College and Research Libraries Leadership in Academic Libraries By W I L L I A M S. D I X TH E T O P I C PROPOSED for discussion is both i m p o r t a n t and interesting. I t faces issues of more concern to our pro- fession, I venture to say, than automa- tion, for example, the subject of a discus- sion over which I presided here several years ago. For leadership clearly deals with people, and people must be the p r i m e concern in any enterprise of mo- ment. T h i s era in Western civilization may be inclined to forget this principle f r o m time to time, b u t our profession is certainly one with a special responsi- bility to insist u p o n humanistic values, for ourselves and for others. You will permit me then, I trust, to speak in quite personal terms, to try to respond to our question in terms of my own experience. I n order to start the discussion, you will permit me, I hope, a neat bit of cir- cular argument: to ask who the leaders are, what the duties of their positions are, what preparation is desirable for the performance of those duties, and finally where this preparation may be obtained. T h i s formulation of the question begs any n u m b e r of questions, such as, "Are the leaders really leading?", b u t it at least gets us moving. Perhaps we can break out of the circle later. Let us assume that leadership rests with those assigned the responsibility of leading in our academic libraries, large and small: the chief librarians and their immediate staff associates. One hopes that original thinking and new ideas emerge from all staff levels* b u t since the implementation of these ideas tends to rest with the titular heads of these staffs, we should probably limit our defi- nition to the senior staff members. It is my impression that better decisions re- sult when they are made collectively Dr. Dix is Librarian, Princeton Univer- sity. This paper was given at the Eastern College Librarians' Conference, Columbia University, November 28, 1959. rather than individually and when there is thorough discussion with many mem- bers of the staff before the decision is made; b u t the decision and presumably the leadership rest with the senior group. It may be that my assignment was to speak of the chief librarian only, and in a sense I shall speak of h i m primarily, b u t it is out of this g r o u p that chief li- brarians come, a n d aside f r o m some un- avoidable specialization nearly all should be, I believe, on their way to senior posts a n d thus all should share in the experi- ences and duties I shall try to outline. W h a t does the representative member of this leadership group do? How does he spend his days and nights? Just what are his activities and responsibilities? First of all, he is by definition an of- ficer—and a responsible officer—of an educational institution. His objectives are identical with those of the teaching faculty in this respect, and the more completely he can understand a n d par- ticipate in regular faculty activities, the more successful he will be. Some depart- mental affiliation and some classroom teaching help immeasurably here, b u t they are not essential. T h e i m p o r t a n t thing seems to me to be that the teach- ing faculty accept h i m spontaneously as one of themselves, working in a common cause, and not as a hostile member of something over there called T h e Admin- istration. H a p p y is that college in which the two groups are essentially one! S E P T E M B E R 1 9 6 0 373 At the same time, he is a senior mem- ber of the college administration, usu- ally reporting to the president and cer- tainly owing his full loyalty to and support of the administrative decisions of his superior officer. I n this educational role the librarian spends a great deal of time talking with classroom teachers, learning how the li- brary can f u n c t i o n not merely as a serv- ice organization b u t as an integrated part of the curriculum. H e must sit with faculty and trustee committees on educational policy, perhaps making di- rect contributions, certainly making sure that the library is prepared to play its part in each new educational develop- ment. H e must by a variety of devices maintain contact with the students of his institution, making sure that they find the library an inviting and exciting place, not merely a warehouse of books hedged about with a f o r b i d d i n g network of rules. His is perhaps the post on the campus most clearly dedicated to get- ting students to read widely and deeply, and every ounce of his energy and inge- nuity can be spent on this task alone. In the larger institutions the role of the library in providing its share