Library Education and Training in Developing Countries 9780824891459

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LIBRARY EDUCATION AND TRAINING IN DEVELOPING COUNTRIES Edited by George S. Bonn

Published by East-West Center P r e s s

Copyright 1966 by East-West Center P r e s s

Printed in U. S. A.

Table of Contents Preface

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PART I - BACKGROUND WORKING PAPERS P r e s e n t U. S. P r o g r a m s Library Education - The Global Scene Robert L. Gitler

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The American Library Consultant O v e r s e a s David K. Berninghausen

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Sponsored Tours for Foreign Librarians in the U. S. Lester Asheim

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U. S. Library Schools and the Foreign Librarian Neal Harlow

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P r e s e n t Asian P r o g r a m s China (Taiwan) Yung-hsiang Lai

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Japan Takahisa Sawamoto

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Korea Jai Chul Lee

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Pakistan Abdul Moid

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Philippines Consuelo Damaso

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Future Asian Needs Japan Kunio Saito

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Korea Chu-chin Kang

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Pakistan W. B. Kadri Philippines Manuel S. Gerong

131 139

The Interamerican School of Library Science, University of Antioquia, Colombia Luis Florén

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PART n - CONFERENCE PROGRAM AND PARTICIPANTS Participants

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Conference program

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Questions before the Conference: Dr. Asheim

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Effectiveness of present Asian and U. S. programs and efforts: Summary of panel discussion

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What can be done by Asian library schools to satisfy future needs: Summary of panel discussion

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What the United States can do to help: Summary of discussion of working parties by types of library by types of education/training

175 179

Conference conclusions

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Summary

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Recommendations on personal accountability

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Resolution of thanks

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The Future Begins Tomorrow Burton W. Adkinson

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Preface One of the basic ingredients in upgrading academic programs at all levels in the developing countries of the world is a corps of adequately trained librarians for developing l i brary collections and services to support academic programs. Many of these countries have established library schools, some recently, some longer ago, to meet this training need at the undergraduate level. In addition several hundred persons from these countries come to the United States each year for graduate library training. The Conference on Library Education and Training in Developing Countries was arranged in order (1) to examine more closely the present facilities, curricula, and programs for training library workers in the developing countries of the world closest to Hawaii, those in East and South Asia; (2) to determine their short- and long-range needs for trained library workers; and (3) to determine their needs for additional library education and training facilities and for revised curricula. In the light of this information the Conference proposed to evaluate the assistance given in recent years by American advisors and temporary library school faculty in these countries, and then to ascertain the roles that both local library schools and their counterparts in the United States can play in serving the needs for trained library workers in these and other developing countries. Since it was to be a working conference the number of invited participants was kept small. Those from Asia included both library educators and representatives of typical groups and agencies employing librarians. Those from the United States included persons concerned in one way or another with Asian libraries or with education for library work in Asia. A grant from the Rockefeller Foundation, New York, and conference funds from the East-West Center made it possible to cover the travel and living expenses of the Asian participants. In addition, Sr. Luis Florén, Director, Escuela Interamericana de Bibliotecologia, Universidad de Antioquia, Colombia, was invited as a representative of the only regional library school extant which could be a model of a similar regional school somewhere in Asia. He prepared a working paper for the Conference but at the last moment he was unable to attend. Dr. Lester Asheim, Director, International Relations Office, 3

American Library Association, was asked to be Chairman of the Conference. The Conference expressed r e g r e t that Mr. S. Das Gupta, Director, Department of Library Science, University of Delhi, passed away just a few weeks before the opening of the Conference. The Second invited participant f r o m India, the Joint Secretary of the University Grants Commission, also found at the last moment that he could not attend. Each U. S. participant prepared a background working paper on a selected aspect of present or recent U. S. efforts to help develop foreign l i b r a r i e s and library schools with e m phasis on personnel education and training programs, in the United States or overseas. Each Asian library educator prepared a background working paper on present library education programs in his country, covering (1) curriculum, (2) academic level of courses, (3) students, (4) faculty, (5) physical facilities, (6) teaching and reading materials, and (7) costs. Each representative of an agency employing librarians in Asia prepared a working paper on future needs for trained lib r a r y workers (both professional and sub-professional) in school, public, academic, and special l i b r a r i e s in his country, covering (1) general education expected, (2) specialized education expected, (3) library training expected, (4) language needs, (5) previous experience desired, (6) approximate numbers of different kinds and levels of workers that will be needed in future, and (7) plans for expansion of library service in the country. It must be pointed out that while the overseas participants were f r o m Asian countries their library training problems and needs were assumed to be typical of those in all developing countries and the suggestions the Conference made to help alleviate the identified problems and needs in Asian countries would therefore be applicable in other countries, too, with local adaptation where necessary. The organization and the coordination of the Conference program and the editing and producing of these Conference Proceedings has been the work of Mr. George S. Bonn, P r o fessor of Library Studies and Head, Science-Technology R e f erence and Bibliographic Services, University of Hawaii L i brary.

Honolulu, Hawaii June 1966

Ralph R. Shaw Dean of Library Activities University of Hawaii 4

PART I - BACKGROUND WORKING PAPERS

LIBRARY EDUCATION - - THE GLOBAL SCENE Robert L. Gitler, Director, Peabody Library School It is this participant's understanding that this Conference is concerned with Library Education and Training in Developing Countries; that the invitation to attend was predicated on the expectation that he might in some way contribute to the objectives of the Conference which will "(1) examine the present facilities and programs for training librarians in the important countries of South and East Asia, among others, . . . (2) try to determine the immediate and the probable future needs in those countries for trained librarians, and (3) . . . a t tempt to ascertain the roles that both local library schools and their counterparts in the United States can play in serving these needs. Toward this end it was suggested that he consider " . . . recent U. S. efforts to help develop foreign libraries and library schools, particularly through U. S. sponsored overseas library schools and related workshops and institutes. In a further clarification of the assignment, direction was given that " b e s t examples of overseas library education projects. . . anywhere in the world should be noted and their relevance to improving library education in developing countries (especially in Asia) should be pointed out. By definition, your own experience certainly would be included; it would also supply the especial first-hand, local Asian illustrations. . . This conferee, therefore, may interpret and make observations from time to time in light of his association with the Japan Library School of the Faculty of Letters of Keio University, Tokyo, Japan, which was established in 1951. References made to that case study, however, will not be concerned with the details of the school's development; nor will there be a chronological reporting of JLS. Other accounts are available on the Japanese school in Lohrer and Jackson^ as well as this participant's chapter in Library Trends. 5 Dr. Takahisa Sawamoto® also has written about the school and its program. In view of the title and scope of this Conference, and the locale of this participant's foreign experience - - Japan - he hastens to point out that such experience was not in a " d e veloping" country as we understand the term in its current world wide application. In no sense may we assume that it can or should be applied to the country in question. Nor is 5

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this observation meant to be a petty semantic quibble. Rather, it is made here at the outset of this paper in order to make clear a factor - - one of several - - which should be taken into consideration when we, as representatives of a developed, over developed or in some instances less sensitive society first explore the possibility, on invitation or otherwise, of contributing or introducing a professional library education program in a milieu where one does not at the time exist, but which, for the purpose of enrichment of that society, warrents such introduction. In short, Japan in 1951 by no stretch of the imagination could be considered a developing country. A recovering nation, yes; but one already developed in a period of time that was as remarkable in its achievement in having geared itself to the whole range of the Western gamut in less than three generations, as has been the American achievement in nuclear f i s sion and space exploration in three decades. Rather, with reference to Japan, the phrasing of the terms which title this Conference would be concerned with "Developing Library Education and Training (and Librarians)". For in the instance of Japan it was the institution of the library and library education which called for the developing and the stimulus. Again - - this point is being stressed because in any study or consideration of factors present, ways and means of further carrying forward American conceived or initiated library education programs and enterprises, certain concepts, principles, ideas should be resolved from the substance of the conferees' thinking, research, and experience. Not least of these is the element of milieu. Most certainly the milieu - the educational, social, cultural, and political climate - - had definite bearing, among other factors, on the establishment and progress of the Japan Library School. Throughout Asia, the non-European and non-North American world there are today more library training programs than one would at first think probable. One has only to search through Library Literature, and particularly the UNESCO Bulletin for Libraries to catch the magnitude of the number. But there are as extensive differences qualitatively as there are numbers quantitatively as these offerings, many of which the United States, Great Britain, or UNESCO have brought into existence, officially or indirectly. To try to treat them all is not necessarily beyond the scope of this conferee's assignment, although comprehensive

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discussion is beyond the time we have for full consideration. Moreover, desired results may be gained f r o m focusing p r i marily on some of the more representative operations, considering them in t e r m s of factors which have contributed to their growth and development, as well as the problems which accompanied their origin. Also, with two of the three persons who have served as director of the ALA International Relations Office present in our company, there is slight chance that any noteworthy points or examples not included in this presentation will escape their attention and comment. The members of this Conference a r e aware that for more than a decade the Asia, Carnegie, Ford, and Rockefeller Foundations, as well a s the International Cooperation Administration (now the Agency for International Development - - AID), actively have been concerned with the education of librarians and the improvement of libraries and librarianship in many Asian, African, and Latin American countries. Through these agencies has come assistance in the development of training programs of various kinds, both formal and informal. In most of these instances, although not all, the American Library Association through its advisory and headquarters services has been a medium for carrying forward certain of these p r o f e s sional education programs, and has recruited personnel to i m plement therp. Nor should we be unmindful of a similar interest and service performed by our British colleagues through the offices of the Library Association, the British Council, and the University of London - - particularly with reference to the African scene. That a growing corps of Asian librarians has received elements of library education through emerging undergraduate programs in Asia and graduate programs in the United States was made clear in Dr. Raynard Swank's report? to P r o f e s s o r Murray Turnbull of the University of Hawaii, relating to lib r a r y education proposals for the University of Hawaii. And one has only to check the last report® of the Statistics Committee of the Association of American Library Schools to learn that of the sixty countries f r o m which 415 foreign students came to American library schools, 1962-1963, 298, or 77% were f r o m 12 Asian countries with more than half of the Asian students eminating f r o m Taiwan, it may be noted. Let u s then at this point consider where and what these programs and courses are in library science. How are they faring? What aspects or considerations warrant our special attention? Afghanistan It is not known by this conferee if a proposal — " T h e

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Afghan Library Development Plan, " prepared by Alan Heyneman in 1955 following his consultancy in that country - - was implemented by a Columbia University Teachers Training Team as had been proposed. But mention is made of it before this Conference because of a certain commendable feature of that consultant's report. It recognized the principle that the transplant in toto of what may have proved successful in one given a r e a of the world was not necessarily advisable or r e c ommended in the instance of the Afghan situation. The s u r veyor had been sent to study the prospects for the development of a National Library, in response to the Afghans' r e quest for such a study and the prestige sought in the establishment of a National Library. What the report and the plan r e vealed, however, was that although a National Library would be a desirable objective ultimately, what was needed immediately was a move to bring the generation growing up into a stage of literacy so that the children and young people of that now past decade would by now be able to avail themselves of what library facilities might ultimately be developed in a decade's time. The report therefore stressed instead the priority of establishing libraries in schools, with an accompanying basic, elementary library training program to prepare teache r s , teacher-librarians, to manage such basic and fundamental collections for service to children and young people. Burma Joseph Reason reports^ the achievements of the program of library development in Burma, begun in 1958 with the financial assistance of the Ford Foundation, and administered by the American Library Association. Although the project f i r s t was concerned primarily with development of libraries, per se, at the University of Burma and the University of Rangoon, nine Burmese were sent to library schools in the United States, and more than thirty young men and women received i n - s e r vice training directed by the American consultants, Paul Bixler, Jay E. Daily, and Reason. Despite the untimely cessation in 1962 of the development program by the Burmese Government, there is a significant feature which appears in the programming both at Burma and Rangoon which has been a factor elsewhere where the planting has taken root. This is the element of time. The program at Rangoon, begun in 1958 and originally scheduled for two years, had been extended through 1963 had the B u r mese Government's precipitous action not put an end to the assistance aspect of the program. The Mandalay project, which originally was to have been for but one year, had a

