College and Research Libraries v e r s i t y o f C a l i f o r n i a a n d c o u l d b e c o m - p l e t e d , p r e f e r a b l y a t a M i d w e s t e r n o r E a s t e r n l o c a t i o n , a t a n e s t i m a t e d c o s t o f f i f t e e n t h o u s a n d d o l l a r s . Other Organizations and Publications T h e d e c a d e h a s w i t n e s s e d t h e e s t a b l i s h - m e n t o f o t h e r o r g a n i z a t i o n s d e v o t e d p r i - m a r i l y t o t h e d e v e l o p m e n t o f r e s o u r c e s f o r r e s e a r c h a n d t h e f a c i l i t a t i o n o f t h e i r u s e . T h e s e i n c l u d e t h e N a t i o n a l A r c h i v e s , t h e A m e r i c a n A s s o c i a t i o n o f A r c h i v i s t s , t h e A s s o c i a t i o n o f C o l l e g e a n d R e f e r e n c e L i b r a r i e s , t h e C o u n c i l o f N a t i o n a l L i b r a r y A s s o c i a t i o n s , t h e C a n a d i a n L i b r a r y C o u n - c i l , t h e H i s t o r i c a l R e c o r d s S u r v e y , t h e S u r v e y o f F e d e r a l A r c h i v e s , a n d t h e C o m - m i t t e e o n t h e C o n s e r v a t i o n o f C u l t u r a l R e s o u r c e s o f t h e N a t i o n a l R e s o u r c e s P l a n n i n g B o a r d . T h e s e o r g a n i z a t i o n s h a v e b e e n a c c o m p a n i e d b y t h e p u b l i c a t i o n of the American Archivist, the Journal of Documentary Reproduction, College and Research Libraries, a n d t h e l o n g l i s t o f p u b l i c a t i o n s i s s u e d i n t h e A m e r i c a n I m - p r i n t S e r i e s , t h e H i s t o r i c a l R e c o r d s S u r - v e y , a n d t h e S u r v e y o f F e d e r a l A r c h i v e s . T h e L i b r a r y o f C o n g r e s s h a s l i k e w i s e e m p h a s i z e d t h e i m p o r t a n c e o f b u i l d i n g u p r e s e a r c h m a t e r i a l s t h r o u g h t h e a p p o i n t - m e n t o f f e l l o w s i n 1 9 4 0 a n d o f c o u n c i l - m e n i n 1 9 4 2 . I t h a s a l s o b e g u n t h e p u b l i c a t i o n o f t h e Quarterly Journal of Current Acquisitions, t h e f u n c t i o n o f w h i c h i s t h e d e s c r i p t i o n o f i m p o r t a n t a d - d i t i o n s t o i t s c o l l e c t i o n s . T h e e q u i p m e n t o f e x t e n s i v e l a b o r a t o r i e s f o r t h e p h o t o g r a p h i c r e p r o d u c t i o n o f m a - t e r i a l s , p a r t i c u l a r l y a t A n n A r b o r , C a m - b r i d g e , C h i c a g o , N e w H a v e n , N e w Y o r k , a n d W a s h i n g t o n , h a s p l a y e d a s i m i l a r r o l e a n d h a s p a r a l l e l e d t h e p u b l i c a t i o n o f u n i o n l i s t s o f n e w s p a p e r s , m a n u s c r i p t s , f o r e i g n d o c u m e n t s , a n d s e r i a l s w h i c h i n t h e c o u r s e o f t h e y e a r s h a v e c o n t r i b u t e d s o g r e a t l y t o t h e a d v a n c e m e n t o f t h e w o r k o f s c h o l - a r s . I t i s i n t h i s g r o w i n g l i s t o f i n d i s p e n s a b l e b i b l i o g r a p h i c a l a i d s a n d f a c i l i t i e s f o r r e - s e a r c h t h a t Resources of Pacific North- west Libraries w i l l t a k e a n h o n o r e d p l a c e . —Louis R. Wilson, School of Library Science, University of North Carolina, Chapel Hill. Higher Education for Negroes, w i t h Special Reference to Library Service The National Survey of the Higher Education of Negroes1 f u l f i l l s a n e e d i n t h e l i t e r a t u r e c o n c e r n e d w i t h e d u c a t i o n a n d l i b r a r y s e r v i c e . I t c o n s i s t s o f f o u r v o l u m e s w h i c h r e p o r t s u c c e s s i v e l y ( 1 ) a n a n a l y s i s o f t h e s o c i a l a n d e c o n o m i c f a c t o r s a s t h e y r e l a t e t o t h e e d u c a t i o n a l n e e d s a n d p r o b l e m s i n c i d e n t t o t h e N e g r o ' s m i - n o r i t y s t a t u s , ( 2 ) t h e e x t e n t o f e d u c a - 1A National Survey of the Higher Education of Negroes. W a s h i n g t o n , U . S . G o v e r n m e n t P r i n t i n g O f f i c e , 1 9 4 2 - 4 3 . 