College and Research Libraries By WAYNE S. Y E N A W I N E Education for Academic Librananship AM E R I C A N H I G H E R education today is at the crossroads.1 T h e immense problem of f o r m u l a t i n g a program of post-secondary education for o u r f u t u r e intellectual leaders is challenging and perplexing. D u r i n g the next q u a r t e r century m a j o r questions involving fin- ancial support, the curriculum, physical facilities, and national utilization of trained personnel will be resolved. How these questions are resolved will inevi- tably affect academic libraries in many ways. W e can safely conclude that o u r service standards are seriously jeopard- ized unless we can marshal more im- aginative t h i n k i n g and ingenuity t h a n we have marshalled in the first decade of the postwar period. Service standards of the f u t u r e will rest on our ability to meet the general and personal library needs of students and faculty. T o some extent increased enrollment will result in an increase in the size of the faculty. If industry a n d government continue to siphon off a high percentage of the graduates of advanced programs, even an increase in the n u m b e r of students in o u r doctoral programs will not supply the d e m a n d for college teachers. If an acute shortage of college teachers develops, the meth- ods adapted by college and university presidents to cope with the problem could throw more of the b u r d e n of instruction on librarians by placing greater reliance u p o n library materials 1 P a p e r p r e s e n t e d at t h e E a s t e r n College L i b r a r i a n s C o n f e r e n c e , C o l u m b i a U n i v e r s i t y , N o v e m b e r 30, 19S7. Dr. Yenawine is Director of the Li- braries and the Library School, Syracuse University. as sources of i n f o r m a t i o n a n d media for independent study. N o d o u b t , an en- larged student body a n d faculty will increase d e m a n d for materials a n d professional library services. I n t u r n academic libraries must find qualified librarians for e x p a n d e d staffs. If we assume that o u r present struc- ture of professional education continues, library schools will continue to be a principal source of professional staff members. Library school directors a n d academic librarians have a common interest in the problems of recruitment, curriculum, and placement. T h i s dis- cussion concerns an analysis of some current aspects of these common prob- lems f r o m the points of view of the administrator and the library educator. Generalizations are based on d a t a col- lected by questionnaires f r o m a repre- sentative sample of academic librarians and f r o m most of the library school directors. College and university librarians today are operating 10 per cent below budgeted staff. Conservatively estimated, there are between 500 and 800 unfilled positions in academic libraries. College libraries with their smaller staffs have fewer vacancies than the m e d i u m sized or larger university libraries, b u t their problem is a more acute one because it is more difficult for them to compen- sate for the staff shortage and they are not in a financial position to compete with the larger libraries for available replacements. Vacancies are created by retirements and resignations. I n 1956, 10 per cent of the vacancies that occurred were not filled, and by September, 1957, the situation did not improve. Some SEPTEMBER 1958 479 positions vacated were abolished, b u t this slight a d v a n t a g e was m o r e t h a n balanced by the new positions established to take care of increasing work loads, to imple- m e n t e x p a n d e d services, a n d to staff new buildings. I n the past ten years, the n u m b e r of staff m e m b e r s has increased a b o u t 50 per cent. L i b r a r i a n s expect their staffs to increase a n o t h e r 25 per cent in t h e n e x t decade. T h e r e is evidence to believe t h a t half of the academic libraries in the c o u n t r y will increase their staffs 50 per cent a n d expansion is p r o j e c t e d by college a n d university libraries alike. T u r n o v e r of staff m e m b e r s in acad- emic libraries generally a p p e a r s to be a b o u t 15 per cent a n n u a l l y , a n d li- b r a r i a n s have h a d t h e greatest difficulty filling such positions as: cataloger, sci- ence l i b r a r i a n , reference l i b r a r i a n , docu- ments l i b r a r i a n , a d m i n i s t r a t o r (associate l i b r a r i a n or h e a d of d e p a r t m e n t ) , sub- ject specialist in charge of special collec- tions, archivist, a n d j u n i o r professional assistant. W h i l e most l i b r a r i a n s r e p o r t p r o l o n g e d a n d f r u s t r a t i n g searches f o r catalogers, science librarians, etc., any unfilled professional position is a serious r e p l a c e m e n t p r o b l e m . T o d a y a d m i n i s t r a t o r s are o b t a i n i n g m o r e r e p l a c e m e n t s f r o m unsolicited