of the vast pool of research material on which American scholarship depends and in conserving the manuscript and printed record of civilization is clear. A m a j o r activity of the librarian then must be the assembling and the preparing for use of the materials of scholarship. H e must know what these materials are, he must devise ways of acquiring them, and he must arrange them so that the scholar can lay hands on the item he needs, even though he may have no previous knowl- edge of its existence. T h i s short sentence obviously contains a whole world of librarianship, really beyond the grasp of any one person. W h a t one of us can know what com- prises a complete set of the Mongolian K a n j u r , can wheedle a family file of plantation records from an elderly lady, or $500,000 from a state legislature, and can read and catalog an Arabic manu- script of the tenth century? It is too much to expect any one person to be able to perform these three and the other h u n d r e d s of essential library acts. Yet leadership at the management level, which is I take it what we are talking about, requires that one person make re- sponsible decisions on all of them. Having thus glanced briefly at the two principal and overlapping roles of the academic librarian, the direct educa- tional role a n d the collection building and organizing role, I should like to re- turn to the question of how he spends his time, what he really does, always keeping in m i n d these twin purposes of the whole operation. I n the first place, alas, comes money. Libraries require money, and in con- stantly increasing quantities. W i t h o u t it, nothing is possible, and it is the respon- sibility of the academic librarian in a position of leadership in an individual library to get it from somewhere. Money for salaries, for acquisitions, for endow- ment, for buildings and improvements, for dozens of miscellaneous activities and programs must be obtained from the college administration, from the legis- lature, from federal research contracts, from the foundations, from alumni, from any source that is not downright illegal. Included are the steady and endless at- tempts to convince those who have the money of the importance of libraries a n d of yours in particular, the marshal- ling of impressive arrays of statistics and documents to show needs, which always seem a little less impressive to those who have the money, the little luncheons and dinners carefully contrived to present the library in precisely the right light, and the speeches. All of this takes time — t i m e which you, your wife, and your staff all begrudge. You would like to h a n d l e some books and have an evening with your family, your wife thinks you are r u i n i n g your health, and your staff 374 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 thinks you are off in the fleshpots of New York instead of r u n n i n g your li- brary or your department. P u t this time down at 20 per cent of the librarian's total. T h e r e is no short cut and no easy formula. T h e only rule I have learned is, "Never ask for anything which you don't sincerely believe is i m p o r t a n t . " T h e librarian who tries to get all he can out of his college financial officer, re- gardless of need, is not exercising lead- ership, nor will he continue to get real support for the library. T h e r e is no substitute for money— except books. A steady flow of gifts of i m p o r t a n t books and manuscripts solves a few of the problems which money eases. T h e processes by which this flow is maintained need no explanation. I can let an eminent and scholarly New York collector, C. Waller Barrett, de- scribe the situation as he did at the A C R L R a r e Books Section meeting last summer in Washington: . . . An engaging aspect of this discerni- ble trend is the metamorphosis in the librarian-collector-benefactor relationship. N o longer does the librarian or curator sit quietly in his ivory tower waiting for collections or parts of collections to come his way by gift or bequest. H e realizes that the competition has become too keen. H e must come out of the cloister and d o bat- tle with the leaders of other libraries or his own institution will lose ground in the race. T o o often has he found scrawled on the wall the words "Jim Babb was here." T o o often has he opened negotiations for a desirable library only to learn that the material is already being packed by a bustling and peripatetic gentleman from California with " A Passion for Books." Moreover, his seismograph has recorded the tremors caused by the earth-shaking tread of a Behemoth educational empire in the Southwest