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two year extension. Reason estimates that although the f o r eign assistance aspects of the projects were brought to a sudden halt, enough time, as well as energy and dollars, had been invested in the projects so that it could be estimated that there was and is a desirable residuum which can function on the momentum resulting from the stimuli of the advisors, the Burmese returning to their posts with library degrees from Illinois, Michigan, and Peabody. The Burma operation also calls to mind the earlier a s signment of Miss Tyler Gemmill, Librarian of Sweetbriar, who some four years before the Ford Foundation's program got under way telephoned this conferee, then in Tokyo at Keio University that she was "on the Road to Mandalay. " At J a pan's Haneda Airport, a s a Fulbright Scholar, she was en route to the University of Rangoon to a s s i s t in the cataloging of the l i b r a r y ' s collection, and the establishing of basic training in library science. Although the training program died a borning, the Fulbright groundwork, nevertheless, may well have been effective spade work, a helpful introduction, shortlived though it was, for the Burma project later to develop. India Possibly more professionally trained librarians are being graduated in India than elsewhere in the Asian scene due to a longer established tradition of British inspired university o r ganization and scholarship. But a factor which should not be overlooked in our consideration of American elements which frequently have played important, if unheralded background roles in developing librarianship and library education abroad is the human one. In the instance of India we should not overlook Flora Belle Ludington who, more than twenty years ago, was the f i r s t director of the United States Information Library in Bombay, 1944-1946. Miss Ludington's broad contacts undoubtedly had much to do with the early flow of Indian students to American library schools at the end of World War II. Moreover, her chairmanship and continuing service on ALA's International Relations Committee for many years, and her chairmanship and service of advisory committees concerned with the establishment of library schools abroad had much to do with these schools coming into being. In 1950-1951, her confidential briefing of this conferee, prior to his undertaking the Japan Library School operation, was of inestimable value. Miss Ludington worked with ALA and the Ford Foundation in the establishing of the library school at the University of Ankara; she consulted on l i b r a r i e s in Lebanon; and under a Rockefeller grant her wisdom,

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diplomacy, and professional acumen were brought to play in the development of librarianship in African areas. As we consider further the impact of American librarianship on India, it also should be noted that the late Asa Don Dickinson, while serving as Librarian at the University of Panjab, Lahore, introduced the Dewey Decimal Classification in India in 1915. A continuum of this activity may be seen half a century later in Dr. Sarah Vann's Field Survey of DDC Use Abroad, in her recent study tour of India, Indonesia, Malaysia, and other South Asian countries. We are aware of the UNESCO pilot project of the Public Library at New Delhi being a real stimulus to education for librarianship. The Indian Librarian, the Library Herald, the Journal of the Indian Library Association^ as well as INSDOC publications report the visits of American librarians, and the return of Indian librarians from their study in American l i brary schools. The University of Delhi has offered a Master's degree in librarianship for a number of years, has already granted doctorates. It has a full-time faculty of six or more, all of whom have graduate degrees in both librarianship and subject fields. In 1961 the Rockefeller Foundation made a substantial grant through ALA to further strengthen this program. The University of Madras has offered undergraduate courses in library science for a number of years, with a graduate program in process of being implemented with American trained personnel. Benares, when Dr. Ranganathan was in residence, also has been a focal point for library education. A comprehensive study of library education in India, which this is not, would show a considerable number of institutions with diploma or certificate programs, many of them having American trained faculty. Although not American in its founding, we cannot take leave of India without noting the establishment of the Documentation Research and Training Centre of Dr. Ranganathan in 1962 at Bangalore. This represents investment not only by the Indian Government, but also Dr. Ranganathan's contribution of his own personal resources to this venture. Indonesia A library school was established in Indonesia in 1952 as an institute of the Bureau of Public Libraries, Ministry of Education. Originally it had no university affiliation; it offered a two year curriculum in librarianship. Later it was expanded

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to a three year program and now is a part of the Faculty of Letters of the University of Djakarta, awarding a regular degree or diploma. Several of its graduates have had Foundation or Church Mission Board scholarships, and both theU. S. Information Library and the British Council have contributed teaching materials to the school. Although the matter of university affiliation was a move forward in the recognition of library science a s a field of study equal with other academic or professional disciplines, librarianship and the school still lack status, as in so many parts of Asia. The school always has been in need of teaching materials both in English and in translation; and a s is true in most emerging countries, there is the need for f a c ulty, even though several promising young Indonesiarife have recently returned f r o m study in library schools abroad. How these r e c r u i t s will fare in light of the present political upheaval is a matter for conjecture. Israel The library school at Hebrew University in Israel is the result of a careful progression of steps taken following an initial visit in 1954 by Dr. Luther Evans, then D i r e c t o r General of UNESCO. On his recommendation Dr. Leon C a r novsky the following year spent three months in Israel s u r veying the entire library situation, with particular attention to education for librarianship. Carnovsky's "Report on a P r o gramme of Library Education in Israel, "10 provided a sound and comprehensive blueprint for a graduate library school to be established a s a component of Hebrew University. The steps followed by the University Senate in implementing the UNESCO-University of Chicago Graduate Library School counselled plan a r e fully detailed by W o r m a n n ^ the present director of the school. The Israel school has been in operation for a decade. Its curriculum is broad and resembles in many respects that of American library schools. But special attention is given and particular courses are included with reference to the unique cultural, linguistic, and social needs of this rapidly progressing country. Korea A detailed report of the genesis and development of the program of library education at Yonsei University in Seoul, Korea, with information about curriculum, teaching materials,

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and faculty recruitment is available in Robert Burgess' lucid account, "Korea: A Case Study in American Assistance. "12 With the financial assistance of the International Cooperation Administration, and through a contract with George Peabody College for Teachers, the program was established in 1956. American advisors were assigned to the project and over a five year period the program developed, expanded into a full fledged curriculum f r o m short course beginnings. Certain observations made by Mr. Burgess merit our attention for the purposes of this Conference. He states: "It (Yonsei) was selected for three reasons: it had under construction the f i r s t modern college library in Korea, which could serve as a laboratory for the program; it had as associate librarian an A m e r ican missionary, a Peabody Library School g r a d uate, who spoke Korean, and who could serve on the faculty; and it had already made some efforts to train librarians 1through o ° a short in-service course of instruction. " 1 J In short, it was the favorable environment. And he continues: " P e r h a p s a s important as anything in the determination of the location was the strong interest of the University in such a program. " 1 4 The school has continued and is placing its graduates in strategic library posts throughout the country. It also has lead to other programs in library science developing at Ewha Women's University and Chosun University, both in Seoul. The Korean school at Yonsei is meaningful for this Conference in light of the factors s t r e s s e d by advisor Burgess. Pakistan The Department of Library Science of the University of Karachi, developed with the support of the Asia Foundation, would seem to have an impressive curriculum and organization, as described in its announcement, " L i b r a r i a n s h i p a s a C a r e e r . " Begun in 1956 as a post-graduate course leading to a diploma, a two year M a s t e r ' s degree program was developed 1962-1963. In addition to AID and foundation assistance, USIS librarians and Fulbright scholars also have participated in the program intermittently. Diploma training p r o g r a m s exist also at the University of the Punjab and at the University of Dacca. Yet, impressive though the Pakistani efforts would seem to be, as described in their library education announcements, Dr. Martha Boaz, who as an AID library education

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consultant to Pakistan in 1963, reports in her " A Passage to Pakistan" on the problems Pakistani librarians are confronted with via Pakistan's officialdom in the matter of local financial support, whose philosophy is 'Why furnish books to people who cannot r e a d ? ' She states further: " T h i s philosophy is reflected in the library situation in Pakistan. The only libraries of any consequence are the university libraries and they a r e poor, if rated by western standards. School libraries, in any professional connotation, are practically nonexistent in the nation as a r e public libraries. Three universities offer diploma courses in library science: The University of Karachi, the University of the Punjab, and the University of Dacca. In most cases library q u a r t e r s are inadequate. They consist of dark, crowded, d e p r e s ing rooms, and many books are kept in locked cases. . . . Book collections are inadequate . . . In spite of these facts progress is being m a d e . " 15 Africa No attempt is made in this paper to treat comprehensively, as a whole, the library education scene in Africa. To begin with the vast differences culturally and politically which obtain in the several regions of the continent do not lend themselves to such omnibus treatment in a paper of this limited scope. The effort here is primarily to highlight the emergence of certain formal library education programs in a r e a s where heretofore there were none or only limited t r a i n ing courses, and where today there are ongoing professionally gauged programs. The most conspicuously successful efforts have had much inspiration and support f r o m the Library Association (Great Britain). Initially they also have received strong support f r o m UNESCO. The foundations and ALA also have entered the scene in the developing stages. It may be noted that a unique aspect in library development in the West African scene was the concept of unity of purpose that stemmed f r o m the formation of the West African Library Association--a product of the Seminar Institute held in Ibadan, Nigeria, in 1953, under the auspices of UNESCO. 1® It resulted in developing strong interests in promoting library development among the member s t a t e s - - S i e r r a Leone, Liberia, Ghana (Gold Coast prior to 1957), and Nigeria.

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But the emerging political sovereignty of Ghana, Nigeria, et al, and the development of relatively strong national lib r a r y groups in Ghana and Liberia weakened that regional l i b r a r y organization. Nevertheless, the stimulus of library d e velopment, growing out of the Ibadan Seminar, especially in the more advanced states of Ghana and Nigeria, where universities provided potentially appropriate and hospitable locales for library schools, gave impetus to expanding library p r o grams with accompanying need for staff and library training. The f i r s t formal library school program in West Africa had begun in Accra, Ghana, as early as 1945. But it withered after a year a s there was at that time no real demand for librarians. Fifteen years later, following the upsurge in library development, the Institute of Librarianship opened its doors in University College, Ibadan, financed by a Carnegie Corporation grant. In 1962 the Ghana Government set up its diploma course library school. Both of these schools have been strongly influenced curriculum-wise by the Library Association; and their graduates stand for the Association Registration Examinations. The installations of these schools are modern, their faculty, distinguished, have included Americans known to all of us--Harold Lancour, Carl White, Irving Leiberman, to name but a few—along with British, Danish, UNESCO sponsored visiting faculty, and foreign trained Nigerians and Ghanians. A regionally conceived library training center for l i b r a r ians f r o m French speaking African countries was started in November 1963 under the direction of a UNESCO r e p r e s e n t a tive (French librarian) at the University of Dakar, Senegal. UNESCO fellowships were made available for students f r o m 18 countries to study in Dakar. It is planned eventually to have the center directed by Senegalese who have had opportunity to study abroad professionally. The Philippines Since 1916 the University of the Philippines has had undergraduate major and minor programs with p a r t - t i m e f a c ulty, mostly American trained members of the University lib r a r y staff. But a s Alice Lohrer indicates in the October 1959 issue of Library Trends, "American influence in Philippine l i b r a r i e s goes back to 1900 with the establishment of the f i r s t public library by American educational pioneers and to the f i r s t training program for librarians initiated by Mary Polk, the American librarian of the Scientific Library in

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Manila, who offered a few courses at the University of the Philippines. In 1961 a Rockefeller Foundation grant made possible the beginnings of a graduate curriculum for which full-time faculty were recruited. Inasmuch a s the instruction throughout the University has been in English, there were a s p i r a tions for this program developing into a training center for Southeast Asian librarians. As nearly as this conferee has been able to determine, this has not been realized to a noticeable extent. Both Dr. Lewis Steig and Dr. Raynard Swank have had assignments to the University on foundation grants to consult on the University's library organization, building, cataloging and classification projects. Most recently Dr. Sarah Vann taught in the graduate library science program and served as consultant on matters pertaining to library education and technical processes. A number of other Philippine universities--Santo Tomas, Far Eastern, University of the East, Philippine Normal--of fer undergraduate major and minor programs for several hundred students each year. Thailand A library education program began in Thailand in 1951 at Chulalongkorn University—first on a small scale, but with many large assignments for the American concerned, Dr. Frances Spain, a Fulbright Scholar. Until 1956 a succession of Fulbright p r o f e s s o r s c a r r i e d forward the program, gradually developing it with part-time Thai librarian-instructors. The Thai Library Association, together with the University, continued the sponsorship of the program which was analyzed and further developed at the time of Margaret Rufsvold's r e s i dency at Chulalongkorn. On a contract program with Indiana University a number of Thai students have completed their m a s t e r ' s degree program at that library school and have r e turned to teach in the Chulalongkorn library school. The library education program in Thailand reflects the consistency of a s e r i e s of carefully selected outstanding Fulbright library professors, plus an advisory follow-through by means of the contractual relationship with Indiana University's library school, and continuing contact with the s e r i e s of excellent consultants Chulalongkorn University has been fortunate in having. Twelve years after the beginning of the basic t r a i n ing at Chulalongkorn Mrs. Spain returned to Thailand for a year as a Rockefeller Foundation consultant to work on the new graduate program for its library school.