a p p l i c a n t s t h a n they are f r o m candidates r e c o m m e n d e d by library schools. T e n years ago, a d m i n i s t r a t o r s m o r e fre- q u e n t l y relied o n library schools for t h e names of prospective a p p l i c a n t s a n d t h r o u g h their cooperation administra- tors received m o r e h e l p f r o m l i b r a r y schools in filling vacancies t h a n they d i d f r o m any o t h e r source. A l i b r a r i a n can u n q u e s t i o n a b l y choose the type of li- brary, k i n d of library work, location, a n d climate h e wishes. A p p a r e n t l y l i b r a r i a n s are n e i t h e r shy n o r r e t i r i n g a b o u t asking f o r w h a t they w a n t a n d f r e q u e n t l y take the initiative in c h a n g i n g positions. I n locating r e p l a c e m e n t s most aca- demic library a d m i n i s t r a t o r s have relied at various times o n advertisements, sug- gestions f r o m l i b r a r i a n s w i t h i n a n d out- side the staff, n a t i o n a l or local place- m e n t agencies, a n d civil service registers. M a n y a d m i n i s t r a t o r s have filled vacan- cies by a p p o i n t i n g l i b r a r i a n s w i t h w h o m they were personally a c q u a i n t e d a n d by r e c r u i t i n g individuals w h o were profes- sionally e d u c a t e d a f t e r a p p o i n t m e n t . Such methods of locating replacements are n o t new, b u t as the supply of can- didates f r o m library schools has trailed d e m a n d , they are all assuming a greater i m p o r t a n c e in the r e p l a c e m e n t picture. T h e sources r a n k e d in o r d e r of impor- tance to a d m i n i s t r a t o r s in filling vacan- cies are as follows: unsolicited applica- tions, library school r e c o m m e n d a t i o n s , advertisements, staff suggestions, profes- sional colleagues, n a t i o n a l a n d local p l a c e m e n t agencies, recruiting, a n d civil service registers. T h e largest a n d m a n y of the smaller university libraries have a p p o i n t e d li- b r a r i a n s w h o are also subject specialists. T h e y may be d e p a r t m e n t a l a n d college librarians, catalogers of special fields, curators of special collections, or bibli- ographers responsible for the selection a n d acquisition of highly specialized materials. Some college l i b r a r i a n s also have a p p o i n t e d l i b r a r i a n s w i t h t r a i n i n g in subject fields to curatorships of spe- cial collections. I n some libraries, t h e r e has been a d e l i b e r a t e a t t e m p t to develop the reference staff as a g r o u p of subject specialists. T h e present subject special- ization in academic libraries is wide- spread, a n d a d m i n i s t r a t o r s expect a n increase in the n u m b e r of positions re- q u i r i n g l i b r a r i a n s w h o are f a m i l i a r w i t h the l i t e r a t u r e a n d research m e t h o d s peculiar to special fields of knowledge. I n spite of personnel shortages, t u r n - over, a n d the difficulties i n finding replacements, the s t a n d a r d s for selec- tion of professional personnel are high. 480 COLLEGE AND RESEARCH LIBRARIES I n general, administrators r e q u i r e the M.S. in L.S. degree f r o m an accredited library school as a m i n i m u m qualifica- tion for professional a p p o i n t m e n t . Its e q u i v a l e n t is sometimes expressed in terms of a baccalaureate degree p l u s experience or t r a i n i n g in library science. Personnel policies in some of the larger libraries involve r e q u i r e m e n t s of lin- guistic skills. A d m i n i s t r a t o r s d o n o t expect a change in m i n i m u m s t a n d a r d s for professional a p p o i n t m e n t . However, the librarians of some of t h e smaller college libraries r e p o r t t h a t "we are being forced to swing away f r o m rigid r e q u i r e m e n t s for o u r library staff posi- tions d u e to the shortage. . . . W e now have an excellent l i b r a r i a n w h o is n o t a library school g r a d u a t e . " Academic librarians are reasonably well satisfied w i t h the g r a d u a t e s of the fifth-year master's p r o g r a m of profes- sional education. A t least there is general acceptance of the p r o d u c t of o u r American m e t h o d of p r e p a r i n g li- brarians. W i t h o u t alternative plans, it cannot be assumed t h a t acceptance of the p r o d u c t vindicates the m e t h o d a n d p e r h a p s more feel, as one l i b r a r i a n did, when he wrote t h a t " n o t m u c h can be accomplished in one year. If the stu- d e n t attains a degree of professional Weltanschauung a n d missionary a t t i t u d e , that's a b o u t all we h o p e for f r o m li- brary schools." G r a n t e d that a l i b r a r i a n cannot learn all he needs to know a b o u t l i b r a r i a n s h i p in a one-year p r o g r a m , h e can a n d does a p p a r e n t l y m a k e a place for himself in academic libraries. Library schools are not w i t h o u t