of our public libraries, or whether the use has stayed about the same. Do you have any information on that? Miss KRETTEK. I can speak from my personal experience in this area. When the television coaxial cable first came to Iowa there was a definite drop in circulation in the libraries. It lasted about 6 weeks,. and then began going up again. I think television is an important medium and, properly used, can help to expand the use of books. Children that listen to good programs come to the library to get added material on that subject. I think it has been widely publicized that when on a nationwide program a book is mentioned there are thousands of requests for that book within a 24-hour period. So I think, as a whole, libraries have not suffered, that it has been a great help to them in many instances in broadening people's interest in reading other kinds of materials. Mr. ELLIOTT. Off the record. (Discussion off the record.) Mr. ELLIOTT. Did that complete your statement? Miss KRETTEK. I think I had one more paragraph. I was just going to express appreciation to the committee for allowing me to appear before you today, and, on behalf of the American Library Association, may I urge your favorable consideration of legislation which will help to minimize the problems of juvenile delinquency. This ever-growing menace is threatening the community life and the moral well-being of our Nation. It must be checked and brought under control. Mr. ELLIOTT. Thank you, Miss Krettek. I recognize Mrs. Green of Oregon. Mrs. GREEN. I have no special questions, Mr. Chairman. I just want to express appreciation to Miss Krettek for coming here. I have had the opportunity to work with her and with her able predecessor, and I must say I know of no organization that is more ably represented on the Hill than the American Library Association. Mr. ELLIOTT. I would like to express my complete agreement on that. I recognize Mr. Daniels. Mr. DANIELS. Just one question. Miss Krettek, do you not think the schools could do a great deal in encouraging the students to make greater use of the facilities of the library? Miss KRETTEK. You mean the public or school library? Mr. DANIELS. Of the public library. And we would also think it very important that there be more school libraries. Do you know there are 6 million children in these United States who have no access to a school library? I think that is quite a startling fact. One of the things that could very well be done is to study the relationship between the reading habits of children in areas where there are no central libraries in schools or where there is no adequate public library. There are approximately 27 million people in these United States who have no access to a public library, and there are probably 70 or 80 million other people who have access to only very inadequate library service. There is such a tremendous need for getting good library service to people. Under the Library Services Act we are probably reaching 7 million people who did not have access to books previously. But there are still these many, many millions who still have no access to books and libraries. Mr. DANIELS. In those areas we will have to get more public libraries. Miss KRETTEK. I could not agree with you more. Mr. DANIELS. But where public libraries are established I think a great deal may be accomplished along the line that you emphasized in your statement, by having the school authorities in their curriculum advocate that the children make further use of our library facilities, with certain recommendations as to books to be read and what special projects to pursue. Miss KRETTEK. I can agree with you and speak to that from personal experience. Where there is a close relationship between the public library and the school system, very often the classes are brought to the public library so that they become familiar with the material in the library, how to use the library, and recognize the books and the materials that are there. If there were trained young people's librarians in all of these libraries they could do a great deal to work with the teachers. In the areas where there are school library supervisors, they usually work closely with the public library. But here again that is not true in every State or every community, and I think it is a splendid suggestion, and I wish it could be encouraged more and more. Mr. DANIELS. Where you have public libraries, they are usually found in large communities, large cities? Miss KRETTEK. Yes. Mr. DANIELS. Under the program that you advocate there might be some conflict, might there not, with the local authorities on the youth activities and programs that they may project? Miss KRETTEK. I should not think so. I think all of these groups are working toward the same aim, and they should work together. There should be a meeting of people working in this area so that there is no duplication of effort and so that the best approach to the problem is surveyed and the contribution that each makes in his particular field is worked out. Mrs. GREEN. When you cited the 6 million figure did you say 6 million American students had no access to library facilities? Miss KRETTEK. To a school library. Mrs. GREEN. I read in the