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Taiwan In view of the large number of students who have come to American library schools from Taiwan, it may be assumed that either there must be no training facilities in that country at all, or that library education already has made such progress that the stimulus for further development stems from the training already received. Neither of these assumptions is correct. The reasons for the large influx of Taiwan Chinese students to the United States stem not so much from professional but from political, sociological, and familial factors for the most part, which it is not the purpose of this paper to discuss. Taiwan has made progress in library education. The pattern of development is not unlike that found in other emerging Asian countries in that it has been stimulated and aided by U. S. Governmental support, Fulbright scholars, and Asia and Rockefeller Foundation consultants. Professor Yung-Hsiang Lai has recently published a full a c c o u n t ^ of the library education structure as it currently exists in Taiwan. Two universities provide comprehensive library science programs on the undergraduate level--National Taiwan University and Taiwan Normal University. National Taiwan University's Department of Library Science was e s tablished in 1961, with advisory assistance of the American Library Association. It offers a comprehensive program at the undergraduate level within a liberal arts framework and aims to provide a base for further graduate study. Of the 144 students enrolled in January 1966, 30 overseas Chinese from Hong Kong, Viet Nam, Korea, Indonesia, Malaya, Singapore, and Timor are represented. The four full-time faculty and three assistants include Taiwan Chinese who have had further graduate study at Peabody, Minnesota, California (Berkeley), Boone, and the University of Madrid. Visiting American faculty continue to serve on the staff. Since Mr. Berninghausen's return, Mr. Ozolins of Augsburg College Library, and Father Frederic Foley have been Fulbright scholars. The first consultant to the school was Dr. William FitzGerald. This University is now preparing for a Graduate Library Institute which it plans to open in 1967. Taiwan Normal University has a comparable degree program, school and public library slanted. The World College of Journalism has a non-degree program which trains for " j u n i o r " professional library positions. In addition to the programs noted above, there are five universities throughout the Island (Cheng-chi, Tunghai, Soochow, Provincial Cheng-

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kung, Tamkang) which offer brief introductory and orientation courses in librarianship. The development of library education in Taiwan has been consistent and has managed to emerge f r o m a kind of power struggle that was present at the outset--the rivalry between the National Library and National Taiwan University. The latter finally emerging the successor, undoubtedly with certain support from visiting consultants, the library education pattern has found its rightful place in the university setting. Representative Middle East Countries Dr. Nasser Sharify has described for us in detail not only the status and nature of developments in library education in Egypt, Iran, Iraq, Lebanon, and Syria, but has provided us also with as comprehensive a bibliography in English as is available--well over one hundred citations--in his c a r e ful analysis of the subject for these Middle East lands. He has shown how numerous librarians and library educators serving under the aegis of governmental agencies such as USIS, CIA, AID, the British Council, CENTO (Central Treaty Organization), UNESCO; Fulbright grants; universities such as North Carolina, National Teachers College of Teheran, Teheran University, American University of Beirut, University of Damascus, Cairo University, Shiraz University--to name but a portion of them; foundations--all had a role making various contributions. Sharify points out elements of success and the pitfalls experienced in this region where countries, old in culture and traditions of scholarship, but new to the emerging library phenomenon, are struggling to develop a modern library function. Particularly valuable a r e certain observations he makes with reference to the sending abroad of students for study f r o m countries where only limited or no library education r e s o u r c e s exist. He states in part: " . . . librarians of these regions have received scholarships to attend library schools, usually in the USA and in Western Europe . . . Study programs for . . . a limited period have often included visits to too many countries and to too many libraries. Often these various lib r a r i e s are organized on totally different lines, with the result that the fellowship holders have obtained very limited formal training in library schools and gained only rather superficial knowledge of library practices. In some cases, having

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been confronted with a multiplicity of methods and techniques of running a library, they have become confused. Upon their return to their respective home countries, they have, therefore, often failed to contribute as expected to the introduction of modern library practice; in some cases their rather superficial knowledge has caused costly errors in the reorganization of existing libraries "19 Latin America A wealth of information is available on the development and current status of library education in this part of the world. Especially rich in substance are the writings of Marietta Daniels Shepard and William Vernon Jackson. Both of these librarians have served in countries of this area, have consulted, researched in the several regions of Latin America. Each has focused on particular areas and special phases of librarianship and library education, reporting new information from time to time. Without duplication in their studies their observations and recommendations result in similar analysis, estimates, and conclusions relating to the library education scene. Jackson has selectively reviewed^® in some detail the programs in countries and schools where there has been most conspicuous effort and development - - Brazil, Argentina, Chile, Peru, Uruguay, Venezuela, as well as some of the short course efforts in Bolivia, Ecuador, and Paraguay. He gives attention also to library education in Mexico, Central America, and the Caribbean. In the latter area is seen, as in the African countries, the influence of the Library Association (Great Britain). In one of his earlier reports, Jackson suggests: "While perhaps no country has reached maturity in its library developments, Brazil has generally travelled the greatest distance along the road, with Argentina not far behind. This conferee's observation would seem to confirm Mr. Jackson's estimate in that Brazilian students who have come within his cognizance in library schools in Washington, New York, and Tennessee by and large, at the time of their a r rival in the United States seem to have more background, awareness, and sophistication in library matters than do students from other parts of Latin America, granted there are

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exceptions to this generalization. However, both Mr. Jackson and Mrs. S h e p a r d ^ , 23 i n _ dicate that the most unique and, it is hoped, promising venture in library education, despite the turbulence of its r e l a tively short history, is the Interamerican Library School at the University of Antioquia in Medellin, Colombia. For this participant the Colombian school represents certain parallels, if also certain differences in its genesis and development with two other foreign or internationally sponsored library schools - - the University of Ankara's Institute of Librarianship in Turkey, and the Japan Library School in Keio University, Japan. Each of these schools could not have come into being without the initiative and support of foreign personal, governmental, or quasi-official, or foundation int e r e s t s . Each of these undertakings was placed in a university setting with the idea that the school would take root and ultimately become a wholly indigenous operation, sponsored, supported, and staffed by the university concerned. But here the similarities end, for the paths progressed by the three library schools, the modus operandi employed in developing curricula, staff, and complete self-support have varied considerably, a s have the roles the schools have played in the library world of the countries in which they have been established. The Interamerican School in Colombia opened in 1957 with great promise, with the support of a Rockefeller Foundation grant and the supervision of an International Advisory Cquncil. Its handsome 63-page announcement catalog for 195759 c a r r i e d full details re the origin and objectives of the school, the faculty, curriculum, and other related matters. But political as well as local problems within the University of Antioquia caused the suspension of the school for a period. The school achieved a second beginning with the support of the Advisory Council, the Foundation, and the good offices of the University Administration. It now functions under an International Executive Council which includes representatives f r o m the University, the National (Colombia) University Fund, Colombia Library Association, UNESCO, the Organization of American States, the American Library Association, and the Alumni of the school. Its financial support also has come f r o m more than a single source, although the major initial funding was tnrough the Rockefeller Foundation. One of the hopes of the founders of the school was that Medellin might become a library education and r e s e a r c h cent e r for all of Latin America. This has not been realized.

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The South American continent is almost too large a geographic area to make this feasible. Moreover, countries such as B r a zil and Argentina, with their relatively longer established and seasoned library education units, are not ready to subordinate their own efforts in professional education for the projected overall unified effort toward the strengthening of continentalcentered professional development in Colombia. Nevertheless, the best thinking among those concerned with library education in Latin America reflects the awareness that even among the older established library schools there exist common shortcomings - - lack of adequate faculty, qualitatively and quantitatively; inadequate professional l i b r a r ies; poor quarters; and the always insufficient budgets. In her "Aid to Libraries in Latin America, Mrs. Shepard comments on the promise the Alliance for Progress holds for library development and library education in Latin America, and points out certain results already being achieved through the goals and projects of the Library Development Program of the Pan American Union, the general Secretariat of the Organization of American States. The Medellin school, for example, has received positive assistance and advisory services from the PAU; and the current study of the status of the library profession in Latin America involves the Pan American Union and the Interamerican School. Although the Interamerican Library School may not b e come the continental center for library studies in South America, both Jackson and Shepard suggest that it is possible that the cooperative effort which the School represents may demonstrate the wisdom of pooled resources, with certain other regional library training centers emerging for the Latin American scene, i. e. : the Medellin school for the northern area of South America; another school in Brazil; another in the southern part of the continent; and one for the Mexico-Caribbean area. Only time will tell whether this vaunted hope will materialize. Under the auspices of the Interamerican School, a threeyear in-depth study was begun in 1963. Under the direction of the school's director, Luis Floren, the first phase of the study is concerned with the history, development, and recommendations for the improvement of library education in Latin America. The project is being coordinated by Carlos Victor Penna, director of the UNESCO Regional Center for the Western Hemisphere.

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P r e s e n t U. S. P r o g r a m s Turkey

Both parallels and differences existed in steps taken in the founding of the library schools at Ankara (Institute of Librarianship), Medellin (Interamerican School), and Tokyo (Keio University's Japan Library School). A distinctive feature in the launching of the Ankara school was the personal s t i m ulus given to the idea of developing a Turkish library school by Emily Dean (now Mrs. Ernest A. Heilman), the director of American l i b r a r i e s in Turkey, who brought the prospect of the school to the attention of the Ford Foundation as an object for possible initial support. Lawrence Thompson's s u r vey2® and e a r l i e r teaching in Turkey also helped develop enthusiasm for a library school. The enlisting of expert counsel and the making of an initial survey a s to the feasibility of such a school was a step taken which paralleled the initial explorations re the Japan Lib r a r y School. In both instances, Robert Downs journeyed to the p a r t s of the world concerned and made the initial survey and study, reporting on the prospects for the respective schools. A parallel also may be noted between the Ankara and Colombia schools in that each experienced a period of closing, of suspended operation, because of unstable local conditions politically or within the structure of the university. And in both instances the disturbances were sufficiently r e solved so that the schools could recover their equilibrium and resume their operations. All three of the schools had advisory committees at the beginning - - the ALA for the Tokyo and Ankara schools; the International Advisory Committee for Medellin. All three schools received foundation grants for their major initial support (the U. S. Government through ALA contract provided the f i r s t year of dollar support for the Tokyo school) - - Rockefeller for Tokyo and Medellin, Ford for Ankara. At the outset all three programs were cast at the undergraduate level. In discussing the curricula of foreign lib r a r y schools, Lohrer and Jackson reason: " I t is unrealistic to assume that the level of training for librarianship can be markedly different f r o m that of other professions; if schools of law and medicine function on the undergraduate level, library schools will necessarily conform to the pattern. Here, too, the economic factor deserves consideration: financial rewards in most newly developing countries would not justify training at

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Present U. S. P r o g r a m s the post graduate level.

The history of library education in Turkey, culminating with the opening of the Institute of Librarianship at Ankara, has been clearly traced by Ersoy and Yurdadog. 28 The founding of the program a s an institute gave it independence and flexibility at the outset. But at the same time this made more difficult its becoming, at a subsequent period in its development, a truly integrated unit of the university, with its graduates receiving the same recognition a s those of the regular, traditional chairs or faculties. The establishing of the Chair (a faculty) of Librarianship, which it took no little skill to accomplish, has given the school and its students a status not had during the y e a r s immediately following its founding. Being a genuine part of the university in which the library school is established is a factor of significance to be considered in the setting up of a new professional discipline in a foreign country. This will again be r e f e r r e d to in this conf e r e e ' s discussion of library education in Japan. The Ankara Institute was fortunate in securing outstanding American leadership in the beginning - - Robert Downs, Elmer Grieder, Lewis Steig, Norris McClellan, Carl White, and Ethelyn Markley and Fulbright p r o f e s s o r s Nance O'Neall, Ralph Hopp, Arthur McAnally. But this r o s t e r was spread out over a number of years; there was never a strength of numbers of foreign faculty at one time as was the case with the Japan Library School. Although the importance of an adequate number of staff in the early stages had been strongly advised by ALA in its recommendations to the Ford Foundation, this counsel was not followed. The Turkish school had an arduous start, arduous for the foreign director-consultant-teacher in residence. Now, however, some of its graduates who have been groomed for faculty assignments through further graduate study abroad a r e beginning to return and a r e taking up their work as part of the school's faculty. At last report there were still more students than could adequately be prepared by the staff available. There is need for additional library training agencies in Turkey in order to meet the staffing requirements of the developing library establishment in that land. Japan In light of this conferee's previous association with the Japan Library School f r o m its founding through its f i r s t five years, and his subsequent return for a visiting professorship during the school's tenth anniversary year, the temptation to