critics a m o n g academic librarians, of course. W h i l e one l i b r a r i a n complains t h a t library school g r a d u a t e s are "inade- quately trained to take supervisory position," a n o t h e r o n e thinks the schools are " t r a i n i n g too m a n y chiefs a n d n o t enough I n d i a n s . " W h i l e o n e l i b r a r i a n feels that library school g r a d u a t e s have a n "insufficient knowledge of the theory a n d philosophy b e h i n d l i b r a r y tech- n i q u e s , " a n o t h e r feels t h a t " b e g i n n i n g catalogers show the lack of drill in f u n d a m e n t a l s . " W h i l e o n e l i b r a r i a n objects to how little the library school g r a d u a t e knows a b o u t the c o n t e n t of books, a n o t h e r l i b r a r i a n b e m o a n s the fact t h a t g r a d u a t e s lack a b r o a d knowl- edge of b i b l i o g r a p h i c titles a n d sources. Such conflicting o p i n i o n is u n d e r s t a n d - able, b u t the library school is n o t likely to find m u c h h e l p in the criticism. A d m i n i s t r a t o r s d o feel t h a t too m a n y library school g r a d u a t e s are lacking in i m a g i n a t i o n , initiative, m a t u r i t y a n d a sense of professional ethics. Some li- b r a r i a n s d e p l o r e the library school g r a d u a t e ' s i n a d e q u a t e u n d e r s t a n d i n g of research m e t h o d s a n d knowledge of the history of books a n d libraries. N o d o u b t certain of these deficiencies are corrected w i t h experience or c o n t i n u i n g i n d e p e n d - e n t professional e d u c a t i o n . If l i b r a r i a n s were p l e n t i f u l , a d m i n i s t r a t o r s could m o r e o f t e n find the person w h o h a d just t h e r i g h t qualifications. However, in a p e r i o d w h e n the d e m a n d for professional l i b r a r i a n s exceeds the supply, admin- istrators too o f t e n have to compromise for someone n e i t h e r the least n o r most desirable. Some u n h a p p i n e s s a b o u t the qualifications of recently a p p o i n t e d l i b r a r i a n s is n o d o u b t the result of selection practices. F r o m the r e p o r t s of academic librar- ians, the supply of professional replace- ments emerges as a critical factor now, a n d it is a p p a r e n t t h a t t h e i m p o r t a n c e of this factor will n o t d i m i n i s h in the years t h a t lie i m m e d i a t e l y a h e a d . A n a d e q u a t e supply of l i b r a r i a n s is largely d e p e n d e n t u p o n the vocational attrac- tiveness of l i b r a r i a n s h i p , the success of c o o r d i n a t e d r e c r u i t i n g programs, a n d the statesmanlike leadership a m o n g li- brary educators. As long as the library school is the agency in o u r n a t i o n a l SEPTEMBER 1958 481 educational system responsible for the p r e p a r a t i o n of librarians, 2 the library school can be expected to affect signifi- cantly the f u t u r e of academic librarian- ship to the ext ent t h a t it fulfills in n u m b e r a n d q u a l i t y of g r a d u a t e s r e q u i r e d , reflects the needs of t o m o r r o w in the c u r r i c u l u m , a n d effectively places graduates for m a x i m u m utilization in the profession. D u r i n g the past five years, library school e n r o l l m e n t of candidates f o r advanced degrees reached a peak in 1954 and then d r o p p e d back again. I n the fall of 1957 e n r o l l m e n t was encourag- ingly, if not significantly, h i g h e r t h a n it was the year before. I n the last three years e n r o l l m e n t steadily increased at 40 per cent of the library schools, has see-sawed u p a n d d o w n in 42 per cent a n d has decreased at the rest of the schools. Each of these three g r o u p s includes schools of varying size. T w e n t y - seven library schools in the U n i t e d States r e p o r t e d e n r o l l m e n t s f o r the first semester of 1957-58 r a n g i n g f r o m eight- een students to 361. A l t h o u g h the aver- age e n r o l l m e n t was eighty-five students, the a l a r m i n g fact is t h a t the m e d i a n en- r o l l m e n t was only sixty-three students. 3 A n o t h e r a l a r m i n g aspect of the p i c t u r e is the fact t h a t for the past five years, less t h a n 60 per cent of the students enrolled in library schools have completed degree programs a n d g r a d u a t e d . By the com- bined efforts of all library schools in re- cent years, less t h a n 1,500 g r a d u a t e s have been qualified f o r professional a p p o i n t - ments each year, a n d academic libraries alone need half of 1956's graduates. All of the library schools are eager to a t t r a c t students whose previous aca- demic t r a i n i n g includes a c o n c e n t r a t i o n 2 This does not deny the f a c t that we also rely on p r o g r a m s of t r a i n i n g a b r o a d in which some of our librarians were p r e p a r e d as well as on-the-job train- ing by which some of our s u b j e c t specialists have been prepared for professional duties. 