as it engulfs vast libraries in its voracious maw. H e has likewise ex- perienced that gone feeling which results from watching choice collections and stel- lar rarities fall into the grasp of an opu- lent and aggressive university in the Mid- dle West. No, for better or worse, the scholarly, withdrawn functionary, im- mersed in the administrative detail of pro- viding books for his readers, is giving way to the energetic, gregarious individual of large acquaintanceship who spreads his nets far and wide for supporters and backers. T h e former pedestrian acquisi- tion policies are being replaced by an un- remitting and aggressive campaign for ma- terial of worth and publicity value. Where formerly fund-raising was left to the presi- dent and the board of trustees, the librar- ian today has his own show, his own or- ganization of library friends or associates, his house organ and his selected list of devoted alumni or other benefactors good for occasional or regular gifts of large amounts. T h e sky is the limit and the new wing or the whole new library building not too much to hope for. P u t down another 20 per cent of the librarian's time for these activities. T h e n he must spend a considerable a m o u n t of time with the staff, more with his chief aides, less with individual staff members of lesser rank. He will, I trust, not fall into that tempting trap of try- ing to do everything himself b u t will devote his time to guiding and stimulat- ing the staff in developing attitudes and procedures which will keep the daily internal mechanism of the library run- ning smoothly. H e will gather around him good people, then give them their heads. But he must make his own force felt everywhere, especially in the basic hiring and firing mechanism by which the library organism, like the h u m a n organism, constantly renews itself. H e must make sure that library work is not the mechanical repetition of processes of circulation, of cataloging, of whatever you will that once had meaning b u t no longer has any relevance to the central roles of the academic library. Here there is one more opportunity for real lead- ership, for devising the perfect balance between means and ends. P u t down at least 30 per cent of our librarian's time for the internal opera- tion of the library. S E P T E M B E R 1 9 6 0 375 T h e n the librarian has a special con- cern for the academic library's public— or publics—the groups whom he must somehow keep happy; not always an easy task even when there is enough money, when the gifts are flowing in, when the i n t e r n a l machinery is hum- ming. T h e r e are, as you all know, a sur- prising n u m b e r of groups with whom relations must be kept smooth: the un- dergraduates, the graduate students, the faculty, the administration, the trustees, the alumni, the Friends of the Library, often the non-university users of the li- brary, the visitors both foreign a n d do- mestic. I n all of these groups there are many people who insist u p o n dealing with the senior librarians and who must have their grievances amended. Better yet, they must be prevented f r o m devel- oping grievances by being kept in- formed, by having their needs properly satisfied. T h i s requires committees and meetings, speeches a n d articles, confer- ences and interviews—public relations in the real sense, not advertising b u t service and communication. P u t down at least 20 per cent for this. P u t down another 10 per cent for mis- cellaneous activities. Every librarian, it is said, builds a new b u i l d i n g at least once in his career a n d in the larger in- stitutions he is constantly faced with architectural problems. H e must be at least an amateur architect. H e must carry his share of the non-library fac- ulty load—the President's Committee to Solve the Parking Problem (which never does), the chairmanship of the Faculty Club (which always faces a financial crisis), the Freshman Parents' Day speech, etc., etc. O u r librarian has now used u p 100 per cent of his day (and I d o not mean a 9- to-5 day) in the affairs of his own library and his own university. Is he yet exer- cising library leadership, even though he performs all of these varied activities to perfection? I d o u b t it. T h e leadership about which I think we are talking is more t h a n local. T h e r e must be leadership at the national and i n t e r n a t i o n a l levels. I t becomes increas- ingly clear that many of the problems of libraries can be solved only by coopera- tion a n d collaboration. W e must con- cern ourselves with such things as the development of an international catalog- ing code; new technological