papers that there are schools here in the District of Columbia that have no libraries. Miss KRETTEK. I would not wonder. I have been asked to meet with a group to consult on this problem, and I understand that there are very many lacks. In the senior high schools there are trained professional librarians. I could not give you the exact figure as to the numbers, but I think there is a great lack of school libraries in the junior and elementary schools. Mrs. GREEN. The junior high schools, if I remember, were mentioned. Would you get that material? Miss KRETTEK. I would be glad to. Mrs. GREEN. I would be interested in another thing if you could obtain it. I would like to know if these same schools have gymnasiums and athletic fields. I would like a little information as to what kind of an educational program we have that does not provide a library. I would ask unanimous consent, Mr. Chairman, to have that material, if she can supply it, inserted at this point in the record. Mr. ELLIOTT. Without objection, the material which Mrs. Green inquired about will be inserted in the record at this point when and if you can supply it. (Information referred to follows:) SCHOOL LIBRARY SERVICE IN THE UNITED STATES Most high schools in all regions of the country now have centralized libraries but 8.8 percent still lack the services of a school library. In most elementary schools there is neither a centralized school library collection nor a school librarian. Only 25 percent of all the elementary schools in the country are served by a professionally trained person. There are over 6 million children in the United States for whom no book stock at all is reported. (Information from "Every Child Needs a School Library" by Mary Gaver, Associate Professor, Graduate School of Library Service, Rutgers University, 1958.) To provide children and youth with books and materials essential to individual development, school libraries are basic to every elementary and secondary school. For the guidance of children and youth in the use of libraries and their materials, and to assist teachers in their programs, professional school librarians are also of first importance. Statistics of public-school libraries, collected by the United States Office of Education illustrate needs in school library service. Twenty-four percent of public elementary schools in the United States had centralized libraries. Ninety-five percent of public secondary schools in the United States had centralized libraries. Eleven million, three hundred seventy-six thousand, one hundred and eighty-four pupils in the United States attended public schools without centralized school libraries. Public schools spent an average of $1.05 per pupil for school library materials. The national minimum standard is $1.50 per child for books alone. Fifteen thousand, nine hundred and seventy-one school librarians with professional education were available to schools. (From "Statistics of Public-School Libraries, 1953-54," Office of Education, U.S. Department of Health, Education, and Welfare, 1957.) LIBRARIES IN DISTRICT OF COLUMBIA PUBLIC SCHOOLS Senior high schools Ten senior high schools have a central school library and one professionally trained librarian. According to the best professional judgment there should be 1 full-time librarian for schools of 200-500 students and for schools of over 500, there should be an additional staff member for each 500 students or major fraction thereof. All senior high schools are above 500 enrollment, varying from 800 to 1,700, but no school has more than 1 librarian. Each librarian is responsible only to the principal. There is no overall school library supervisor. Books each school receives $208 plus 56 cents per pupil per year from regular appropriations. Junior high schools Twenty-three junior high schools have central libraries but not librarians. Library rooms are sometimes used as classrooms or study halls during the day but are manned by teachers before and after school and in some instances for a half day during school. Books each school receives $150 plus 45 cents per pupil. Books can be used only in school. No books available for circulation. Elementary schools Only a few of the newest schools have library rooms (fewer than 10). There are no appropriated funds for library books. Books are purchased by contributions from the PTA. Where these central libraries are available in better districts, they are operated by the PTA or home and teachers associations on voluntary basis. Most teachers have a library corner in the classroom, however, and the District of Columbia Public Library provides book baskets-4 sets a year with 1 book per child plus a few extra. Students also pay class visits to the District of Columbia Public Library. Where encyclopedias are available they have been given by the principal, the teacher or the PTA. In 1948 George Strayer, Professor Emeritus of Education, Columbia University, conducted a survey of public schools at the request of the Congress. In this report he made specific recommendations concerning school libraries and outlined nucleus of organization to get program started. Funds have been in each school budget but no appropriations have ever been allowed. (The Report of a Survey of the Public Schools of the District of Columbia. Subcommittee on District of Columbia Appropriations, H.R. 6430, 1959. P.L. 724, 80th Cong., U.S. Government Printing Office. Information from Assistant Superintendent of District of Columbia Public Schools.) PHYSICAL EDUCATION IN THE UNITED STATES In "Fitness of American Youth," a report of the President of the United States on the Annapolis Conference in 1956, there is this statement on Facilities: The Conference recognized that: 1. Present facilities for physical education, sports, and recreation are inadequate or nonexistent in many schools and communities throughout the Nation. 