3 I n most l i b r a r y schools, the ratio of part-time s t u d e n t s to full-time s t u d e n t s was three to one. in o n e of the subject fields. M a n y of their i n f o r m a t i o n bulletins i n c l u d e statements a b o u t the career o p p o r t u - nities in l i b r a r i a n s h i p f o r the profession- ally e d u c a t e d subject specialist. T o d a y 14 per cent of the students e n r o l l e d f o r advanced degrees in library science have master's degrees in subject fields a n d 1.5 per cent have doctorate degrees in sub- ject fields. I n the fall of 1957 all b u t two of the library schools h a d students w i t h master's degrees enrolled a n d almost half of the library schools h a d students w i t h doctorates. F r o m the viewpoint of the library science e d u c a t o r , there is n o significant difference in the pre-professional educa- tion r e q u i r e d f o r academic l i b r a r i a n s h i p a n d the pre-professional e d u c a t i o n re- q u i r e d for any o t h e r type of l i b r a r i a n - ship. It m u s t be r e m e m b e r e d t h a t a p r o g r a m of professional e d u c a t i o n has been developed on the following prin- ciples: 3. T h a t t h e p r i m a r y i n s t r u c t i o n a l ob- j e c t i v e of five-year p r o g r a m shall b e t o d e v e l o p p r o f e s s i o n a l p e r s o n n e l g r o u n d e d in t h e f u n d a m e n t a l p r i n c i p l e s a n d processes c o m m o n t o all types of l i b r a r i e s a n d all phases of l i b r a r y service. 4. T h a t i n s t r u c t i o n f o r specialized serv- ice in l i b r a r i e s m a y o c c u p y a p l a c e in this basic p r o g r a m b u t n o t a t t h e sacri- fice of necessary g e n e r a l a c a d e m i c a n d p r o f e s s i o n a l p r e p a r a t i o n . 4 All library school directors feel t h a t the best academic p r e p a r a t i o n is a gen- eral (liberal arts a n d sciences) e d u c a t i o n w i t h a strong m a j o r in a subject field. L i b r a r y educators emphasize the desir- ability of c o n c e n t r a t i o n in a subject field, b u t place no m o r e emphasis on the h u m a n i t i e s t h a n on the science a n d social science fields. A preference is felt for the fields distinguished by a scholarly 4 " P r o p o s a l s f o r A c c r e d i t i n g P r o f e s s i o n a l P r o g r a m s ; A S t a t e m e n t of Policy by the A L A Board of Educa- tion f o r L i b r a r i a n s h i p , " ALA Bulletin, X L V ( 1 9 5 1 ) , 10. 482 COLLEGE AND RESEARCH LIBRARIES tradition in contrast to the narrower, vocational fields, although the educator concedes that training in the latter fields occasionally has pertinence in academic libraries. T h e r e is general agreement among library school directors that stu- dents p r e p a r i n g for academic librarian- ship should have a fluent reading knowl- edge of foreign languages. It must be recognized that these state- ments concerning pre-professional study are opinions only and that library schools have a very limited o p p o r t u n i t y to control the pre-professional curricula of their students. Some effort is made to compensate for this h a n d i c a p t h r o u g h control over admissions following the general policy: T h a t p r o f e s s i o n a l schools w h i c h d o n o t h a v e effective c o n t r o l o v e r courses o u t - side t h e p r o f e s s i o n a l c u r r i c u l u m t h r o u g h g u i d a n c e o r p r e s c r i p t i o n shall b e re- s p o n s i b l e f o r a c h i e v i n g overall objec- tives t h r o u g h selection of s t u d e n t s a n d / o r r e q u i r i n g r e l e v a n t c o u r s e w o r k s u b s e q u e n t t o a d m i s s i o n to t h e profes- s i o n a l school. 5 Although positive evidence is lacking, it is safe to say that very few individuals have been denied admission to library schools or r e q u i r e d to take relevant courses subsequent to admission because they presented i n a d e q u a t e academic preparation. I n this period of intensive recruitment of library school students, the admissions officer is not likely to deny, for this reason, admission to a candidate who very likely is sponsored and perhaps financially supported by a library to which he has promised to r e t u r n for staff a p p o i n t m e n t . T o be sure, a great many students enroll in library schools without strong convictions a b o u t the type of library or phase of librarian- ship for which they want to prepare. Some will have h a d another vocational interest which influenced their college 5 Ibid. programs, and very few will have been influenced by library school recom- mendations concerning pre-professional curriculum. Library school graduates too often do not realize (if in fact they realize at all) until they.are on the j o b that they are poorly educated at the collegiate level for academic librarian- ship. Inadequacies in educational back- g r o