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treat this subject in detail is strong. But this paper, in view of the scope of the topic a s signed, already has exceeded the bounds suitable for conference presentation. Furthermore, a s observed in the beginning of this study, the history and development of the Japan Lib r a r y School has had rather full treatment in the literature by Lohrer and Jackson, Sawamoto, 30, 31 t h i s w r i t e r 3 ^ and others. Moreover, Dr. Sawamoto, as a participant in this Conference, has a s his subject, "Training and Education for Librarians in Japan. " Our focus, then, with reference to the Japan Library School, will be on the factors that were present in undertaking the project and carrying it forward, and which proved e f fective, and which may have relevance for other such proposals. To begin with a thorough, initial study 3 3 was made to explore the feasibility of the undertaking. Once the decision was made to establish the school a further on-the-scene study was made by this conferee to determine what institution and what part of the country would provide the most effective and hospitable locale, milieu, and arrangements for carrying f o r ward such a program. Clearly defined objectives and goals were set for the school, with a subsequent analysis made in the ninth month of the school's existence to determine the extent to which the objectives were being achieved. Explored, also, were the steps it was considered necessary to take in order to reach those goals which the school was falling short of accomplishing. Although the project originally had been planned for not more than 12 to 15 months of foreign direction and faculty residency, there was early realization after the program b e gan that an extended period of not l e s s than five years would be required to have the fibres of the school and its pattern or design f i r m l y woven into the warp and woof of the entire fabric of the University. From the beginning the director rejected the institute concept, with its accompanying freedom and flexibility. Instead, he proposed and strongly supported the complete integration of the school within the standard pattern and o p e r a tion of the University's organization. Although this was more time consuming, required the processing of an infinite number of matters through the proper channels and officers of the institution, it provided a means of mutual education and orientation for the parties of both sides. This ultimately resulted in building a structure that was ready at the time of the

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final departure of the American staff, for the Japanese to c a r r y on through the same administrative and academic functions and schedules that were effective and had weathered the vicissitudes of five years. The avoidance of a complete change-over f r o m all f o r eign to all resident indigenous staff also was an important precept in carrying forward the long-term plan to the successful assumption of full responsibility for the school by the Keio University Administration. Furthermore, each year, Keio absorbed more and more of the operating budget as well as other obligations, making the final transition a relatively natural and smooth one. Robert Downs, writing in his "How to Start a Library School, "34 crystallizes this and other factors, most of which should still obtain in a similar undertaking. The principles are currently applicable. Josefa Emilia Sabor, Head of the Librarianship Department, Faculty of A r t s and Philosophy, University of Buenos Aires astutely summarizes*^ the pitfalls to be avoided, the factors which make for survival, in the establishing of a lib r a r y education program abroad by foreign consultants. This conferee endorses P r o f e s s o r Sabor's statement and commends its substance to the members of this Conference. And although there is no pat formula for success in a world full of v a r i ables, there a r e certain precepts, principles, concepts, and human values that make for effective results. We would like to believe that these have had a part in making possible this y e a r ' s celebration by the Japan Library School of Keio University the Fifteenth Anniversary of its role in library education and the development and improvement of librarianship in Japan. 1. 2. 3. 4.

Letter, Ralph Shaw to Robert Gitler, December 10, 1965. Ibid. Letter, George Bonn to Robert Gitler, January 3, 1966. Lohrer, Alice, and Jackson, William Vernon. "Education and Training of Librarians in Asia, the Near East and Latin America. " Library Trends, 8:243-277, October 1959. 5. Gitler, Robert L. "Education for Librarianship: J a p a n . " Library Trends, 12:273-294, October 1963. 6. Sawamoto, Takahisa. "Education for Librarianship in J a pan. " In American Libraries. Report of U. S. Field Seminar on Reference Services for Japanese Librarians. T o kyo, International House of Japan, 1960. pp! 129-134. 7. Report to P r o f e s s o r Murray Turnbull, University of Hawaii

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(Typescript). 1960. 2 p. 8. "Accredited L i b r a r y School Enrollment Statistics: 19626 3 . " Journal of Education for Librarianship, 5:126, Fall 1964. 9. Reason, Joseph H. "The ALA-Ford Foundation Burma Projects: A Report. " College and Research Libraries, 24:57-60, January 196£ 10. UNESCO Technical Assistance Report, No. 1. Paris, UNESCO, 1956. pp. 2-16. 11. "Education for Librarianship Abroad: Israel. " Library Trends, 12:211-225, October 1963. 12. Journal of Education for Librarianship, 1:183-190, Spring TMT 13. Op. cit, p. 183. 14. Ibid. 15. Wilson Library Bulletin, 38:478, February 1964. 16. "West African Library Association Inaugural Conference. " Library Association Record, 57:186-187, May 1955. 17. Op. cit, p. 246. 18. "The Present Status of Education for Librarianship in Taiwan, Republic of China. " National Taiwan University Library Science Circular No. f^ January 1966. 19. "Education for Librarianship Abroad: UAR. . . . " Library Trends, 12:251-252, October 1963. 20. "Education for Librarianship Abroad: Latin America. " Library Trends, 12:322-355, October 1963. 21. " L i b r a r y Needs of Latin America. " Library Journal, 86:3896-3900, November 15, 1961. 22. Daniels, Marietta. "Alliance for P r o g r e s s . " Library Journal, 86:3901-3907, November 15, 1961. 23. Shepard, Marietta Daniels. "Aid to Libraries in Latin America. " Wilson Library Bulletin, 39:778-782, May 1965. 24. Prospecto por los Anos 1957-19597 Medellin, Colombia, Universidad de Antioquia, 1956. 63 p. 25. Op. cit, p. 780. 26. Thompson, Lawrence S. A P r o g r a m for Library Development in Turkey. Istanbul, Milli Egitim Basimevi, 1952. pp. 46-47. 27. Lohrer and Jackson, Op. cit, p. 264. 28. Ersoy, Osman, and Yurdadog, Berin U. "Education for Librarianship Abroad: Turkey. " Library Trends, 12:205210, October 1963. 29. Lohrer and Jackson. Op. cit. 30. Sawamoto, Takahisa. Op. cit. 31. . "Recent Japanese Library Developments. " College and R e s e a r c h Libraries, 24:213-218, May 1963. 32. Gitler, Robert L. Op. cit.

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33. Downs, Robert. "Final Report on Japanese Library School, " to J. M. Cory, Executive Secretary, American Library Association. July 17, 1950 (Mimeographed). 34. ALA Bulletin, 52:399-405, June 1958. 35. "International Cooperation in the Training of Librarians." UNESCO Bulletin for Libraries, 19:285-290, NovemberDecember 1965.

THE AMERICAN LIBRARY CONSULTANT OVERSEAS David K. Berninghausen, Director, Library School, University of Minnesota In the National Central Library of China, now in Taiwan, I found a very interesting document. The encyclopaedia called Yung Lo Ta Tien, of the Yung Lo period of the Ming dynasty, (1408 A. D.), originally consisted of 22, 877 volumes. It contained a huge m a s s of data collected by Chinese scholars over many centuries. During recent times, many volumes were lost or destroyed, but some of them a r e in Taiwan. Mr. Wan Wei-ying, my f o r m e r student in Minnesota, showed me several volumes and translated passages, to give me a very e x citing experience. The National Central Library of China opened its reading rooms to the public in Nanking in 1936. In 1937 the SinoJapanese war broke out, and the library had to move what it could to Hankow, then to Chungking, the war-time capital, back to Nanking in 1946, and in 1948, to Taiwan. In 1955 the National Central Library was established at its present site in Taipei. My good friend, Dr. Chiang Fu-tsung, has been director of this library through all its moves. This library today is surprisingly modern in its scope and its equipment and its functions. But naturally, the r a r e s t t r e a s u r e s were moved to Taiwan, and quite properly form a collection of great importance. However, I wish to raise the question: What is a l i b r a r y ? In many parts of the world to which American library consultants have gone, the idea of a library is limited. A library is a collection of old manuscripts and books, r a r e and valuable. It is not for use by anyone except the most respected scholars. It is not related to a curriculum. It is not related to daily life. In such a library it is natural and justifiable policy to keep everything under lock and key. There is no need for a circulation system. There is no need for general reference services. Of course, there a r e no open shelves. And although we tend to ignore the fact, American l i b r a r i e s of r a r e books and manuscripts a r e operated under very much the same policies. In contrast to this idea of a library, one of my scientist 27

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colleagues at the University of Minnesota complains that lib r a r i e s and librarians a r e so obsessed with the urgency of safekeeping of t r e a s u r e s - with the principle of preservation that he finds the information services he needs unavailable. His chief needs are for immediate a c c e s s to minute pieces of data in current journals in his special field of science. He regards the indexing in the modern library a s very ineffective, indeed, almost useless, for his purposes. He hopes that the new techniques of mechanization and information retrieval will revolutionize l i b r a r i e s and provide the services he needs. (Perhaps I should add that his view of What is a l i b r a r y ? does not include the opposite, extreme idea of a library as a collection of old and valuable books and manuscripts.) As library educators we must accept both of these answers to the question: What is a l i b r a r y ? Our notion of a lib r a r y must embrace both extremes, and also every kind of library collection and service that falls between them. Lib r a r y educators are challenged to prepare librarians with a wide variety of skills and knowledges to work in today's libraries. Nearly 400 Americans have been confronted with this problem in Asia. Up to 1963 there had been 415 assignments of American library consultants to Asian countries. Some of these were for short visits, and a few people accounted for several visits. For example, Cecil Hobbs, Head of the South Asia Section, Orientalia Division, Library of Congress, visited ten Asian countries for several weeks. However, many a s signments were for one or two years. American library consultants have helped to create union catalogs, have advised on library buildings, have helped to stimulate publishing activities, have advised on library education, and have taught in local library schools. They have advised on children's lib r a r i e s , and a variety of public library programs. I suspect that it often appears to our Asian or Latin American colleagues that we North Americans feel that we have solved all our library problems, or if not, that we have the know-how and the financial r e s o u r c e s to do it next year. Actually, our problems a r e very similar to those of l i b r a r ians in Asia, though the methods of solving them may be quite different. M. Siddiq Khan, University Librarian at Dacca, East Pakistan, recognizing that different methods may be needed in different areas, praised UNESCO for planning the Delhi seminar which analyzed " . . . t h e ills of these institutional libraries in the peculiar context of the political, social, and economic

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circumstances of the countries of South Asia. This paper will focus attention on the following topics: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

The idea of a library as an information service Library s e r v i c e ' s relationship to scholarship Library service as essential in decision-making The library consultant as a member of a team Illiteracy and the lack of publishing Patterns of organization in higher education The low prestige and status of librarians The tendency to overemphasize cataloging and classification Miscellaneous problems of the consultant What is a l i b r a r i a n ?

Although American librarians face many problems at home that are similar to those they find overseas, the best approaches to these problems may be very different. For example, American librarians are f r e e to become involved in politics, at least to the extent of writing letters and using lobbyists. In some countries it is not appropriate for the professor or librarian to be involved in political activities. One consultant with experience in Asia writes: " A few edicts handed down by people high in the government can a c complish a tremendous amount--not only in direct results, b e cause the edicts will be obeyed, but also because people lower in the hierarchy will realize that l i b r a r i e s are important in the thinking of important people. " Another f o r m e r overseas library consultant says that the hardest, but potentially the most effective approach to gain prestige for l i b r a r i e s is to recognize the necessity to work at getting public, faculty, and students interested in using the library and at establishing the idea of service--especially reference, information service--in other words, to try to move the conception of "What is a l i b r a r y ? " away f r o m the " p r e s e r v e r of the cultural heritage" end of the spectrum and toward the information service end. The easiest approach, but deceptive because it gets the consultant and the l i b r a r y eventually bogged down still further in uselessness, is to elaborate or " c o r r e c t " the techniques of cataloging. The local librarians are impressed, sometimes obsessed with the " s c i e n c e " of cataloging, and the American consultant can spend his time with the librarians, avoiding the heart of the problem--which is to secure the interest and understanding of the importance of l i b r a r i e s by outsiders such

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a s government officials, university administrators, and students.

faculty,

Paul Bixler, who has worked in Burma and Buenos Aires, says: "An American adviser can work like a dog with his local librarian counterparts, but if he doesn't get to the local l i b r a r i a n s ' bosses he won't get anywhere. The key to changing or developing an overseas library isn't in the library. It's in the prime m i n i s t e r ' s or the general's office, the ministry of education, the office of the rector or the dean, or in the faculty or other committee meetings. " To my Asian friends I feel moved to say that we have the same problem in the United States. This is a major r e a son library education has been located in the university and at the graduate level. The role of the librarian is recognized a s much more than that of a technician. When an American librarian goes overseas as a consultant, he is likely to find that the society in which he must live and work views the l i b r a r y ' s major--if not exclusive-function a s preservation of its collections. In a university environment he may well discover that the chief use of the lib r a r y is for "study h a l l " purposes, a place for students to sit while they study their textbooks and lecture notes. If there is a reference collection, it is covered with dust, for the p r o f e s s o r s and students have almost no idea of a library as a provider of information relevant to the subjects they teach and study. To the f i r s t question of What is a l i b r a r y ? the consultant must add another: What is the nature of scholarship and how are l i b r a r i e s related to i t ? In one nation--not in Asia--until recently learning and scholarship were the monopoly of a very small minority. Most of the population were illiterate, and expected to r e main so. The learned professor tended to hide the bibliographical sources of his knowledge f r o m students and other p r o f e s s o r s " a s a magician who will not give away the secret of his knowledge and skill. " On this point there seems to be a significant difference between western scholarship, which gives thorough documentation in its r e p o r t s as a means of enabling critics to check up on the scholar's work, and scholarship in some countries where criticism of the work of a recognized scholar is just "not done. " Until the American consultant, and his Asian colleagues recognize that the development of libraries a s "information

