College and Research Libraries 232 j College & Research Libraries • May 1975 unobtrusive measures, such as citation studies and more refined methods yet to be discovered, will indicate both the inBu- ence of Tauber upon his contemporaries and the status of library operations of vari- ous types in the period covered. Finally, one trusts that his biobibliogra- phy will not mean that Tauber's work has come to an end. There is still much to be done, particularly in the improvement of survey methods towards more objectivity, better measurement activity, and less ob- trusiveness in the surveyors. Tauber's unique experience makes him an extremely valuable asset in aiding such future devel- opment.-Phyllis A. Richmond, School of Library Science, Case Western Reserve University, Cleveland, Ohio. Maxwell, Margaret. Shaping a Library: William L. Clements as Collector. Am- sterdam: Nico Israel, 1973. 364p. After reading Shaping a Library: William L. Clements as Collector by Margaret Max- well, I decided to set it aside for a couple of weeks and see what came through after. I am afraid not a great deal, although I re- call the physical format (and I am not look- ing at it here) as rather ugly: the first part of the title in white not very clear against a light-tan jacket, the covers in a nonde- script dark green, and the stitching showing in the pages throughout. So much for aes- thetics. The book itself reads like a doctoral dis- sertation, which I believe it was-with the usual earnest stance, mishmosh of purpose, etc. I think the problem here is a falling be- tween several stools: biography, antiquarian book collecting, and room-at-the-top aca- demic hanky-panky. I was interested to note that Clements was an all-American boy who sprouted via his father's firm and his own admitted industrial talent, into the manufacturing big-time of heavy machin- ery. At the beginning of the book, biogra- phy is heavy; thereafter it is spattered throughout, but with little relation to its subject as collector. To me, the academic jockeying over the true research value of the library-the col- lector of Americana versus the "what-can- it-do-for-my-research?'' boys in history and the trustee versus the university librarian (a very unfair match indeed) -was of con- siderable interest. I am myself ambivalent in the matter of the obvious monetary and bibliographical value of rare books and manuscripts as contrasted to the evident re- search worth of aesthetically drab and rela- tively inexpensive photographic reproduc- tions of such material. My own feeling is that any collector, and Clements was indis- putably one of the greats, has the absolute right to spend his money as he pleases, just as he has a right to build what he fancies to house his collection. What the value of a collection of rare Americana as source material for research may be over the long haul is another matter. Maxwell speaks of rivers, I believe, of written research pour- ing forth from the Clements Library, and I would have liked to see some current use, research, and acquisitions figures. That the Clements Library structure provides shelter and its contents titillation for visiting lu- minaries and, I presume, eminent Michi- ganders seems largely unrelated to scholar- ly endeavor and perhaps a sign of the de- cay of the times. I think Clements' insistence upon the proper use and treatment of his library is admirable, as is his creation of the kind of library housing that appears less and less frequently in this age of multimedia and hardware. But, then, I am not sure that the tone and ardor of his collecting really live in the book in hand. However, few great bookmen have been so fortunate in mem- ory as Dr. Rosenbach, who buys, plots, and lives in every page of Wolf and Fleming's fine biography. What do we have if we ask the following routine questions: ( 1) What is the author trying to do? ( 2) How well does she do it? ( 3) Is it worth doing? Certainly Clements as a collector and, really, librarian is worth study; and this is done passably. All in all, then, the book seems a not unworthwhile effort to treat a subject that commands some attention. Bibliographically, the pre- sentation is not very sturdy; but the book itself is well researched. Biographically, the strokes at portrayal are determined but not particularly effective. However, the aca- demic background which sets off collector and library is sketched rather well. It is in- teresting to pursue the fortuitous dance of atoms that led Clements to Randolph Adams, a noted librarian.-Ted Grieder, Fales Library, Elmer Bobst Library, New York University. Lubans, John, Jr., ed. Educating the Li- brary User. New York: Bowker, 1974. 435p. $14.50. All a reviewer's hoary cliches apply to Lubans' collection of essays-it is uneven, contains too much material, has rather fuzzily defined objectives, and even lacks an index. Nevertheless, Educating the Li- brary User is one of the most useful and at times inspiring state-of-the-art books to come along in quite awhile. Lubans has brought together some forty original essays on every facet of library in- struction, from the elementary school to the technological university and from the li- brary tour to videotape. Essentially de- scriptive, the work pretends to be a bit more; the first two sections, half the book, supposedly present a rationale for instruc- tion and a discussion of faculty involvement in library-use education. In fact, however, the best essays in these sections are straight-forward descriptions of programs at specific schools or educational levels. A mention of rationale or faculty involvement seems incidental to the thrust of the essays. In any case, Farber's essay on library in- struction at Earlham College is brilliant and humbling; equally good are essays on instruction in undergraduate libraries by Passarelli and Abell and in four-year-college libraries by Kirk. The second half of the book describes the implementation and evaluation of library instruction programs. Included are both overviews of particular instructional tech- niques (tours, computer-assisted instruc- tion, etc. ) and descriptions of particular programs. Many of the essays are excellent, espechilly so given the seeming dryness of the subject matter. Lynch .on library tours and McCormick on handbooks should be- come required reading for those wanting to improve their library's approach to such orientation techniques. Rader's "helpful hints" are an accurate summary for those Recent Publications / 233 planning credit courses in bibliography. The most noticeable failures in the book are the essays by teaching faculty, both from library schools and from outside · the field. The essay by Starkey ("Library-Use Instruction: A College Teacher's View- point") unintentionally shows us how far we have to go in faculty relations. The au- thor, a professor of education, mentions the word ''librarian" only once--and in the sen- tence "Have one librarian escort each group of five people on a guided tour of the li- brary." A history professor writes on the in- triguing topic, "The Lecture-Textbook Syn- drome and Library Use," but uses his space to offer a diatribe against "our ludicrous system of mass education," as he puts it. Wondering why Lubans included such ma- terial, one supposes that having cajoled a faculty member into submitting an essay, it would take considerable temerity to leave it out. The two essays from library school deans are not much better. Goggin on library in- struction at universities does only a super- ficial survey. Breivik writes on library in- struction and the library school, a worthy enough topic, but seems to have little con- viction that library instruction has a place in the professional curriculum. She winds up plumping for her school's course on "the non-user in an urban setting" and for changing the name of library instruction to "Individualization of Communication Con- trols" (I) One should not emphasize the book's failings, however, because it contairis so much that is useful. It should become the basic work for beginning research in li- brary instruction; it includes both a biblio- graphic essay and a nine-page selected bib- liography, and most articles contain ex- tensive notes. Every library instruction practitioner will want it nearby for its de- scription of successful programs and lists of dos and don'ts. And it would be eye- opening auxiliary reading for librarianship students taking reference courses. Lest we feel smug about American ac- complishments, Earnshaw's essay on the co- operative production of audiovisual biblio- graphic aids in the United Kingdom shows how much could be done if our national or- ganizations-and the directors of university