u n d do not necessarily h a n d i c a p the student in successfully completing the master's program in library science, al- though inadequacies do f r e q u e n t l y account for a student's uneven perform- ance in library school courses. Once the student is enrolled in the library school's degree program, the li- brary educator does exercise control over his professional program of study. T h e comments of academic library administrators concerning the p r o d u c t of the library school raise questions about the library school's educational objectives and the curriculum designed to achieve these objectives. Dr. Harold Lancour expressed the educator's point of view when he said that the present curriculum: . . . is d e s i g n e d t o p r o d u c e r e c r u i t s to t h e l i b r a r y p r o f e s s i o n w h o will h a v e t h e basic knowledges, some t e c h n i c a l skills, a n d a m o t i v a t i n g p h i l o s o p h y f o r p r o f e s s i o n a l service. I n a n e d u c a t i o n a l s y s t e m w h i c h emphasizes p r i n c i p l e s r a t h e r t h a n practice, d r i l l t r a i n i n g in specific t e c h n i q u e s is less i m p o r t a n t t h a n t h e i m p a r t i n g of a n u n d e r s t a n d - i n g of t h e r o l e t h a t t h e l i b r a r y a n d t h e l i b r a r i a n is to p l a y in m o d e r n life. R o u t i n i z e d skill a n d a r t f u l p r a c t i c e come f r o m e x p e r i e n c e . M o d e r n l i b r a r y school faculties feel t h a t these t h i n g s can b e l e a r n e d best o n t h e j o b . T h e t r u t h is t h a t l i b r a r y schools t o d a y d o n o t p r e t e n d t o p r o d u c e a t e c h n i c i a n w h o will p e r f o r m at o p t i m u m c a p a c i t y t h e first day o r t h e first week t h a t h e b e g i n s w o r k in a l i b r a r y . T h e f a c u l t y of t h e l i b r a r y school is n o t t h i n k i n g of t h e i n d i v i d u a l in his first y e a r as SEPTEMBER 1958 483 a p r o f e s s i o n a l l i b r a r i a n so m u c h as they a r e t h i n k i n g of his c a r e e r twenty- five years l a t e r . T h e r e a l success of t h e t e a c h i n g of a l i b r a r y school f a c u l t y will be d e t e r m i n e d by t h e q u a l i t y of t h e i n d i v i d u a l as a m e m b e r of t h e l i b r a r y p r o f e s s i o n at t h e p e a k r a t h e r t h a n a t t h e b e g i n n i n g of his c a r e e r . 6 T h e professional c u r r i c u l u m consists of basic r e q u i r e d courses in library sci- ence, a n d w h e n the s t u d e n t declares his preference f o r academic l i b r a r i a n s h i p , he is generally also r e q u i r e d to take courses covering the a d m i n i s t r a t i v e problems a n d organization of college a n d university libraries, special prob- lems of cataloging a n d classification, g o v e r n m e n t publications, a n d subject bibliography. A few library schools re- q u i r e courses in c o m m u n i c a t i o n s a n d d o c u m e n t a t i o n . P r o g r a m m i n g at this p o i n t is influenced by the s t u d e n t ' s a p t i t u d e s or interests in the service, the technical, or the a d m i n i s t r a t i v e phases of academic l i b r a r i a n s h i p . T h e sequence of courses o f t e n includes such courses as the History of Books a n d Libraries, 7 Advanced Reference, D e v e l o p m e n t of L i b r a r y Resources, R e a d i n g of Adults, Audio-Visual Materials a n d Services, T h e o r y of Cataloging a n d Classification, a n d M e t h o d s of Research. I n a d d i t i o n to library science courses, a n u m b e r of library schools r e q u i r e students p r e p a r - ing f o r academic l i b r a r i a n s h i p to take courses in the fields of h i g h e r e d u c a t i o n a n d in m a n a g e m e n t , usually offered out- side the library school. T y p i c a l of these courses are A m e r i c a n H i g h e r E d u c a t i o n , O r g a n i z a t i o n a n d G o v e r n m e n t of H i g h e r E d u c a t i o n , C o n t e m p o r a r y Philosophies of H i g h e r E d u c a t i o n , I n t e l l e c t u a l His- tory of the A m e r i c a n People, T h e o r y of M a n a g e m e n t , a n d Personnel Administra- tion. 6 H . L. L a n c o u r , " A m e r i c a n L i b r a r y Education To- d a y , " C a n a d i a n L i b r a r y Association Bulletin, X I I I ( 1 9 5 7 ) , 289. 