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s e r v i c e s " r e q u i r e s a view of l i b r a r i e s as vital in the educational process, and that here is the critical point to attack, nothing much is going to happen because an American consultant went overseas. Libraries—according to my view of the educational p r o c e s s are a necessity—not a vaguely valuable storehouse for the cultural records. They a r e even more than this--they a r e of critical importance in the decision-making processes of government, economics, agriculture, medicine, etc. We must ask the question: Do the l i b r a r i a n s ' bosses view l i b r a r i e s as necessary aids in decision-making? Considering the state of many libraries, in the United States as well a s in other nations, library services are probably not very useful in decision-making. But UNESCO has emphasized this point. Earle Samarasinghe in P a r i s writes: " T h a t UNESCO has nearly achieved its goal that l i b r a r i e s be fundamental to the plans of a developing nation is 'THE GREAT STEP FORWARD. . ' In most countries where UNESCO has been operating on the library front, s t a t i s tics have been collected a s the basis for longt e r m plans in educational, social and economic development. L i b r a r i e s a r e firmly bound with this development and it is necessary that they p r o g r e s s at an equal pace if the planned prog r e s s in the educational, social, and economic spheres is to be realized. To illustrate, Mr. Samarasinghe describes the UNESCO project in Ecuador, where a library expert a s s e s s e d existing libraries, evaluated the nation's library needs, and advised on a long-term plan for fitting l i b r a r i e s to the total educational planning. In Taiwan, in 1962, I found that Dr. Huang Chi-lu, Mini s t e r of Education, had initiated a survey of education on the island by a team f r o m Stanford University. Minister Huang emphasized the need to coordinate the nation's educational system with the development of the island's economy and culture. P e r h a p s the most important effect of my own year in Taiwan will be that I had the opportunity to publish an article in China Today (in English) and in the Chinese Newsweek (in Chinese) which said: "If education in Taiwan, China, develops along the guide lines laid out in the Stanford survey, l i b r a r i e s of all kinds

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will become increasingly important. The emphasis upon m e m orizing facts, the cramming for examinations, the use of a single textbook, and the ability to repeat the p r o f e s s o r s ' l e c t u r e s will gradually change. Much more emphasis will be placed upon the student's ability to apply the principles and facts of a subject to current problems to be solved. Students will be tested on their ability to recognize and state problems, locate data, organize information, weigh the evidence, and invent programs for further study and action relevant to the subject and to the needs of society. . . " " . . . In the twentieth century, any nation's future development depends upon this kind of knowledge. In any field of inquiry, there must be available the wide variety of facts, the library r e s o u r c e s to support r e s e a r c h for a complex, growing world. These r e s o u r c e s must be organized for use by the scholars in every field, and the popularizations of these schola r s ' findings must be available to the public generally, if a nation is to be a part of the twentieth century. Whether this idea reached the librarians' bosses in T a i wan in any effective way I do not know, but although I was not part of an educational team, I can hope that publication of such an article in non-library magazines may eventually have some impact. In Chile at the University of Concepcion the University of Minnesota is working under a Ford Foundation grant to help to reorganize the whole educational enterprise around the l i brary, and, of course, I mean the library as an information service, closely related to the whole educational process. Two high level positions were created, one an adviser to the r e c tor, and Dr. E. W. McDiarmid, P r o f e s s o r of Library Science and former Dean of the Liberal Arts College at Minnesota, is in this post. J a m e s Kingsley, Curator of Special Collections at Minnesota, is Acting Director of the university library at Concepcion. The newly appointed Director of the Library, Dr. Fernando Rodriquez, is now studying in our library school in Minneapolis. The point I am emphasizing here is that Mr. Kingsley was not sent to Concepcion alone. He is part of a team, and his opportunity to be effective will be increased b e cause of this. In Korea, also, Yonsei University benefited f r o m A m e r ican library consultants who were part of a team. Robert Burgess describes his work as one of a group of educators aiming to improve teacher education, and says: " B a s e d on the experience here, we believe that library training and development will be most successful when it is part of a broader

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33

program of educational development which lays s t r e s s on, makes use of, in fact requires, improved library service. " 4 Mr. Burgess also describes the lack of library literature, and his efforts to publish translations of professional l i t e r a ture. This reminds me of the discouraging fact that although educational expansion has led to a drop in the percentage of illiterates in the world, this expansion has not kept up with population growth. It is estimated that 700, 000, 000 adults a r e illiterate. Here is another problem for the American library consultant overseas. It is especially important to us here in this conference, for South-East Asia with 25% of the world's population publishes only 5% of the world's books. Something is being done about it, but I especially like the suggestion by the Shah of Iran at the World Congress of Ministers of Education on the Eradication of Illiteracy in September, 1965. The Shah urged all countries to devote a minimal proportion of their annual military budgets to this end. Related to this is the absence of national bibliographies throughout South-East Asia. James Marvin, ALA/Rockefeller Consultant in the Philippines, points out the problem resulting from gracious and hospitable Filipino librarians' reluctance to refuse "the tons of u s e l e s s books which are sent them by well-meaning American friends, and in some cases, actually go out of their way to solicit these gifts, possessed, I think, by a fetish to get the shelves filled! Time, and confidence in the consultant, brings the Filipino librarian to the realization that the most important work is to stimulate publication in his country, and particularly in the dialects. " To illustrate another problem, let us turn to Turkey. John Dewey, the American educational philosopher was invited to Turkey in 1924 to study the educational problem in general. He suggested the need for training librarians. Young Turkish librarians were sent abroad to study, and in 1955, Dr. Robert Downs of the University of Illinois went to Turkey to teach and to organize library education. From 1955 to 1964, American consultants have worked in Turkey. But in Turkey, as in Japan and Taiwan, the educational patterns of organization became a problem. In Turkey, for example, it was originally planned that library instruction would be given at both the undergraduate and graduate levels. The graduate program had to be dropped. In Taiwan ally offered at of view, there future library

also I found that professional education is usuthe undergraduate level, and, f r o m my point is a feature which is even more weakening to education in that the pattern calls for almost

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no study of subjects in a four year degree program other than study of library science. My official recommendation was for the establishment of a graduate program and the elimination of the undergraduate program. I hope that this was a wise recommendation. I was greatly encouraged on this point by the strong support given by Dr. Chiang Fu-tsung, Director of the National Central Library of Taiwan, who had written in 1961, the year before I arrived in Taiwan: "It is evident that the importance of the background training in academic subjects has been universally recognized and professional library training should come after it. For the modern librarian must have the knowledge in academic subjects in order to be able to discharge his duties. This is even more so today as more and more l i b r a r i e s are being departmentalized according to subjects. " 5 There is however, one more major problem which is invariably mentioned by American library consultants: the low prestige and lack of status of local librarians. On this point, a s with several others, our Asian friends should be told frankly that this is a problem in the United States also. This problem is closely related to the main concern of this conference, the education of librarians for developing countries. By implication, this has already been covered in this paper. But as J. McRee Elrod writes: " T h e gap between clerk-librarian and academic lib r a r y administrator must be bridged either by giving library training to the academician or academic training to the librarian. " How shall this be done? By developing library schools locally, or by sending students to study in American library schools? I agree with William L. Williamson's view: " I see considerable promise in local library schools in Asia. Some people will have to be sent abroad for study, but I can imagine no better use of aid funds and personnel than in assisting some of these schools to expand, improve, and strengthen their programs. As compared with the work as 'adviseroperator' of individual libraries, I think library school assistance is vastly more important and promising. " I have not emphasized particularly the overemphasis upon classification and cataloging, and perhaps I should quote from Sarah K. Vann's forthcoming article on the use of Dewey, for Dr. Vann is well-known throughout Asia because of her recent

Present U. S. Programs

35

large-scale survey of this region: "There seemed to be far more classificatory zeal and abstract intellectual interest abroad than is seemingly apparent in the United States. There is not necessarily a correlation between zeal and implementation, but despite some impediments to library progress (one of which, in some countries, is the librarian's personal accountability for book losses), many librarians display a resiliency of spirit in being able to concentrate on associational, publishing, and classificatory endeavors. A hypothesis might well be, however, that there is an inverse ratio between level of public service activities and classificatory absorption. " Among the other problems for the library consultant, we should note: 1. that many part-time faculty arrive only in time for class lectures and depart immediately after lecturing, in some cases not even knowing that a library exists; 2. the tendency for librarians to work only "behind the scenes, " giving no help at the catalog, reference, or periodical " s e r vice points"; 3. the problem of "personal accountability" for books, which is, of course, related to the question of What is a library?; 4. the problem of reluctance to discard obsolete or worn-out materials; 5. the paucity of children's literature in local languages. Since this is a conference on library education, we really should focus on the question: What is a librarian? My answer is that he is a scholar who has studied one field so thoroughly that he knows its basic principles and understands the methods used, that he knows the achievements in the field and that he is aware of the limitations and unknowns. Without this kind of specialized knowledge a librarian will not be at home in the world of ideas. He must also be familiar with major concepts and methods in other fields of knowledge. He must understand relationships between various kinds of knowledge. If he is to take his place as the equal in rank and importance with vice-presidents and deans of universities or with division chiefs in government and industry, he must be much more than a technician. If he remains a technician because his education is limited to techniques, librarianship will never achieve what is needed in the information science field. 1. Khan, M. Siddiq. "UNESCO Seminar. " Indian Librarian, December 1960, p. 134. 2. Samarasinghe, Earle. "The Great Step Forward. " Library

36 3. 4. 5.

Present U. S. Programs Journal, 89:4473-4475, November 15, 1964. Berninghausen, David K. "Library Education in Taiwan." China Today, 6:26, February 1963. Burgess, Robert. "Korea: A Case Study in American Assistance. " Journal of Education for Librarianship, 1:183190, Spring 1961. Chiang, Fu-Tsung, "Education for Librarianship, Appraisal and Proposal. " West & East Monthly, 6:5, February 1961. **************

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SPONSORED TOURS FOR FOREIGN LIBRARIANS IN THE UNITED STATES Lester Asheim, Director, International Relations Office, American Library Association P r o g r a m s of formal study for foreign librarians in the United States are dealt with in another paper. This report will deal solely with tours for foreign librarians sponsored by some agency to provide either individuals or groups with the professional opportunity to visit the United States, to observe American l i b r a r i e s in operation, and to meet and speak with professional librarians about problems of mutual interest. Such educational and cultural exchanges provide direct experience of the American scene for the visitor and frequently include some informal orientation and instruction, and even a s h o r t - t e r m work experience. The sponsors of such tours may either be the United States government itself through its State Department, or non-government organizations. I. The State Department programs of educational and cultural exchange are normally administered by the Bureau of Educational and Cultural Affairs. There are two major formal programs, specifically for librarians, which are sponsored by the State Department. One of these is called the Multi-Area (or Multi-National) Group Librarian P r o g r a m and is designed to bring librarians f r o m a variety of countries together a s a group for a four-month period of travel and observation in the United States. This project is designed to acquaint the p a r ticipants with all phases of library work through seminar d i s cussions with practicing and teaching librarians and through participation in the planning and execution of library activities. The International Relations Office of the American Library Association is now responsible for planning and directing the project for the Department. The ALA has the cooperation and support of the Library of Congress, public and private libraies throughout the United States, schools of library science, and the American book trade. For each program an outstanding library school in a major United States university is s e lected to conduct a seminar of up to four weeks as part of the total program. The time of year during which the project is scheduled depends upon the wishes of the particular library school selected for this purpose. The program, which lasts 38