4 v o l s . t i o n a l f a c i l i t i e s a v a i l a b l e a s t h e r e s u l t o f g e n e r a l s t u d i e s o f c o l l e g e s - f o r N e g r o e s , ( 3 ) a n e v a l u a t i o n o f t h e q u a l i t y o f N e g r o h i g h e r e d u c a t i o n o n t h e b a s i s o f a n i n - t e n s i v e s t u d y o f t w e n t y - f i v e s e l e c t e d c o l - l e g e s , a n d ( 4 ) a s u m m a r y w h i c h i n c l u d e s i m p l i c a t i o n s f o r w a r a n d p o s t w a r a d j u s t - m e n t s a n d r e c o m m e n d a t i o n s . I f r e a d a l o n g w i t h t h e f i n a l r e p o r t o f t h e m o s t c o m p r e h e n s i v e s t u d y o f t h e N e g r o i n A m e r i c a p u b l i s h e d u n d e r t h e t i t l e An v 266 COLLEGE AND RESEARCH LIBRARIES American Dilemma,2 the survey furnishes an unexcelled overview of the problems faced by the N e g r o in developing a system of higher education to improve his status, overcome some of his handicaps, and be- come integrated more fully into American life. Higher Education for Negroes Inadequate T h e general approach of the survey is sound and the stress upon the socio-eco- nomic factors which condition the facilities f o r the education of Negroes seems wise. W i t h a f e w exceptions the higher insti- tutions designed especially for Negroes are located in the South, and more Northern Negroes go South for college study than Southern Negroes go N o r t h . Hence, most of the education of Negroes is received in that section of the country where edu- cational opportunity is more generally re- stricted and economic handicaps are borne most heavily. N e g r o college students are, therefore, suffering not only because of their minority status as defined by a color caste but also because of their geographical location. T h e reaches of this situation extend far beyond the N e g r o and the South, for great migration of white and colored peo- ple means that such education as they acquire goes with them and the repercus- sions are felt throughout the entire na- tion. W i t h all the progress that N e g r o education has made since Reconstruction and especially since the survey of N e g r o education just prior to W o r l d W a r I, facilities are judged very inadequate in all the states where separate schools are maintained. T h e r e has been a multiplicity of effort in many places and complete absence of a beginning in others. T h e r e 2 M y r d a l , G u n n a r . An American Dilemma. N e w Y o r k C i t y , H a r p e r , 1944. 2 vols. has been a lack of vision coupled with the lack of funds. W h e r e there are such vast needs to be met it is unfortunate that competition and waste are both wide- spread and obvious. In faculty compe- tence, organization and conditions of service, curriculum and instruction, stu- dent personnel, administration, financial support, these institutions are judged poor by the standards of the N o r t h Central Association of Colleges and Secondary Schools. Pronounced individual differ- ences, however, were found among the in- stitutions. In fact a f e w institutions had outstanding facilities and ranked consist- ently high on the items evaluated. Enough evidence was obtained to warrant the as- sertion that with money and direction some adequate educational facilities could be developed. Library Service Restricted It is not hard to imagine the kind of libraries which are servicing the colleges and communities characterized. Investi- gations show that cultural and reading restrictions are concomitants of a l o w eco- nomic level. W h e r e there is a l o w stand- ard of living there will be f e w books, magazines, public libraries, bookstores, and publishing houses. T h e Southern region is an excellent demonstration that eco- nomic ability is a significant factor in library development, and N e g r o colleges add further evidence to this generaliza- tion. M o s t N e g r o college students come f r o m homes of such restricted incomes that the chances of having books and magazines in their homes are limited. T h e privilege of having access to public libraries is almost nonexistent, while the facilities in elementary, secondary, and collegiate libraries are likely to be exceed- ingly meager. T h e fact that these stu- JUNE, 1944 24 7 dents make l o w scores on tests of general culture, reading comprehension, and gen- eral knowledge of the N e g r o should be no surprise. T h e N e g r o college library has inadequate facilities for helping them to overcome their handicaps and for assist- ing the institutions in developing first- class instruction and research. " B o o k collections of fifteen