advances with potential library applications; the development of libraries and biblio- graphic tools in other parts of the world. W e must engage in research a n d publi- cation; even though we can expect more research to be carried on in the library schools, the practicing librarian, like the practicing medical man, must continue to i n q u i r e a n d report to the profession the results of these investigations. W e must participate in a n d guide the activi- ties of our professional organizations and of related scholarly and bibliographic so- cieties. I n other words, it is essential that we be leaders in enterprises of this sort as well as in the management of individual libraries. Finally, in this hasty review of what the librarian actually does, I must not neglect participation as a citizen in mat- ters which have no direct relation to li- brarianship. If we are to increase the respect in which our profession is held, librarians must take part prominently in the activities of the h u n d r e d s of non- governmental organizations which are so characteristic a feature of American so- ciety, from the P T A and the Community F u n d , at the local level, on up. T h e stock image of the librarian as a timid, inef- fectual old lady will continue to h a u n t us u n t i l we demonstrate o u r ability to participate forcefully in p u b l i c affairs. D o n ' t ask me where the librarian can find time for these activities which I have sketched out as those of the library leader! W e have ruthlessly assigned 100 per cent of his working day; his evenings a n d week ends are not sufficient for his outside professional a n d civic activities, 376 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 and he must still find time to read, to think, and to go fishing if he is to remain sane a n d useful. But there it is. These are the activities which leadership en- tails, these are the occupations of the library leader, as I see them. You may not agree with this hasty over-simplification, this distribution of the librarian's time. T h e r e is a semantic difficulty in discussing a topic of this sort without giving offense or sounding su- perior. I am merely trying to identify the activities of a g r o u p occupying a po- sition of leadership, not to make social, or economic, or intellectual distinctions. Once we have identified those activities, we can then ask what qualities are re- q u i r e d to perform these duties and, after that, ask where one looks to find m e n possessing these qualities. W h a t then are the qualities that seem to be required for the exercise of library leadership of the sort I have attempted to outline? It was my original plan to list these qualities u n d e r each category of activities as I went along, b u t I soon ran out of abstract nouns describing the virtues. T h u s , I shall try to list these qualities here. First of all, if you accept my formula- tion of the two roles of the academic li- brary, our librarian must have a deep conviction of the importance of educa- tion and an imaginative perception of the place of books and libraries in the educational process. H e must be what is commonly called a "born teacher," with a joy in observing what happens to young men and women d u r i n g four years of college. T o develop a research collection and make it serve scholarship he must be a scholar in some field, almost any field. I hasten to add that he need not be a very p r o f o u n d scholar, b u t he must have experienced the excitement of research himself in order to understand the scholar, who may be a very different sort of person from the teacher. H e should possess the tools of scholarship, includ- ing languages, the more the better. H e had better, I think, be a bookman and collector at heart; although some good teachers and scholars are not, I rather think that the librarian should be. I n combination then, the closer the li- brarian approaches the ideal of the teacher-scholar the better. But he must do this without giving u p some other qualities which the teacher-scholar may lack and which our survey of his daily activities suggests as desirable. T o be able to lay his hands on money and to keep on doing it he must be re- sponsible about money. H e must be able to demonstrate to his college administra- tion or to any other source of f u n d s that he makes each dollar work as hard as it can. T h i s canny thriftiness is often in di- rect opposition to the enthusiasm of the teacher-scholar-collector, b u t he must have both. (You can see that the picture already emerging here involves often a reconciliation of opposites; the word "balance" suggests