Present U. S. Programs

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120 days, begins with a one-week orientation period in Washington, D. C., including attendance at lectures at the Washington International Center, visits to the Library of Congress and other libraries within the Washington area, and other activities designed to introduce the visitor to American institutions and procedures. A three-week library school seminar follows immediately upon this orientation. After the seminar, each member of the group is assigned on an individual basis to work for seven weeks in a library, which is carefully chosen to provide a situation similar to that of the grantee's own library. Following this "internship, " five weeks of travel and observation throught the United States are provided and again the itinerary is planned on an individual basis to permit the grantee to visit institutions and agencies which will have some relevance to his own library problems and needs. The program ends with a one-or two-day final evaluation session to give the participants the opportunity to share their individual experiences and impressions and to clarify questions arising from their individual internships. This year's Multi-Area Group began its visit to the United States on April 1, and has just now (May 2) finished its seminar at Western Reserve University School of Library Science. The participants are now beginning their internships, each one in a different library. They will end their travels by attending the annual meeting of the American Library Association in New York in July. The group this year consists of fifteen participants representing 13 different countries: Argentina, Brazil, Colombia, Cyprus, Czechoslovakia, Japan, Kenya, Korea, Libya, Malaysia, Peru, The Philippines, Poland, Sierra Leone, and Yugoslavia. Usually the participants chosen for this program are young career men or women, preferably between the ages of 25 and 40, who are employed in libraries of genuine importance in the communities they serve. They may be public librarians, governmental librarians, or research librarians in university or technical libraries. They may be associated with publicly supported institutions or with libraries maintained by particular groups or organizations. The participants must have sufficient proficiency in English to benefit from the lectures, take part in discussions, and engage in fruitful, technical conversation. As with all State Department programs, the recommendation of candidates for participation in programs comes from the Cultural Affairs Officer in the United States Embassy or Consulate in the foreign countries. This makes it possible for us to be assured that personal interviews have been had with the potential candidate, that his proficiency in English

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has been tested, and that the recommendations come from someone familiar with library needs of the country and with the particular candidate's qualifications and interests. Similar in format to the Multi-Area Group P r o g r a m was a special program for Indian university librarians which the State Department supported on three occasions in the past. This program was made possible by money available under the India Wheat Loan Act, and explains its special attention to the sub-continent. It offered the same kind of seminarinternship-travel opportunity to selected university librarians f r o m India, and was administered by the ALA. The last of these particular programs took place in 1961. The second important group program for librarians sponsored by the State Department is known as the Jointly-Sponsored Librarian Project. This project is administered by the United States Library of Congress. Through this program the visiting librarian is afforded an opportunity to participate in library operations and to become acquainted with the philosophy, techniques, and administration of American library s e r vices. Under the sponsorship of a host library, he or she becomes temporarily a working member of an American community to observe American social, cultural, professional, economic, and political institutions. The host library is r e sponsible for assigning the visitor to duties standard to the library profession with a view to giving him broad practical experience compatible with his background and training. The usual pattern of the program is for the participant to spend about ten days in Washington, D. C., in consultation with the State Department and the Library of Congress and to get a period of orientation at the Washington International Center. He then spends 11 months on the staff of the host library, followed by 30 days of travel in the United States to visit l i b r a r i e s in a r e a s other than that to which he is assigned, to consult with colleagues, and to observe various aspects of American life. Although this is called a group program, nominations for participation may be made whenever likely candidates become known, and each grantee's program is individually designed for him. Since the visitor is expected to participate fully in the activities of the host library and to be, to all intents and purposes, a member of the library staff, each candidate must have demonstrated professional ability, a substantial degree of experience, status as a librarian on the staff of a library in his own country, and fluency in spoken and written English. The Jointly-Sponsored Program usually brings from five

P r e s e n t U. S. P r o g r a m s

41

to ten people to the United States in any single year. During 1965, ten different participants - one each f r o m The Philippines, Singapore, New Zealand, Greece, Norway, Israel, J a maica, and Uruguay, and two f r o m Thailand - began or completed their programs. Individual programs sponsored by the State Department are not exclusively for librarians, but librarians are eligible for them. Under these programs, the Department usually a t tempts to select an outstanding leader or specialist in his profession for a short period of travel and observation in the United States, and although the programs a r e essentially the same for both classifications, there is a slight definitional distinction between a " L e a d e r " and a "Specialist. " Normally, when a " L e a d e r " is chosen, he is someone with years of experience in librarianship, a position of considerable authority, and presumably someone with the full professional qualifications in t e r m s of education and experience. The purpose of the visit is to give him an opportunity to consult with p r o f e s sional organizations, colleagues, and other individuals in this country on a tour of f r o m 30 to 60 days. Where a " S p e c i a l i s t " in the field of librarianship is chosen for such a grant, he is normally a person established in his field, with capability for assuming top positions and influencing development in his home country. Here, too, it is assumed that he has had sufficient training and experience to understand American techniques. The program is usually for two or three months of community placement to study in depth activities in his specialized field and in addition to have some U. S. travel to relate to his own field of specialization. The number of foreign visitors who come to the United States either in the category of " L e a d e r " or " S p e c i a l i s t " varies f r o m year to year. Since they come under such a variety of prog r a m s for different lengths of time, and to serve different individual purposes, they frequently do not travel through Chicago and may not be known to the American Library Association. Again, they are nominated for a grant by the U. S. E m bassy or Consulate in their home country. Another familiar category of sponsored visitors in the United States under State Department auspices a r e the " F u l b r i g h t " fellows. This program was authorized in 1946 by the Fulbright Act, and was extended two years later by the SmithMundt Act to become fully operative in 1948. It, too, is administered by the Bureau of Educational and Cultural Affairs of the State Department and consists of a program of grants to individuals and institutions of learning. It is financed with

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P r e s e n t U. S. P r o g r a m s

dollar funds appropriated by the United States Congress. The program makes possible support for individuals who wish to study in the United States, to teach in the U. S. schools or study the U. S. educational system, to lecture in the United States, to do advanced r e s e a r c h in the United States, or to get some practical training or experience in the professional field. Candidates for Fulbright support normally should be b e tween the ages of 18 and 35, citizens of the country f r o m which they are applying and with good academic background and command of English. Applications are made through the American Embassy or Consulate in the applicant's own country. Committees overseas composed of resident United States and local citizens review applications and nominate candidates for placement in colleges and universities in the United States. There is a Board of Foreign Scholarships which makes final selection of candidates. n. Non-governmental agencies, notably the private foundations, also frequently make study or travel grants to l i b r a r ians or students of librarianship. Increasingly, however, the major foundations have tended to consider applications for such grants only when such a study or observation tour would contribute to a project in which they already have an interest. In other words, the foundations tend to support large-scale projects, of which the training of librarians or the development of library services is only a part. Where a foundation gives support to a university abroad, for example, it may very well make available some funds to support the study and travel of one or two persons who will contribute to the strengthening of the library services in that university. Individual study or travel grants to applicants who have no connection with an institution or agency which the foundation is supporting are seldom considered. Two exceptions to this general rule are the travel grants available under the Carnegie Corporation Commonwealth P r o gram and the Fellowship P r o g r a m of the Organization of A m e r ican States. In both of these instances, however, there are geographical restrictions on the scope of the program. The Carnegie Corporation P r o g r a m provides travel grants for study visits, travel grants for special purposes, and small grantsin-aid for travel expenses. Although the name of Carnegie is connected in the minds of many with l i b r a r i e s and librarianship, the Commonwealth Program is much broader than this and covers the broad field of education and educational administration. For example in the years 1947-62, of 793 travel

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grants awarded, only 51 were in the field of l i b r a r i e s and librarianship. As its title indicates, the Commonwealth P r o gram is limited to citizens of Commonwealth countries and t e r r i t o r i e s other than the United Kingdom. The Organization of American States P r o g r a m of Fellowships was created to provide advanced and specialized study and r e s e a r c h abroad for those who have exhausted all sources in their own country of academic and professionalized or specialized study required by their profession, and is, of course, limited to citizens of the member states. Library science is one of the fields that is available under this program. Many of you a r e familiar, I am sure, with the work of the Asia Foundation, which has done so much to a s s i s t l i b r a r ies, library associations, and book programs in Asia. Smaller than some of the major foundations like Rockefeller and Ford, the Asia Foundation limits its attention to Asian countries, and t r i e s to avoid duplicating work of other foreign and international assistance agencies although it cooperates with such agencies on many occasions. It has placed its greatest s t r e s s on activity in Asia rather than in the United States. Thus travel grants make up a small part of its program, but it has occasionally given support to enable Asian delegates to attend international conferences concerned with educational and other fields within the range of its program interests. The Asia Foundation grants given to the ALA to make possible attendance at l i b r a r y meetings by Asian students studying in the U. S. a r e an example of this. They fall a bit outside the scope of this paper, but do represent, in a limited way, an example of a sponsored tour for librarians to serve p r o f e s sional purposes. The private foundations occasionally sponsor group a s well as individual visits to the United States where such an a r rangement will promote the objectives that the foundation wishe s to support. An interesting example of this approach was the Rockefeller-supported project called the U. S. Field Seminar on Library References Services for Japanese Librarians. Under the sponsorship of the ALA's International Relations Office a group of nine young reference librarians f r o m Japan spent three months in the United States in 1959 inspecting l i b r a r y services and facilities, talking with librarians, and participating in seven special s e m i n a r s in seven different cities a c r o s s the country. Another interesting development is the recognition that the improvement of library services in any country needs the

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the support and understanding of non-librarians a s well as librarians. It is becoming increasingly clear that administrat o r s of government departments and of universities are often the ones who will make the decisions affecting library s e r vices and that it may be desirable to expose such people to the philosophy and techniques of good library service. To that end, an occasional sponsored tour for non-librarians may be undertaken to promote a library program. A case in point was a recent visit to the United States of five members of the administrative staff of Keio University in Japan. It seems probable that the attention paid to the value of sponsored tours will increase rather than diminish in the coming years. Many American librarians and administrators have testified to the value to American librarianship of such exchanges and have been urging increasing use of the talents and capabilities of professional people f r o m other countries to enrich the practice and teaching of their subject matter in the United States. The comments and recommendations of the participants in this conference could have a constructive influence on the kind and extent of such programs that will be supported in the future.

U. S. LIBRARY SCHOOLS AND THE FOREIGN LIBRARIAN Neal Harlow, Dean, Graduate School of Library Service, Rutgers, the State University The objectives of graduate library schools in the United States can best be understood when viewed against the background of library services they are intended to support. There is perhaps a greater number of inadequate libraries in the United States than in any other country in the world, and more adequate ones as well. They exist under widely varying conditions, embracing groups of low income and poor education as well as advanced and affluent communities with millions of well educated people. The quality of libraries ranges, then, from the meagerly developed and ill-managed, offering very minimum services, to some of the greatest libraries in the world, having fine resources, highly competent personnel, and the most advanced programs, techniques, and equipment. Personnel to man these libaries must vary, consequently, over a wide scale. The formal education of librarians in the United States began in 1887, when library resources and development were at a comparatively low level. The objective of the first school, as visualized by its founder, Melvil Dewey, was to produce practitioners for already existing jobs. At that time he described his program as " a short and purely technical course, " a systematic substitute for experience, an attempt to teach more quickly and effectively what would otherwise have to be learned on the job. He meant to turn out good craftsmen--to perform specific operations in l i b r a r i e s - who were not supposed to become leaders in the profession. He conceived that the way to improve libraries then-andthere was to emphasize the practical. Eighty years quickly passed and the times changed. Towns grew into urban centers, science and technology flourished, schools spread, knowledge expanded, publication increased, people multiplied, and information and education became e s sential to a wide variety of conditions. The libraries of 1887 would no longer do. Because of their inadequacy, new developments began to take shape. "Information C e n t e r s " appeared, with what was regarded as non-library orientation, operated by self-styled "information o f f i c e r s " or "documentalists" with a variety of backgrounds of education and experience. 45