7 One l i b r a r y school r e q u i r e s a course described as the H i s t o r y of Scholarly L i b r a r i e s . U n t i l recently, the t e r m i n a l profes- sional degree a w a r d e d the g r a d u a t e of a library school was the master's degree. Academic libraries h a d a p o t e n t i a l supply of replacements f r o m two library school programs: the B.S. in L.S. pro- g r a m a n d the master's p r o g r a m . T h e University of Chicago G r a d u a t e L i b r a r y School pioneered alone f o r two decades w i t h a doctoral p r o g r a m in library sci- ence, a n d it was n o t u n t i l a f t e r the post- war r e v o l u t i o n in library e d u c a t i o n , t h a t doctoral p r o g r a m s in library science were established at the University of Illinois, the University of Michigan, C o l u m b i a University a n d the Univer- sity of C a l i f o r n i a . T h e f u l l impact of the latter p r o g r a m s on academic librar- ies has yet to be felt. T h e present fifth year master's pro- g r a m is the p r i n c i p a l source of academic l i b r a r i a n s a n d library schools receive 31 per cent of the requests f o r h e l p in fill- ing vacancies f r o m a d m i n i s t r a t o r s of academic libraries. I n J u n e 1957, library schools sent 29 per cent of their grad- uates to academic libraries. Practically all of these new academic l i b r a r i a n s met t h e m i n i m u m professional qualifications of an M.S. degree in library science. Less t h a n one half of one p e r cent of the g r a d u a t e s of the library schools were awarded doctorate degrees in library science. T h u s f a r the doctoral p r o g r a m in library science is n o t a very p r o m i s i n g source for staff replacements in academic libraries. T h e g r a d u a t e w h o combines a s o u n d u n d e r g r a d u a t e p r o g r a m a n d a year of professional study does n o t necessarily satisfy the library school director. Some g r a d u a t e s complete satisfactorily all re- q u i r e m e n t s f o r a master's degree in library science, b u t the library school director knows these i n d i v i d u a l s are n o t likely to grow intellectually or profes- sionally. Since testing techniques leave m u c h to be desired, a n d the pressures 484 COLLEGE AND RESEARCH LIBRARIES to admit students are strong, some grad- uates will be disappointaing as academic librarians. Of much greater concern, however, is the inspired g r a d u a t e who has the capacity and drive to make a real contribution to librarianship. His first position is a challenge and his enthusi- asm is a priceless asset. His professional growth and development are largely de- p e n d e n t u p o n the orientation, guidance, and encouragement he receives on the job. I t is here that the library school director believes that the academic li- brarian has a responsibility to continue the professional education begun in the library school. T h e "sink or swim" policy with new librarians is shockingly incon- sistent with library school education and out of place in a period of personnel shortage. All library schools are frustrated by the fast flood of requests for the rela- tively few graduates who are available for a p p o i n t m e n t , and with few excep- tions, library schools are n o t satisfied with enrollment. T h e shortage of librar- ians is not a problem which library schools alone can solve. T h e recruiting of library school students is a profes- sional problem. N o librarian is exempt f r o m responsibility. T h e time has passed when the academic librarian could feel satisfied if he occasionally influenced an outstanding student assistant to enroll in a library school. Now many academic librarians are working h a r d on recruit- ment, b u t not too many; and usually the same ones who are most vocal about the shortage of librarians, still sit back thinking as the hungry preacher did that "the Lord will provide." Likewise some library school directors rationalize a do- not hi ng policy on recruitment. O n e for- t u n a t e director reports that " O u r stu- dent body is filled each year by the usual process of applications f r o m interested candidates." A n o t h e r director comments that "Direct recruitment of library schools seems to me to be questionable and certainly not f r u i t f u l . A working li- b r a r i a n is a far better recruiter t h a n a college professor." A third director re- ports "We do not recruit: T h e Univer- sity is not willing for its faculty mem- bers to spend university time and money on recruitment. T h e librarians should be doing the recruiting." T h e r e is something to be said for the a t t i t u d e that recruiting is the librar- ian's job. Educating is the teacher's job. However, this a t t i t u d e sounds a little too aloof to be a p p r o p r i a t e in a period of crisis. In general, library schools are hard at work too, on recruiting programs. These involve dissemination of informa- tion about librarianship and educational facilities, alumni activities, "feeder" pro- grams, a n d sponsorship of high school student librarians associations. From the appearance of some recent library school publications it is quite a p p a r e n t that they have learned how to convey in- f o r m a t i o n in p r i n t with eye appeal a n d readable copy. T h e r e has been a signi- ficant improvement in the effectiveness of i n f o r m a t i o n bulletins or catalogs. Eight of the library schools have pub- lished promotional brochures which are welcome additions to recruiting literature. Many of the schools are