itself here.) H e must be able to persuade by talking, by writ- ing, and by certain intangibles which I shall not even a t t e m p t to explain, b u t he must certainly be able, u p o n occasion, to use his native tongue subtly, elo- quently, and forcefully. H e must be a good committee man, must know in- stinctively that magic m o m e n t in discus- sion when a g r o u p can be swayed to his own point of view. I n his begging of books he must have empathy. H e must be able to enjoy all kinds of collectors, both sane and insane. For the internal management of the library he must of course have a thor- ough knowledge of library theory and procedures, from acquisitions to weed- ing. And he must know these operations in h u m a n terms, for they will be carried out by people u n d e r his direction. T h u s , his task is primarily to introduce, to de- velop, to revise processes appropriate to the job to be done and which can be operated by the people actually avail- able. T h e mechanisms themselves do not S E P T E M B E R 1 9 6 0 377 seem to b e very c o m p l i c a t e d , b u t g e t t i n g t h e m t o o p e r a t e efficiently a n d e c o n o m i - cally i n the h a n d s of o t h e r p e o p l e is ter- r i b l y c o m p l i c a t e d . T h e q u a l i t i e s n e e d e d h e r e are p e r h a p s i n g e n u i t y , firmness, de- c i s i o n , a n d a great d e a l o f h u m a n k i n d - ness a n d s y m p a t h y . P e r h a p s they are n o t very d i f f e r e n t f r o m those r e q u i r e d o f a successful s h o p f o r e m a n , o r f o o t b a l l c o a c h , o r p r e s i d e n t o f a s h i p p i n g c o m - p a n y — a n y o n e w h o gets a j o b d o n e t h r o u g h others. T h e k i n d s o f basic k n o w l e d g e r e q u i r e d are vastly d i f f e r e n t , of c o u r s e . T h e g o o d l i b r a r i a n to m a k e his systems w o r k to serve e d u c a t i o n a n d s c h o l a r s h i p m u s t k n o w a great deal a b o u t the a l t e r n a t i v e ways of g e t t i n g things d o n e i n a l i b r a r y — c a l l it library s c i e n c e — a b o u t the aims a n d d e v i c e s o f e d u c a t i o n itself, a n d a b o u t the m e t h o d s o f research. I n a d d i t i o n h e s h o u l d k n o w all h e p o s s i b l y c a n a b o u t the history a n d c o n t e n t o f every b o o k e v e r p r i n t e d , h a r d l y a p r o j e c t f o r a r a i n y S u n d a y . I n his d e a l i n g s w i t h his v a r i o u s p u b - lics, p e r h a p s the q u a l i t i e s m o s t service- a b l e are p a t i e n c e a n d t o l e r a n c e , firmness a n d d e c i s i o n . It w i l l also b e u s e f u l if h e has a f u n d o f g o o d stories ( a n d I d o n o t m e a n j o k e s ) a n d if he k n o w s e n o u g h n o t t o use o u t - o f - d a t e u n d e r g r a d u a t e slang o r the w r o n g f o r k o r s o m e o n e else's c l u b tie. F o r o u r 10 p e r c e n t m i s c e l l a n e o u s cate- g o r y o f l i b r a r y activities the q u a l i f i c a - tions are so diverse that it is useless to try t o list t h e m ; y o u k n o w as w e l l as I that p r a c t i c a l l y a n y t h i n g can h a p p e n i n a library. M a y w e s i m p l y say that the ideal l i b r a r i a n w o u l d fill o u t any r o o m h e has f o r m o r e q u a l i t i e s w i t h those o f the lawyer, the architect, the p s y c h i a - trist, a n d any o t h e r half d o z e n p r o f e s - sions y o u c h o o s e to n a m e . I have s p e n t t o o m u c h t i m e a l r e a d y t o a t t e m p t a list o f the q u a l i t i e s n e e d e d b y the l i b r a r i a n f o r his p r o f e s s i o n a l activi- ties o u t s i d e his o w n l i b r a r y o r his ac- tivities as a citizen, a l t h o u g h it m a y b e that h e r e lie the m o s t i m p o r t a n t o p p o r - tunities f o r l e a d e r s h i p f o r a c a d e m i c li- brarians. B u t I suspect that these q u a l i - ties are n o t substantially d i f f e r e n t . W h a t c a n o n e say a b o u t this list of q u a l i t i e s a n d skills w h i c h w e h a v e b e e n c o m p i l i n g ? I n the first p l a c e , it is a stag- g e r i n g list. M r . W i l m a r t h L e w i s c o m - p i l e d a s i m i l a r list i n 1960 w h e n Y a l e was seeking a p r e s i d e n t : Yale's next President must first of all be a Yale man and a great scholar—also a social philosopher who has at his finger tips a solution of all world problems, from Formosa to birth control. H e must be a g o o d public relations man and an experienced fund-raiser. H e must be a magnificent speaker and a great writer. H e must be a man of