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Present U. S. Programs

Research libraries in universities rapidly developed, as did special libraries in business and industry; state library agencies encouraged systematic patterns of library service to local communities; public and school libraries multiplied; and the federal government began to support libraries through direct subvention, the stimulation of research, and the provision of funds to expand library education. Education for librarianship and information service could hardly remain unaffected. "Information science" programs appeared outside the orbits of graduate library schools, oriented toward engineering, science, and mathematics; and " i n f o r mation s c i e n c e " was added to the titles of some existing schools, along with new degrees, courses, and programs e m phasizing this specialization. A number of schools had been moving in the direction of change, had incorporated "management" and " s y s t e m s " into their curricula and were concerned with the coordination of manual operations with machines. They took cognizance of other pertinent social changes—in urbanization, education, and government; the mobility (even the "automobility") of the population; and recent advances in the fields of politics, economics, sociology, psychology, and public administration--and modified their outlook and instruction accordingly. Although Melvil Dewey's conception of the librarian's function did not die out rapidly, it was out of date. The librarian now had to deal with a newly vital commodity, knowledge, and make it accessible to society. In significant aspects the range of his work had narrowed, in others widely expanded: he was no longer responsible for most of the operational tasks, and some of his long cherished routines had to be surrendered to technicians (including most day-to-day cataloging and classifying, bibliographic checking, processing, and maintenance). Dewey's " c r a f t s m a n " began to accept more important responsibilities in libraries and to delegate others. Professional responsibility came to embrace chiefly what we call administration and management and the provision of professional s e r vices directly to users (the evaluation, organization, and presentation of information to individuals). Librarianship had become broad in scope (not limited to a narrow specialization), intellectual in nature, concerned with making judgments and decisions, and answerable to a profession, to professional standards, and to a community of people. Librarians were no longer working primarily with books but with the informational and cultural needs of individuals—and it became important that they understand what their true work is. Very briefly,

such is the background of library schools

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in the United States. They are primarily expected to serve local conditions (as are schools elsewhere), and although these may be broad and varied, their emphasis will never match exactly the needs of other countries. Even in the United States, the graduate schools perform at different levels, have varying emphases, and are more or less responsive to changing needs; and their curricula, level of instruction, content, performance standards, and admission requirements are not the same. One may appear to be more appropriate than another to educate students from specific countries, but it would be difficult to chart these characteristics in detail. 1 have been asked to discuss graduate programs, and I shall not therefore talk about the many undergraduate courses in " l i b r a r y s c i e n c e " offered by many institutions, most of which are oriented toward libraries in the lower schools. For truly professional library service in the United States, graduates of these collegiate schools have not acquired a sufficiently high level of knowledge and maturity. Admission to graduate study requires a level of performance in previous academic work of from " g o o d " to " s u p e r i o r " (on a four-step scale graduated downward from "superior, " "good, " and " p a s s i n g " to " f a i l " ) . Most of the schools expect the applicant to have what is called a "general education, " that is a foundation of college studies leading to a bachelor's degree which includes work in the humanities, social sciences, and sciences, with specialization in one of these. A majority require three (out of four) years of solid subject matter, that is, not more than a year of professional and technical courses. (That is, if undergraduate work has been too heavily concerned with law, business, librarianship, or other professional fields, it is not acceptable without being further supplemented.) These qualifications are best judged by an actual review of academic records, showing studies completed; from these, an evaluation is made of the academic level of the program, its content, and the student's performance. Usually a student is expected to have studied at least one other language than his own, and English is often accepted. All of the schools conduct their courses in English (one, only, proposes also to use a second language, Spanish, a project supported by special funds). Facility in reading, writing, speaking, and thinking in English comparable to that of an American student is therefore essential, and inadequate English is a fatal handicap. An English language examination must therefore be taken as a preliminary to admission, and most of the schools prescribe concentrated English language study either before or after acceptance.

48

Present U. S. P r o g r a m s

A graduate program is not a collection of courses but a body of content, and it cannot be patched together f r o m work taken at a number of institutions, as it may be at the undergraduate level. Content changes fairly rapidly (or should), a s e r i e s of standardized courses in library schools throughout the country is therefore neither feasible nor desirable, and " c r e d i t s " can be t r a n s f e r r e d f r o m one school to another only to a very limited extent. Graduate education is not meant to be "vocational, " that is, it does not train people for specific jobs. It is concerned with theory, principles, and concepts, and the individual student is expected to understand and be able to use his knowledge independently, not commit details to memory and r e peat them upon request. Every professional person must eventually assume leadership at some level of responsibility, and he must be able to take the initiative and to adapt his l e a r n ing to varying situations. Once accepted, a student must c a r r y on the program at a fully satisfactory level (that is, receiving grades from " g o o d " to " s u p e r i o r " ) ; he may not turn in a mediocre, " p a s s ing" performance and receive the degree just the same. Lack of facility in English, poor academic ability, and unwillingness to work steadily or to think independently are common causes of failure. Financial support for foreign students is not common. A few schools offer tuition scholarships, three or four allow foreign students to compete with .Americans for general scholarship funds. All but four schools require a statement that the individual has a prescribed amount of U. S. funds to cover the cost of his education (varying f r o m about $500 to $4,000). Grants to cover transportation are non-existent, except f r o m governmental agencies or foundations. These limitations are perhaps best explained by noting the number of inquiries r e ceived by some of the schools f r o m foreign students throughout the world, as many as a thousand a year coming to a single institution. Most of the schools permit (and some require) persons for whom English is a second language to c a r r y only a partial academic load, and thus take up to two years to complete work for the degree; a few expect full-time attendance and completion within a calendar year. All but five permit workstudy programs (part academic, part outside employment), some expecting the student to make his own work a r r a n g e ments. Employment, especially during the inital period of study, can prove a serious handicap to academic performance.

Present U. S. P r o g r a m s

49

What special encouragement is given to foreign students who enter the schools? Most institutions accept them as regular students, although some place them in a temporary status until it is clear they can work at the graduate level in English. In general, programs are not designed with foreign students in mind. Three or four schools offer work in "international librarianship, " open to all who wish to participate (usually not-for-credit). Separate sections of regular courses have been tried, but this has apparently not been popular or worked well. Half of the schools report attempts to orient existing courses toward foreign students' special needs, offering a choice of projects and assignments and encouraging individuals to express freely their points of view. Most schools provide a special advisory service, including initial orientation s e s sions (ranging from an hour up to two weeks), preliminary reading lists, the assignment of students to members of faculty with pertinent foreign experience, and special assistance in English and in developing suitable study methods. A few pay no special attention of this kind. Most will arrange opportunities for paid professional experience after completing the program, within regulations established by the U. S. Immigration Office. Some schools attempt to maintain relationships with students after they return home, and several are actively engaged in programs to develop libraries and schools in other countries, supported by grants f r o m foundations or government. Graduates of several American schools have become directors or members of library school faculties around the world. Perhaps the best counsel which can be given to students wishing to come to the United States for graduate study is to be certain they are prepared and understand the seriousness of such an undertaking. Much unhappiness can result from misconceptions. The elements of success are a high level of academic competence, the background of education required, great facility in English, a readiness to accept new ideas, a commitment to serious study, adaptability to what may be strange educational and cultural conditions, and adequate financial support. It is well to remember that not every student who begins advanced study at a major institution receives the degree; failure at the graduate level is final--one does not get a second chance. Students f r o m other countries are welcomed in all of the schools; they offer t e a c h e r s and students a wider horizon of understanding and influence. Foreign students are particularly welcome when they propose to return to their home countries,

50

P r e s e n t U. S. P r o g r a m s

have the capability for leadership there, and the imagination to experiment with new concepts which have local significance. No institution willingly provides student visas primarily as a means of access to the United States. While students with varied cultural backgrounds add interest and meaning to class discussions, there is a limit to the number which can be a c cepted at one time and beyond which the character of the class and therefore of teaching is affected. Probably the most telling contribution graduate library schools in the United States can make to foreign library development is to produce what we might call " c a p i t a l " personnel--that is, librarians to produce other librarians--graduates who can organize and give strong support to library schools and l i b r a r i e s in their own countries. If so, the schools should accept only very competent people who will return home, expect the same high level of performance f r o m them as of other students, provide a special counseling service to relate their learning to practice, and continue to work with graduates after they depart. All that the visiting student learns will not later be pertinent, but if he has been attracted to the United States by American librarianship, the best we can do is transmit it to him as fully a s possible. In order to do this, we shall need to understand clearly what its distinctive nature and values are.

PRESENT SCENE O F LIBRARY EDUCATION IN CHINA (TAIWAN) Yung-hsiang Lai, Head and Professor, Department of Library Science, National Taiwan University At present two universities, the National Taiwan University (NTU) and the Taiwan Normal University (TNU), provide comprehensive undergraduate programs in library science. For further professional training a plan to establish a twoyear graduate library institute at NTU is now under way. For junior profession there is a junior college training program and also an evening extension program at the World College of Journalism (WCJ). Several universities offer one or two introductory library courses. Summer library workshops, primarily in-service training for unqualified personnel, are held at NTU, TNU, or the National Central Library (NCL) under the administration of the Library Association of China (LAC). Occasionally workshops sponsored by local agencies have been held. The dearth of trained library workers in all levels is obvious, and further efforts should be made. NATIONAL TAIWAN UNIVERSITY The Department of L i brary Science, NTU, was established in August 1961 with ALA's advisory assistance. It belongs to the College of Liberal Arts, one of the six colleges of the university which is the largest higher educational institution in the island. The program offers a balanced education in the liberal arts with a subject specialization and a basic professional curriculum. It is designed to fit in both western and oriental library s e r vices and also to provide the foundation on which students can further develop their graduate studies. The degree of B. A. is conferred upon a student who completes 142 semester hours of credit or more. Its courses of studies are as follows: I. GENERAL REQUIRED COURSES, 52-54 credits: Chinese English English Audio-Visual Laboratory Training Dr. Sun Yat-sen's Thought Logic 51

8 8 2 4 4

Year Offered F. F. F. F. F.

52

Present Asian P r o g r a m s Natural Science (Psychology, Physics, Chemistry, Botany, Zoology, Calculus, or Geology) Social Sciences (Sociology, Political Science, Economics, or Introduction to Social Sciences) Introduction to Chinese Classics, or History of Western Civilization International Organization and International Present Situation General History of China History of Modern China Physical Education (I & II)

6

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DEPARTMENTAL REQUIRED COURSES, 4850 credits: Introduction to Library Science Chinese Reference Sources Western Reference Sources Classification and Cataloging for Chinese Books Classification and Cataloging for Western Books Chinese Bibliography Acquisition and Book Selection Public Library, or School Library, or College and University L i b r a r i e s Research Methods and Paper Writing History of Chinese Literature, or History of Western Literature, or History of Sciences A second foreign language (German, French, Spanish, or Japanese) III. COURSES IN A SUBJECT SPECIALIZATION, 24 credits or more:

6-8 So. 12

So., J. So.,S.

Each student should choose one field (e. g . , Foreign language & literature, Chinese literature, Philosophy, History, Archaeology & Anthropology, Sociology, Economics, Law, Business, Politics, Biology, Agriculture, Engineering, Chemistry, Physics, Psychology, or any other field) a s his subject specialization and complete 24 credits or more in such minor courses. IV. LIBRARY COURSES, OPTIONAL: Foreign Library Literature (2); Non-book Materials (2); Lib r a r y Field Work (2); Cataloging Practice (2); History of Books and Printing (2); Study of Block Printing (2); History of L i b r a r i e s (2); Books for Children and Young Adults (2); Mass Communication (2); Audio-visual Aids (2); Government Publications (2); L. C. Classification (2); Library Administration (2); Special Studies (2); Thesis (4, Senior only)

Present Asian P r o g r a m s

53

V. SPECIAL COURSE FOR NON-LIBRARY STUDENTS: Books and Libraries (4) Of the 144 students (25 male, 119 female including 1 Korean) in attendance at present, 30 overseas Chinese come f r o m Hong Kong (9), Viet-Nam (5), Korea (5), Indonesia (5), Malaysia (4), Singapore (1), and Timor (1). There are 37 in senior class, 40 in junior, 30 in sophomore, and 37 in freshman. In June 1965, twenty-three students (3 male, 20 female; including 1 Korean woman and 1 overseas Chinese f r o m Malaysia) were graduated for the f i r s t time. Among the graduates 3 are taking graduate courses at home (1 in history, 2 in Chinese literature), 10 abroad (9 in the United States, and 1 in Canada), and 2 serve as teaching assistants at the Department of Library Science, NTU. The others have been placed at NTU Library, NCL, etc. The faculty consists of 1 professor, 2 associate professors, 1 instructor and 3 assistants, supplemented by 1 cooperating professor and 6 part-time staffs. Yung-hsiang Lai, LL. B. (Tokyo Univ. ), M. A. (Peabody), serves as head and professor; Wei-ying Wan, B. A. (TNU), M. A. (Minnesota) and Bau-duan Huang, B. A. (NTU), Ph. D. (Madrid) as associate professors; and Shu-erh Chung (Mrs. Fu), B. A. (NTU), M. L. S. (UC Berkeley) a s instructor. Among part-time staffs a r e ChengKu Wang, M. A. (Peabody) of TNU, Chien-chang Lan, B. A. (Boone) of Academia Sinica, Dr. Fu-tsung Chiang, Director, NCL, Peter Chang, B. A. (Chung-yang Univ. ) of NCL, Chungjen Liu, B. A. (Ecole d'Etude Social, Geneva) of NCL, and Liching Chang, B. A. (Catholic Univ. ), head of technical services of NTU Library. Visiting American faculty continue to serve on the staff. Prof. David K. Berninghausen of the University of Minnesota was consultant 1962-63 and recommended to establish NTU graduate library school. (See " L i b r a r y Education in Taiwan" China Today, v. 6, no. 2, Feb. 1963.) Since his return, Mr. Karlis L. Ozolins of Augsburg College Library, Minneapolis, Minn., was here a s Fulbright visiting scholar 1963-64, and Father Frederic J. Foley, Ph.D. (Harvard), Prof, of English literature, teaches currently as cooperating faculty. With aids f r o m the ALA-Rockefeller Foundation funds and other sources, library science library located at the second floor of the College of Arts building has some 2, 500 volumes of basic professional literature (550 oriental, 1, 950 western), a considerable size of files of library science journals, and a laboratory collection of 800 volumes. Library students also have easy access to the university library system which has