represented at high school convocations, high school and college career days, and meetings of local clubs. One library school sponsors an a n n u a l "recruitment day" on its campus. Bulletins, scholar- ship and fellowship announcements, and letters are the most frequently used media of communication, although some library schools also use newspaper releases a b o u t a l u m n i a p p o i n t m e n t s to p r o m i n e n t positions, T V flashes, and radio spot announcements. Library schools are increasing the n u m b e r of extension programs and workshops both on and off the campus, and these, in addition to the under- SEPTEMBER 1958 485 g r a d u a t e p r o g r a m s in library science, are excellent r e c r u i t i n g media. T h e dif- ficulties of equalizing the e d u c a t i o n a l advantages of extension courses a n d resident p r o g r a m s of study are offset in p a r t by the o p p o r t u n i t y extension courses provide f o r t r a i n i n g m a n y w h o could n o t enroll in resident programs. T h e necessity of full-time e m p l o y m e n t , family responsibilities, etc., p r e v e n t many f r o m e n r o l l i n g as resident stu- dents. However successful c u r r e n t r e c r u i t i n g efforts prove to be, library school di- rectors observe t h a t the cost of profes- sional e d u c a t i o n is still an i n s u r m o u n t - able h a n d i c a p to m a n y prospective librarians. I n comparison to o t h e r professions, l i b r a r i a n s h i p offers very little scholarship aid. I n recognition of of critical m a n p o w e r shortages, industri- al leaders were alert e n o u g h to see t h a t a n increase in the n u m b e r of scholar- ships w o u l d increase the n u m b e r of t r a i n e d persons available to t h e m . Li- b r a r i a n s can also find the financial sup- p o r t for more scholarships. E x p e r i m e n t s w i t h the two-year, work-study p r o g r a m should be encouraged as a n o t h e r m e t h o d of h e l p i n g the s t u d e n t defray the cost of his professional education. I n conclusion, academic library a d m i n - istrators a n d library school directors rec- ognize the acute shortage of librarians. T h e f o r m e r n o longer expect the library school alone to supply replacements f o r professional staff a n d the latter n o long- er rely solely on the l i b r a r i a n to send students. B o t h categories are c o n t r i b u t - ing their talents a n d resourcefulness to the r e c r u i t m e n t p r o g r a m a n d b o t h are h e l p i n g in their respective ways to im- prove the attractiveness of l i b r a r i a n s h i p as a career. T h e r e p l a c e m e n t p r o b l e m will c o n t i n u e to be acute u n t i l the n u m - ber of h i g h q u a l i t y g r a d u a t e s f r o m li- brary schools significantly increases. I n the m e a n t i m e the extensive proselyting of l i b r a r i a n s is like " r o b b i n g Peter to pay P a u l , " a n d the academic l i b r a r i a n w h o has a liberal budget is in the best position to a t t r a c t replacements. W e live in a n age of specialization, b u t academic l i b r a r i a n s still have n o t de- cided w h e t h e r they need the generally t r a i n e d specialist or the specially t r a i n e d generalist. L i b r a r y schools are a d m i t t i n g as m a n y students w i t h master's a n d doc- tor's degrees in special fields as possible, b u t they have f o u n d no effective way of r e l a t i n g the r e c r u i t m e n t of such students to t h e needs of academic libraries. T h e r e is good reason to d o u b t the wis- d o m of l u r i n g i n t o l i b r a r i a n s h i p those specially t r a i n e d f o r o t h e r professions, b u t at the same time, l i b r a r i a n s h i p gains f r o m the t r a i n e d leadership transferred f r o m the professions. U n f o r t u n a t e l y , however, few academic libraries can at- tract leaders f r o m the professions of teaching, law, medicine, engineering, a n d architecture. G r a n t i n g the need f o r sub- ject specialists in academic libraries, the library school c a n n o t yet lure the suc- cessful p r a c t i t i o n e r f r o m a n o t h e r profes- sion w i t h either the personal or material rewards of l i b r a r i a n s h i p . It is obvious t h a t n e i t h e r the academic library a d m i n i s t r a t o r or the library school director is sufficiently pleased w i t h the g r a d u a t e to be confident a b o u t ad- mission policies or the c u r r i c u l u m of the library school. Yet these two seem poles a p a r t ; they are n o t agreed on the quali- fications of recruits for professional train- ing or on the n a t u r e a n d content of the c u r r i c u l u m . Some academic l i b r a r i a n s criticize library schools b u t fail to advise or exert any influence o n professional e d u c a t i o n a l p l a n n i n g . Likewise some li- brary school faculties studiously protect themselves f r o m contact w