the world and yet he must also have great spiritual qualities — a great administrator who can delegate authority. H e must be a leader—not too far to the right, not too far to the left, and of course not too much in the middle. H e must be a man of iron health and stamina, a young man—but also mature and full of wisdom. He must be married to a paragon—a combination of Queen Victoria, Florence Nightingale, and the best-dressed woman of the year. As I have been talking, you have, I don't doubt, realized that there is only One who has most of these qualifications. But there is a question even about H i m : Is G o d a Yale Man? W e are n o t likely to find this p a r a g o n a n d shall h a v e to stagger a l o n g w i t h o u t l e a d e r s h i p if w e h a v e t o w a i t f o r h i m . W e shall h a v e to p u t u p w i t h m e n a n d w o m e n w h o possess o n l y s o m e o f these q u a l i t i e s . B u t w e c a n n o t d o w i t h o u t m a n y o f t h e m . F o r o u r s is a d e m a n d i n g p r o f e s s i o n . It c a n use just a b o u t as m u c h as o n e can b r i n g to it, a n d p e r f e c t i o n is i n c o n c e i v a b l e , thank g o o d n e s s . I still r e m e m b e r s o m e t h i n g that was said to m e n e a r l y t w e n t y years a g o b y an e m i n e n t b r a i n s u r g e o n , r e p u t e d then t o b e o n e o f the three best in the w o r l d , a s i m p l e m a n o f i n c r e d i b l e skill w h o used 378 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 to use his idle moments tying sutures for practice with t h u m b and forefinger in- side a match box, a safety match box. We were riding along through the No- vember night to a duck-shooting blind a h u n d r e d miles away and had fallen into one of those moods of intimacy that can grow in such circumstances. T h i s great m a n t u r n e d to me, an awed instructor of English, and said, "I am just a plum- ber! I have certain skills and a certain body of knowledge, b u t I envy you men who deal with ideas and books, and hu- m a n beings. You have the possibilities!" Now I cannot accept his view of brain surgery, but I have come to think he was right about education and the teachers and librarians who work at the core of it. We have the possibilities, a n d as a consequence our list of requisites for o p t i m u m performance will be a stag- gering one. Look at the list again and ask our final question: W h e r e shall the academic li- brary find its leadership? How can it be produced? One thing that is apparent is that a great many of the items on this list are f u n d a m e n t a l personal attributes, desirable in any m a n or any profession, essential in many. (But, note, not all. A m a n may achieve greatness in some fields of science, and yet totally lack the ability to direct others, to work through a group. T h e bibliographer might become great with the same lack, b u t not the librarian.) These essential personal at- tributes can be cultivated but, I think, not created. If you would create them in a man, begin with his great-grand- parents. T h e indestructibility,, the re- flexes, and the muscular coordination that make Joe Brown, or whoever it is, the leading ground gainer in profes- sional football were nourished in some school, but they were not created there. T o get our leaders we must start with good raw material, and this presents a problem, for the competition for this top-grade material among the professions is severe. It seems obvious that the de- mands which our evolving society makes are increasing so rapidly that we simply do not have enough people of fundamen- tal native ability, we cannot educate them u p out of the lower I.Q. ranks fast enough to fill the n u m b e r of more de- m a n d i n g jobs which our society now re- quires. T h e library profession simply must compete harder for its share of leadership material. Assuming that we can get our share of the material in some stage of develop- ment, what do we then do with it? O u r list of qualities and skills seems to me to indicate that a really sound liberal edu- cation is the best preparation for them. You will note that I do not say a B.A. degree; a liberal education can be ac- quired in several ways, of which the easiest start is probably a good four-year college course. W h a t about subject spe- cialization? This, in my view, is related to the attaining of a feeling for teaching and a feeling for research, I cannot es- cape the impression that these two es- sential attributes can be attained best through actual practice. So, if a man is to teach or do research he must teach or do research in a subject. H e