54

Present Asian P r o g r a m s

some 40 branches and 800, 000 volumes. Tuition and fees for library, laboratory, and other incidentals cost NT $880 (US $22) a semester). PLAN O F NTU GRADUATE LIBRARY INSTITUTE To p r e pare students for professional positions in all types of l i b r a r ies of Taiwan and Asia, for academic librarians in special fields, for potential library science teachers in all levels, and for leaders in library field, a plan to establish a graduate library institute at NTU is under way. It will be twoyears program leading to M. A. degree and its students will enjoy tuition-free plus monthly stipend (NT $600; US $15) as other Chinese graduate institutes. Entering students should have a broad general education, at least one subject major, a reading knowledge of a modern foreign language besides English, and a bachelor's degree. Some introductory and basic library courses, such as Chinese and western reference sources, Acquisition and Book selection, or Cataloging and Classification (both Chinese and western), will be prerequisites to the program and may be taken at the undergraduate department. Research Methods in Librarianship, Literature of the Humanities, Literature of the Social Sciences, Literature of the Natural Sciences, Advanced Chinese Bibliography, Advanced Reference, Advanced Cataloging and Classification, Lib r a r y in the Society, Library problems and trends, Mass media of Communications, Information Retrieval and Documentation, etc., may be offered as required or elective courses. Thirty s e m e s t e r credits including 6 credits of a thesis on lib r a r y services, administrative problems, history of libraries, history of books and printing, bibliographies, reading, information retrieval, or other library research problems will be required for degree. It is hoped arrangements shall be made to open the Institute in the fall of 1967. The program may be started with a small number of students (probably 10-15), but determination a s to whether or not the program ought to be developed should be based upon the needs of the community. TAIWAN NORMAL UNIVERSITY The Taiwan Normal University, Taipei, is a provincial institution for education of competent secondary school teachers primarily and its students are f r e e f r o m tuition, board, and lodging. Its Department of Social Education was established in 1955 with Prof. Sun Pan-cheng, noted scholar of social education as head, and divides into three sections: Social work, Journalism, and Lib r a r y science. Each year 40 students are allowed to enter into the department and 10-20 major in library science. The requirement for Bachelor of Education degree is 142 credits with 4 y e a r s ' residence and 1 y e a r ' s field work in assigned

Present Asian Programs

55

library. Its curriculum for library science major is as follows: I. GENERAL REQUIREMENTS, 41 credits: Dr. Sun Yat-sen's Thought Chinese English Mandarin Modern History of China Four Books Introduction to Education Introduction to Philosophy Psychology Internationa] Organization and International Relationship Physical Education H. THE DEPARTMENTAL REQUIRED COURSES, 69 credits: English (Sophomore and Junior) Adult Education Audio-visual Education Ethics Sociology Social Psychology Statistics History of Western Education History of Chinese Education Mental and Education Measurement Administration of Adult Education Comparative Study on Adult Education Teaching Methods of Adult Education Principles of Teaching Social Survey Public Relations

4 8 8 0 6 0 4 3 6 2 0

12 4 4 3 4 4 4 4 4 4 4 4 4 4 4 2

IH. REQUIRED COURSES FOR THE LIBRARY SCIENCE SECTION, 46 credits: Introduction to Librarianship Chinese Reference Materials Western Reference Materials Classification and Cataloging for Chinese Books Classification and Cataloging for Western Books Chinese Bibliography Selection and Acquisition of Library Materials School Library, or Public Library, or College and University Libraries

4 3 3 6 6 4 2 2

56

Present Asian P r o g r a m s Non-book Materials Management of Chinese Archives Museum Organization and Administration Field Work

2 6 2 6

IV. ELECTIVES, OPTIONAL: Some credits in other subject fields and a second foreign language a r e desirable. Of the present 41 students (9 male, 32 female; 18 f r e s h man, 8 sophomore, 6 junior, 9 senior) of l i b r a r y science major, 7 are overseas Chinese f r o m Hong Kong (3), Malaysia (2), and Indonesia (2). Besides, 19 (4 male, 15 female) are in the fifth year and are taking field work now. Up to the present 103 students have graduated from the Library Section, and among them 29 a r e overseas Chinese f r o m Hong Kong (11), the Philippines (2), Malaysia (11), Indonesia (4), and Viet-Nam (1). The data on the graduates are shown below (figures of overseas Chinese are in parentheses). Item Total Male Female

1959 1960 1961 1962 1963 1964 1965 Total 16(6) 11(2) 14(7) 10(3) 16(5) 16(2) 20(4) 103(29) 5(4) 6 3 5 5(1) 5(2) 1 30(7) 11(6) 6(1) 9(5) 9(3) 11(1) 10(2) 17(4) 73(22)

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Faculty members include Cheng-ku Wang, B. A., M..A. (Peabody), Associate professor and the University Librarian, and three local librarians as part-time faculty. The University Library (176,000 volumes) with an open-shelved Education Library (5, 000 volumes) serves as library students' laboratory. The Graduate Institute of Chinese Literature, TNU, had six students majoring in Chinese bibliography in 1957-i960. M. A. degrees were conferred after their three y e a r s ' residence. It was a short-lived program related to library education. WORLD COLLEGE OF JOURNALISM The World College of Journalism, a private junior college located at Mu-cha, suburb of Taipei, started a non-degree library vocational education

Present Asian P r o g r a m s

57

program in 1964 and an evening extension library training program in 1965. Both programs train for service as a s s i s t ants or " j u n i o r " members in libraries. A limited number of library courses, such as Introduction to Librarianship (4 credits), Reference Materials (4), C l a s s i f i cation and Cataloging (both western and Chinese, altogether 8), Book Acquisition (2), Non-book Materials (2), Library O r ganization (4), Archives Management (4), Library Field Work (2) with many courses in general field and in field of journalism are offered. Senior middle school graduates should take 120 s e m e s t e r credits with 3 y e a r s ' residence while junior middle school graduates take 200 credits in 5 years. Fees for each semester are NT $2, 000 (US $50). The head of the department is Chung-jen Liu of NCL who is also concurrently on the p a r t - t i m e faculty of NTU. The present enrollment is 113 (male 94, female 19), of which 55 are in its 1st year class and 58 in its 2nd year class. Some 40 students a r e attending the evening extension class. RECRUITMENTS O F LIBRARY STUDENTS Applicants for undergraduate studies in colleges and universities must be graduates of a senior middle school or its equivalent. Annual joint entrance examination for all the universities and colleges in Taiwan are held in Taipei, Taichung, Tainan, and Hualien simultaneously in summer. Out of some 40,000 entrants 12, 000 or so are chosen. The examinations were conducted in three groups in the past: Group A. Science, Engineering, and Medicine; Group B. Liberal Arts and Social s c i ences; and Group C. Agriculture, Nursing, and Home economics. But the examination of 1966 will be conducted in four groups: Group A. Science and Engineering; Group B. Liberal Arts; Group C. Agriculture, Nursing, and Medicine; and Group D. Social sciences. Library science belongs to Group B as in the past. Students take six courses' examination with 600 points as full marks. Library science a t t r a c t s students very much, and the passing points of successful applicants of library science major both in NTU and TNU were among the highest in Group B. In order to afford some idea of this record, passing points of the highest departments among Group B in the last y e a r ' s examinations are shown as follows: NTU Business 431, NTU Foreign language and L i t e r ature 424, NTU Library Science 420, TNU Foreign language 420, NTU Economics 417, NTU History 410, NTU Law 409, NTU Sociology 409, NTU Politics 408, NTU Chinese Literature 405, NTU Philosophy 404, NTU Archaeology and anthropology 403, TNU Education 407, TNU Social Education 403, TNU History 399 Successful applicants for WCJ Library Science Dept.

58

Present Asian P r o g r a m s

got 400 - 326. Age of freshmen ranges 18 - 22 in most cases. Special privileges a r e accorded retired servicemen, students f r o m border provinces (Mongolia & Tibet), and overseas Chinese. INTRODUCTORY LIBRARY COURSES OFFERED In addition to the formal p r o g r a m s noted above, there are five universities which offer introductory and orientation courses in librarianship. Most of these courses aim to give students b a s ic knowledge of use of books, an overview of the library objectives and procedures, orientation in the profession, and a glimpse of r e s e a r c h methods. At three schools the courses are given by the university librarian. Name of Institution

Course title

Credits

Instructor's name

National Chengchi Univ. Mucha, Taipei

Library science Non-book material

Lai-lung Chao, M. A. (Peabody)

Tunghai Univ., Taichung

Introduction to Lib r a r y science Reference work

H a r r i s B.H. Shen,* M. A. in L. S. (Denver), Ed. D. (Denver)

Soochow Univ. Law College, Shih-lin

Library science

John W. Chiang, * B.A. (Boone)

Cheng-kung Univ., Tainan

Library science

Ch'uan-li Chou,* B.A. (Soochow Univ.)

Tamkang College of Arts and Science, Tamsui

Library science

Yu-shen Hou, B.A. (Tamkang Col.)

(Note) * indicates the university librarian.

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Present Asian P r o g r a m s

From 1957 to 1961 the workshops were sponsored by the Ministry of Education, administered by LAC, and financed by the International Cooperation Administration (ICA, now the Agency for International Development - AID), the funds of NT $500, 000 (US $12, 500) covering payment of all workshop expenses including tuition, travel, lodging, administration, supplies, and others. In 1964 and 1965 the workshops were p a r tially supported by the Asia Foundation and each participant paid NT $400 (US $10) as fees. Its curriculum includes: Introduction to Librarianship, Classification and Cataloging, Reference Sources, Non-book Materials, Special Issues in Librarianship, Discussion and debates on various library problems, Field work, Visits and observations of libraries, etc. Several chief librarians, many departmental heads, and more assistants or clerks representing all types of libraries f r o m all parts of Taiwan, Kinmen, Penghu, and even f r o m Hong Kong, took part in the workshop. The participants' educational backgrounds varied considerably f r o m secondary school up to graduate level, and about one half lack university training. However, as a result of workshop activities the participants have been grounded in fundamental principles and p r o c e s s e s common to all types of libraries and all phases of library service and have been able to cooperate with each other. STUDYING LIBRARY SCIENCE ABROAD A large number of Chinese students have studied or are studying at American library schools. According to the survey conducted by the Committee on American Library Resources on the Far East of the Association for Asian Studies at the end of June, 1964, a total of 419 Chinese students were graduated f r o m 44 library schools (including non-accredited) during the 15 years since 1949 and 153 are expected graduates in 1964-66. The data also show that 108 Japanese and 42 Korean students were graduated in 1949-64 and 16 Japanese and 19 Korean students are expected graduates in 1964-66. (See " P r e s e n t Status and Personnel needs of F a r Eastern Collections in A m e r i c a " by T. H. Tsien. Sept. 1, 1964. Multigraphed report. Table 5.) Most of these Chinese library science graduates have been employed in American l i b r a r i e s and only a few have returned home. In 1956-60 the International Cooperation Administration (ICA - now AID) sponsored a program to train practicing Chinese librarians and achieved a remarkable success. Of five who participated this program, three completed M. A. studies at Peabody and all returned home. Yung-hsiang Lai, Head, NTU Dept. of Library Science, Cheng-ku Wang, Associate

Present Asian P r o g r a m s

61

Prof, and University Librarian, TNU, Lai-lung Chao, Prof, and Director of Social Science Material Center, National Chengchi Univ., and Chien-chang Lan, Librarian of the History and Philology Institute, Academia Sinica, were its participants and are playing important roles in library education and library profession in Taiwan. Dr. William A. FitzGerald, former Director of Peabody Library School and Library Consultant, Mutual Security Mission to China, ICA, 1956-58, has done much towards the plan and operation of this training program. SURVEY OF TRAINED LIBRARY WORKERS According to the recent survey conducted by the writer and LAC membership records, the total number of present library workers is estimated at 1, 200 or more, of whom only 13 have received graduate professional training, 73 have followed an undergraduate library science major program, and 266 took part in workshops.

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