thousand volumes, book budgets of four thousand dollars, sal- ary budgets of three thousand dollars, staffs of t w o or three workers, and one- room libraries do not provide the service needed by colleges and universities." T h e features in which these libraries are strong- est seem to be the collection of basic ref- erence books, the holdings of N e g r o books, periodicals, and newspapers, and the pres- ence of professionally trained librarians, even though staffs are small. New Directions Ahead In the light of the survey, there are several directions in which the N e g r o college libraries will need to move. In the first place, administrators will need to as- sociate money with libraries. In most instances finances have not been planned and appropriations have been spasmodic. M o s t of the buildings and book collections have been obtained through grants of the philanthropic boards. Since their incomes are being reduced and the scope of their projects narrowed, other and more regular sources must be canvassed. Federal sub- sidy seems to be the answer. T h e Ameri- can Library Association, which has given support to current proposals for federal aid, can strengthen its support and see that legislation prevents racial discrimina- tion. Associated with the need of money, which is the crucial problem, is the need for consultation and guidance services. A strong influence in the relatively good showing of the surveyed libraries in gen- eral reference books and professionally trained librarians already mentioned was the Hampton Library School. T h r o u g h annual field trips, the director diligently and persistently worked with adminis- trators of colleges as well as library school students and graduates, counseled on poli- cies regarding libraries and librarians, and assisted in the selection of books. She took advantage of the college president's desire for accreditment to espouse the im- portance of library improvement. W i t h changed conditions there is a need for new studies, forceful stimuli, and fresh assistance. In this area the Atlanta U n i - versity School of Library Service finds an opportunity for expanded service. Its executive has already counseled and as- sisted a state institution in Alabama in a library program, and many projects are in process. Such services will be neces- sary if money is to be obtained from state and federal sources and then wisely spent. A third direction toward which w e should be looking is that of securing N e - gro librarians of higher calibre. T h e sur- vey stressed the need for developing community programs through which the college may influence and lift the persons residing near its campus. T h e N e g r o college library may perform a unique function here. It may have to serve the general public as well as the college clien- tele. T o serve an expanded college and community program a librarian of high mentality and good reading background, and possessing qualities of imagination and leadership, must be available. N e w de- velopments in the locating of important collections of books, periodicals, pam- phlets, and manuscripts; in the sponsoring of forums and discussions; and in con- v 268 COLLEGE AND RESEARCH LIBRARIES tributing bibliographies and reference aid, point to the need for improved personnel to serve persons of all races. Possibilities and Conditions of Improvement The National Survey of Higher Educa- tion for Negroes is a valuable document; however, there is a lack of consistency in treatment that produces the effect of an incomplete story or a sketchy drawing where desirable details are omitted. T h e published report, probably the most practical one that could be writ- ten at this time, bears testimony to the need for objective, evaluative techniques for education in general and library serv- ice in particular. M o r e details would not alter the general picture, showing lack of availability of library services to N e - groes. Nevertheless it would have been helpful to have included a more extended investigation of library situations in the third volume devoted to intensive studies. T h e writer of the chapter on library serv- ice in the second volume was conscious of the limitations of his section. It might have been a better contribution to under- standing to have made comparisons of the approved N e g r o colleges with the