2. The development of programs and the training of leadership to attain proper standards of fitness will gain little if the facilities and equipment are inadequate or unavailable. 3. Diversified facilities are required to meet various needs-different age groups of boys and girls, those possessing lesser skills. 4. Because of overcrowding many schools find it difficult to provide adequate space and equipment for physical education programs. 5. Present facilities in many schools and in communities are not being used to the fullest extent. The attached U.S. Office of Education booklet, "Ten Questions on Physical Education in Elementary Schools" (U.S. Government Printing Office, 1957) gives pertinent data on 523 school systems. Schools included in this survey enroll approximately 85 percent of the children in grades one to six attending urban public elementary schools in 1955–56. A similar study on secondary school programs is in its initial stages. PHYSICAL EDUCATION IN THE DISTRICT OF COLUMBIA PUBLIC SCHOOLS Senior high schools Nine out of ten senior high schools have stadiums, not all are adequate for seating for athletic contests but are suitable for physical education activities. None of the vocational high schools have stadiums. All schools have outdoor play facilities. All have auditoriums or assembly halls. Elementary schools Most have assembly hall gymnasiums. Funds for athletics come out of general funds of $4.60 per pupil. Textbooks and equipment are purchased from this $4.60. Mr. ELLIOTT. Let me say one of the wonderful things that the Library Services Act accomplished was its bringing of the first library service that many, many isolated rural schools have ever had. I notice that the bookmobiles always stop at these little one- and twoteacher schools on their routes, and I notice that the children come down and check out books in great numbers. I can assure all concerned, from my investigation of the American schools, of which I think I have visited several hundred, at least, that there are many, many of them that have no library, absolutely none, not even the Holy Bible and Shakespeare. Thank you very much, Miss Krettek. Our next witness is Mrs. Samuel Brown of the National Council of Jewish Women. Mrs. Brown has furnished us a statement, and she may proceed. STATEMENT OF MRS. SAMUEL BROWN, NATIONAL COUNCIL OF JEWISH WOMEN, INC., NEW YORK, N.Y. Mrs. BROWN. I am Mrs. Samuel Brown, a member of the national board, and chairman of the National Committee on Public Affairs of the National Council of Jewish Women. I appreciate the opportunity to appear before you in support of legislation which will strengthen and improve Federal, State, and local programs for the control and prevention of juvenile delinquency. The National Council of Jewish Women, which has just celebrated its 65th year of existence, has over 100,000 members in 240 communities throughout the country. The purposes that council women have in common are to keep informed on important issues of the day, to determine community needs, and to initiate and support programs to meet those needs. The process of determining the needs of a changing society is a continuous one in our organization. When I appeared before this committee on April 9, 1957, my testimony was based on a community survey specifically related to juvenile delinquency, which was conducted by our members all over the country. We have not made another such study since that date. However, we initiated a program during the last 2 years called the Community Leadership Training Program which has been completed in many communities and is still going on in others. This is a broad survey covering every aspect of community life. It will be of interest to this committee to know that our groups found that the greatest need for service and community activity is in relation to the problems of children and youth. The need to expand services and to develop sound programs for all children, particularly activities for the prevention of juvenile delinquency, was apparent in virtually every community. Public understanding and public support for such programs is essential. Many voluntary organizations have assumed community responsibility and are carrying on programs for children and youth. State and local governments are also attempting to combat delinquency to the best of their ability. But the problem remains acute. The causes are varied and complex, requiring intensive study, training, and financial assistance. That is why we are convinced the help of the Federal Government is needed. |