i t h practicing l i b r a r i a n s in the belief t h a t only in this way can they lead. N e i t h e r viewpoint is (Continued on page 501) 486 COLLEGE AND RESEARCH LIBRARIES t i o n a n d g e n e r a l p r o g r a m i n c l u d i n g p u b l i - c a t i o n s , s t a t e a n d r e g i o n a l c h a p t e r s , a n d re- l a t i o n s w i t h o t h e r d i v i s i o n s a n d w i t h A L A . T h i s c o m m i t t e e s h o u l d b e f u l l y a p p o i n t e d by t h e t i m e y o u r e a d t h e s e w o r d s . R a l p h E l l s w o r t h h a s c o n s e n t e d t o serve as c h a i r m a n of t h e ad hoc C o m m i t t e e t o E x p l o r e t h e R e l a t i o n s h i p b e t w e e n t h e L a w L i b r a r y a n d t h e U n i v e r s i t y L i b r a r y . A l t o n K e l l e r ' s A C R L C o n f e r e n c e Pro- g r a m C o m m i t t e e r e p o r t s a m e e t i n g h e l d i n W a s h i n g t o n o n S e p t e m b e r 25 w i t h e x c i t i n g p o s s i b i l i t i e s f o r m e e t i n g s , t o u r s a n d f r e e t i m e . W e e x p e c t ( a n d will r e c e i v e ) a fine p r o g r a m f r o m t h i s c o m m i t t e e f o r o u r m e e t - ings i n t h e c a p i t a l city i n J u n e . T h e C o m m i t t e e o n S t a n d a r d s , F e l i x E. H i r s c h , c h a i r m a n , is h a r d a t w o r k r e v i s i n g its d r a f t of n e w c o l l e g e l i b r a r y s t a n d a r d s i n t h e l i g h t of v a l u a b l e s u g g e s t i o n s m a d e i n S a n F r a n c i s c o a n d e x p e c t s t o p r e s e n t a re- vised d r a f t t o t h e A C R L B o a r d of D i r e c t o r s i n J a n u a r y . As f o r s e c t i o n a c t i v i t i e s , t h e n e w l y f o r m e d R a r e B o o k s S e c t i o n is p l a n n i n g a p r e - c o n - f e r e n c e s e m i n a r i n C h a r l o t t e s v i l l e i n J u n e . I t is also e a g e r t o a t t r a c t t o its s e c t i o n a l m e m b e r s h i p t h o s e w h o w o r k w i t h a n d / o r w h o a r e d e e p l y i n t e r e s t e d i n r a r e b o o k s a n d m a n u s c r i p t s . I a m g r e a t l y p l e a s e d a n d o p - t i m i s t i c a b o u t t h i s n e w e s t a d d i t i o n t o t h e A C R L s e c t i o n a l f a m i l y . T h e S u b j e c t S p e c i a l i s t s S e c t i o n , e n r i c h e d by t h e r e c e n t i n c l u s i o n of t h e h u m a n i s t s a n d t h e social scientists, is b r o a d e n i n g its p r o g r a m t o m e e t t h e n e e d s of all its m e m - bers. T h e s e c t i o n h a s a g r e e d u p o n its By- laws, a n d p l a n s t o p u b l i s h t h e m s h o r t l y . T h e U n i v e r s i t y L i b r a r i e s S e c t i o n h a s a f o r m i d a b l e a r r a y of w o r t h w h i l e p r o j e c t s t o w o r k u p o n . I was g r a t i f i e d t o n o t e , as I h o p e y o u w e r e , t h e p a s s a g e b y t h e C o n g r e s s of t h e N a t i o n a l D e f e n s e E d u c a t i o n A c t of 1958, w i t h a n a p p r o p r i a t i o n of $900,000,000. A C R L a n d m a n y o t h e r e d u c a t i o n a l o r g a n - i z a t i o n s s u p p o r t e d t h i s b i l l . I t n o w l o o k s as t h o u g h A C R L will b e p e r m i t t e d t o h a v e a c o n s t i t u t i o n as w e l l as bylaws. T h e A L A C o m m i t t e e o n C o n s t i t u - t i o n a n d B y l a w s is s c h e d u l e d t o p r e s e n t f o r a d o p t i o n i n W a s h i n g t o n i n J u n e a n a m e n d - m e n t t o A r t i c l e V I of t h e A L A Bylaws w h i c h r e l a t e s t o t h e o p e r a t i o n of d i v i s i o n s , w h i c h w i l l p r o b a b l y i n c l u d e a s t a t e m e n t m a k i n g d i v i s i o n a l c o n s t i t u t i o n s p e r m i s s i v e . F i n a l l y , I w a n t t o say t h a t A C R L is i n a h e a l t h y c o n d i t i o n . W i t h m a n y of o u r p r o b - l e m s of r e o r g a n i z a t i o n b e h i n d us, w e a r e n o w i n a p o s i t i o n t o d e v o t e o u r m a j o r ef- f o r t s t o a v i g o r o u s p u r s u i t of a m u l t i f a c e t e d p r o g r a m d e s i g n e d t o i m p r o v e t h e services of c o l l e g e a n d r e s e a r c h l i b r a r i e s . — L e w i s C. Branscomb, ACRL President. Education for Academic Librarianship (Continued from page 486) sound and creates barriers to an essential common understanding. O p p o r t u n i t i e s exist within profession- al organizations for a closer contact of librarians and professional library educa- tors. Both groups need to combine and correlate their experience, judgments, and ideas on recruitment, curriculum, placement, and planning. Cooperatively it would be possible to develop a more effective recruiting program and a supe- rior educational program. Cooperatively it would be possible to develop proce- dures for evaluating the performances of graduates on the j o b and using the re- sulting data in more intelligent p l a n n i n g for the education of academic librarians. SEPTEMBER 1958 501