must take at least the first steps toward knowing quite a lot about some one thing. T h e subject does not seem to me very im- portant so long as it is something he can get his teeth into. W h a t about the essential library skills and knowledge? T o be precise, what about the fifth-year library school de- gree? It seems to me highly desirable b u t not absolutely essential. Much of the actual material of the present master's degree curriculum can be learned in other ways: from experience, from the professional literature. But a year in a graduate library school is in my observa- tion surely the obvious way to acquire the necessary specialized library knowl- edge, just as four years in an undergrad- uate college is the obvious way to get started on a liberal education. T h e library school seems to be the S E P T E M B E R 1 9 6 0 379 best place also to get something else which may be more i m p o r t a n t . Attitudes seem to be high on my personal list of attributes for leadership. I have observed through the years that there is a most i m p o r t a n t library attitude—toward the role of libraries, toward the library's public, toward a n u m b e r of things—and that this attitude comes naturally to the library school graduate and has to be learned with some difficulty by many (but not all) of those who enter the pro- fession by other routes. T h i s attitude may well be the most i m p o r t a n t product of library school education. I leave it to our colleagues in the schools to analyze the chemistry of its birth. It is closely related to the attitudes toward teaching and toward scholarship which I have stressed, and perhaps by a little tinkering with the molecules which make u p the curriculum these attitudes too can be en- gendered in the library school. I think that we are asking too much if we expect the library schools to create li- brary leaders. T h e r e are too many factors involved; there are more years needed t h a n the one year of library school. A Ph.D. won't make a leader, in library science or any other subject. Not all the great generals go to West Point. T h e r e are some jobs, some activities, for which there probably can be n o com- pletely effective formal training. A col- lege presidency is one. W h e r e is the school for training college presidents? I suspect that an analysis of the way the great college president spends his time, of the qualities which make him effec- tive, might produce a list not unlike the one we have just compiled. W h e r e do you go to find a good college president? T o the colleges, I hope, although I am told that good ones have come from other sources. Similarly, for library lead- ers one goes to the libraries, a n d in the production of these leaders the library school plays an i m p o r t a n t part, as the best place for learning both techniques and attitudes, as a center of research into library problems, a n d as the molder and conservator of the traditions which mark a true profession. But if an occasional academic librarian appears f r o m some other source, even from outside the li- braries, let us give thanks and welcome h i m with the magnificent friendliness a n d helpfulness with which I was wel- comed a dozen years ago. We can use him. Another problem which the library schools face, and which is of course a determining one for the product, is the quality of the people who seek admis- sion. T h e r e are good people, to be sure, b u t not all of them are good, and there are not enough of them to fill all the po- sitions of leadership after the normal at- trition. I t is not to the credit of any of us who r u n academic libraries that we fail year after year to make our own ac- tivities seem interesting and i m p o r t a n t enough to attract our own students into the profession. I n self defense we might say that librarianship appeals to the more m a t u r e ; that the u n d e r g r a d u a t e simply can't appreciate the joys and beauties of our occupation. I t is un- doubtedly true that some of our best re- cruits come in relatively late, and I am glad to see the schools a d a p t i n g them- selves to work-study schedules and other devices to facilitate this late entry. Is it not, then, at this p o i n t that we recruit f r o m the faculty? T h e problem is to make library careers attractive enough, in salary a n d in prestige, to invite faculty members at the instructor level to under- take library careers, learning the profes- sional background in library school or elsewhere at this point. T h e y would then presumably have had the exposure to teaching a n d research which, as I have indicated, seems to me desirable. I am of course not talking about the misfits and failures, although it is q u i t e possible that a very promising librarian might not find classroom teaching congenial. I am talking about establishing ties between (Continued on page 388) 380 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 National Young Scientist. Y o u n g Scientists of A m e r i c a F o u n d a t i o n , Inc., P. O. B o x 9007, P h o e n i x , Ariz. v. 1, no. 1, J a n u a r y 1960. Fre- quency not given. Price not given. New Left Review. A m e r i c a n D i s t r i b u t o r : B . D e B o e r , 102 Beverley R o a d , B l o o m f i e l d , N. J . no. 1, J a n u a r y - F e b r u a r y 1960. 