use libraries on the basis of their personal convenience and preference. The student at all levels of education-or any person. seeking information-wants his library service wherever he finds it, wherever it is accessible, whether it be in his home, his school, his dormitory, his college town or his home town. He sees no difference in various types of library units-school, college, or public. A library is a library, a book is a book. Scientists and other faculty members of a college or university are usually heavy users of the public library in their community if it is a good public library. In turn, the community's business and industrial men are anxious to make use of materials in the university libraries. (1) A recent study in the New York City area showed that 8 out of every 10 higher education students used a library in addition to the ones provided at their own schools. Almost one of every two students used another library at least once a month. The public libraries provide the greatest part of this additional service. (2) The element of convenience is a prime mover in determining whether a student uses another libary and which library he uses. Place of residence has far greater effect than location of either school or work. (3) The Free Library of Philadelphia reported that a spot check of its central library indicated that on 1 day 64 percent of the use of the building came from students alone; young people from eastern Pennsylvania and the western part of central New Jersey want to make use of the great resources of the library. (4) A similar study at Newark, N.J., Public Library, during the Christmas holiday period was reported by its librarian, James Bryan, to this committee yesterday. (5) Such heavy student use is not confined to large libararies. Even the very small libraries feel the load. A recent letter written to President Kennedy by a 14-year-old student from Bethesda, Ohio, population 1,178, protests the closing of the town library for lack of funds. He points out that 50 students in this small town are dependent upon the public library for all their study research and that they will be lost without it. The most troubling feature about all these facts lies in the danger of an ever-worsening condition in the face of rapidly accelerating student bodies. At a time when the large college is assuming the status of a university, when the small college is contemplating enrollments of thousands, when States are becoming active in the development of a system of junior colleges, it is almost frightening to visualize the impact of this potential situation upon library facilities in the years ahead. Librarians and all educators have cause to be frightened. Millions of bits of information recorded in nonbook form-magnetic tape, miniaturized film-will have to be handled within the next 10 years. Greg Williams, consultant analyst of the General Electric Co., warned librarians meeting in their annual conference at Miami last week that libraries must prepare to face the problems of satellite transmission of such information where needed the world over. These problems cannot be handled solely on a local or State basis. They are problems of national concern. To saddle the financial responsibility for solving them entirely upon the local community and the individual State would not only be unfair, but would invite most certain failure. It seems to me an entirely new approach, a coordinated approach, to making library service available is desirable. Vast areas of joint action need to be explored between public, school, college, and special libraries to this end." A book is information no matter where it is found. It cannot be altered or changed in any way by virtue of its location on a campus, or in the downtown public library, or in the high school library. The only thing that such a location affects is the individual's right to use it or his ease of access to it. Everyone, even the man in the street, is aware of the population explosion. The phrase has become a conversation piece, yet few are aware that the population explosion is dwarfed by the information explosion which is reaching actute proportions. According to Dr. Wernher von Braun, Director of George C. Marshall Space Flight Center, National Aeronautics and Space Ad ministration, Huntsville, Ala., writing on "Libraries and the Space Age" in the bulletin of the American Library Association for June 1962, the growth of knowledge doubled in the recent decade 1950-60. It is expected to double again between 1960 and 1967. This will be the fourth time it has done so. The sheer bulk of published information, resulting from the growth of science and technology, staggers the librarian who has to organize it. Some 2 million scientific and technical articles are now being published yearly. The rate of growth of other literature is paralleling sicentific research, expanding at a logarithmic rate of 12 percent per year. In the field of medicine, some 8,200 periodicals per year are published, containing 300,000 articles. There are 400 journals devoted chiefly to reviewing medical literature. The 10-year Index of Chemical Abstracts, published in 1957, consists of nineteen 1,200-page volumes, as compared to 16 volumes for the combined 3 decennial indices for the previous 30 years. In other words, the last 10 years is greater than the previous 30 years combined. This tremendous growth of knowledge and bulk of published information means that no longer can one library, whether it be college, public, school, or special, remain isolated from its sister libraries in its community, State, or even in this Nation, and be sufficient unto itself and its clientele. Information must be readily available to all. A recent experiment on rifle shooting by instinct rather than sighting, reported by Prof. Samuel Renshaw, of Ohio State University, illustrates this. Shooting at a target by sighting over the rifle barrel brings almost 100 percent accuracy with practice. But the experimenters found that shooting "from the hip" so to speak, that is without sighting, with practice, brought equally as good results. They thought they had discovered something. But that experiment had been tried with the same results by Danish researchers some 20 years before. Such repetition is costly and wasteful. Worse yet, had the findings been a matter of vital urgency timewise, lack of knowledge of the first experiment could have been serious. I think I can speak for the State libraries when I say they are increasingly aware of the need for a new approach to library service because of the demands made upon them in recent years to provide planning, guidance, and research to all of the various types of libraries. They are becoming increasingly more active in the coordination and consolidation of public libraries into larger library units. State agencies are being asked to assist in coordinating and perfecting cooperation between college libraries; between college and public libraries, and school and public libraries. They are being asked to take the lead in integrating certain library functions on a State or regional basis, such as reference services, processing, and central storage of books. In a number of cases State libraries are also giving direct service to residents of the State, which again illustrates the point that library service is beginning to break the bonds of local geography. There is nothing so sacred about library service, that it must be confined and dished out within local boundary lines, lines that are being crossed daily by area residents for other purposes. Much pioneering, |