6 issues p e r year. $4. New Orient. A r t i a , P. O. B . 790, P r a h a , Czecho- slovakia. v. 1, no. 1, F e b r u a r y 1960. Bi- m o n t h l y . $4. Overview. B u t t e n h e i m P u b l i s h i n g C o r p o r a t i o n , 470 P a r k A v e n u e S o u t h . New York 16. v. 1, no. 1, J a n u a r y 1960. M o n t h l y . $5. Physics and Chemistry of Glasses. Society of G l a s s T e c h n o l o g y , T h o r n t o n , H a l l a m G a t e R o a d , Sheffield 10, E n g l a n d , v. 1, no. I, Feb- r u a r y 1960. B i m o n t h l y . £ 6 155. p e r v o l u m e . Pre-Views and Re-Views. D o r n a n d Kirschner B a n d I n s t r u m e n t C o m p a n y , 77 S p r i n g f i e l d A v e n u e , N e w a r k 3, N . J . v. 1, no. 1, March 1960. Q u a r t e r l y . Price not given. Protective Packaging and Packaging Techniques. B o s t o n P u b l i s h i n g C o m p a n y , Inc., 221 Co- l u m b u s Avenue, B o s t o n . A p r i l 1960. Q u a r t e r l y . Price not given. Public Library Abstracts. Division of L i b r a r y Science, I n d i a n a University, B l o o m i n g t o n , I n d . v. 1, no. 1, J a n u a r y 1960. Q u a r t e r l y . Price not given. Radio & Television. A d m i n i s t r a t i v e C o u n c i l of the I n t e r n a t i o n a l R a d i o a n d T e l e v i s i o n Or- g a n i z a t i o n , P r a g u e X V I , L i e b k n e c h t o v a 15, Czechoslovakia. 1, F e b r u a r y 1960. 6 nos. a year. $6. Radiological Health Data. U . S. D e p t . of Com- merce, Office of T e c h n i c a l Services, Washing- ton 25, D . C. A p r i l 1960. M o n t h l y . $3., 6 m o n t h s ' s u b s c r i p t i o n . A Review of English Literature. L o n g m a n s , G r e e n & C o m p a n y , 6 & 7 C l i f f o r d Street, Lon- d o n , W l . v. 1, no. 1, J a n u a r y 1960. Frequency not given. 15s. Revue Encyclopedique de I'Afrique. E d i t i o n s Universitaires d e I ' A f r i q u e , I m m e u b l e C. I. C. A., A v e n u e Charles d e G a u l l e , A b i d j a n , French West Africa, no. 1, J a n u a r y 1960. 3.400 fr. C F A (edition complete). 2.700fr. C F A (Edi- tion simple). Salon 13. I n s t i t u t e G u a t e m a l t e c o A m e r i c a n o , 13 C a l l e 2-52, zona 1, G u a t e m a l a , C. A. v. 1, no. 1, F e b r u a r y 1960. Q u a r t e r l y . $2. Soviet Geography: Review and Translation. A m e r i c a n G e o g r a p h i c a l Society, B r o a d w a y at 156th Street, New York 32. v. 1, no. 1/2, J a n - u a r y - F e b r u a r y 1960. M o n t h l y (except J u l y a n d A u g u s t ) . $6. Stanford University. Food Research Institute. Studies. S t a n f o r d , C a l i f , v. 1, no. 1, F e b r u a r y 1960. 3 nos. a year. $7. Wisconsin Studies in Contemporary Literature. University of Wisconsin, 1118 West J o h n s o n Street, M a d i s o n 6. v. 1, no. 1, Winter 1960. 3 nos. a year. $2.50. Leadership in Academic Libraries (Continued from page 380) the professions so close that it might be taken as a m a t t e r of course that some teaching is a common p r e p a r a t i o n for a library career or the reverse. Such a flex- ible situation would, I think, strengthen both professions. Let us then find leadership for our aca- demic libraries wherever it can be lo- cated, nourish it at whatever level it be- gins to emerge. T h e r e is strength in an open society, either political or profes- sional. T h e r e are weaknesses in oriental castes or medieval guilds. W h e n I first moved into organized li- brary activities quite a while ago, I was impressed most favorably by the real quality of library leadership as compared with what I had seen in learned societies. I am still impressed, and I do not worry about the quality of this leadership. T h e constant self-examination and critical self-appraisal of libraries and library schools lead me to suspect that the quantity will not be lacking either, that the supply of leadership will keep pace with the ever-increasing demand. 388 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