stand-, ards of the N o r t h Central Association. Also, an intensive study could possibly have permitted a brief discussion of the library programs of a f e w advanced col- leges, as a basis for showing the possibili- ties that lie ahead. T h e summary volume is a most helpful one, and the chapters that give the impli- cations of war and postwar adjustments and the recommendations are significant contributions to educational policy making and long-range planning. T h e organiza- tion of the recommendations into three major sections according to the groups of people w h o could do something about them is timely. T h e library must f o l l o w the direction in which the college leads. It cannot go beyond the limitations of finances pro- vided, the administrator's policy, and the clientele's ability to profit by the facilities. It is greatly influenced by numerous groups of white people w h o exert influ- ence through finances, community atti- tudes, or official position. T h e report has suggested that the Southern state uni- versities may decide to admit Negroes or may develop regional institutions for them. If either of these alternatives is adopted, most libraries will develop collections for undergraduate use and, under the regional plan, a f e w institutions may attempt to become real universities. If each state attempts to do graduate w o r k in separate institutions, the libraries will be put in the position of competing and will prob- ably not have sufficient funds for the tasks set for them. Whatever the decision made, the col- lege must meet the needs of the N e g r o students w h o come to it. Serving their needs does not require the setting up of a special type of institution, a special cur- riculum, a special type of instruction, or a special technique of library service. T h e point is that education must take into ac- count the past, the present, and the antici- pated experiences common to most N e - groes, not because of any inherent racial differences, but because of the socio-eco- nomic factors governing their lives. U p o n the segregated college falls the special re- sponsibility for helping the students to develop resources with which to combat discrimination and the stigma of inferi- ority. T h e N e g r o press in particular has created a literature, principally weekly papers, for identifying, exposing, and fight- JUNE, 1944 24 7 i n g r a c i s m ; a n d t h i s r e a d i n g m a t t e r i s i n u n d e r s t a n d i n g o f t h e d u a l w o r l d i n w h i c h g r e a t d e m a n d i n t h e l i b r a r i e s . A f e w h e l i v e s . I t c a n h e l p h i m t o a c q u i r e t e c h - o f t h e c o l l e g e s a r e d e v e l o p i n g s p e c i a l c o l - n i q u e s o f a d j u s t m e n t a n d s t a b i l i t y i n a l e c t i o n s a n d a r e h e l p i n g w h i t e a n d c o l o r e d w o r l d b a s e d u p o n c a s t e d u e t o r a c e a n d p a t r o n s t o o b t a i n r e l i a b l e a n d v a l i d i n - c o l o r , w h i l e h e l i v e s a t t h e s a m e t i m e o n f o r m a t i o n o n t h e r a c e . t h e t h r e s h o l d o f c h a n g e , r e a d y t o c r o s s N e g r o e d u c a t i o n m u s t b e m a d e r e a l i s t i c , i n t o n e w o p p o r t u n i t i e s f o r f r e e d o m a n d T h e l i b r a r y s t a n d s i n a n e x c e l l e n t p o s i - e q u a l i t y . — W a l t e r G. Daniel, Howard t i o n t o a s s i s t t h e s t u d e n t i n o b t a i n i n g a n University Library, W ashington, D.C. Hispanic Source Materials and Research Organisations Handbook of Hispanic Source Materials and Research Organizations in the United States. E d i t e d b y R o n a l d H i l - t o n . W i t h a f o r e w o r d b y H e r b e r t J . P r i e s t l e y . P r e p a r e d u n d e r t h e a u s p i c e s o f t h e B a n c r o f t L i b r a r y . T o r o n t o , U n i - v e r s i t y o f T o r o n t o P r e s s , 1 9 4 2 . 1 1., x i v , 4 4 1 p . L i t h o g r a p h e d f r o m t y p e - s c r i p t . T H I S V O L U M E r e c o r d s t h e r e s u l t s o f a t o u r o f t h e U n i t e d S t a t e s b y P r o f e s s o r H i l t o n o n a C o m m o n w e a l t h F u n d f e l l o w - s h i p i n 1 9 3 8 a n d i s n e c e s s a r i l y t o b e u s e d w i t h t h a t d a t e i n m i n d . I t i s a s u m m a r y o f m a t e r i a l s r e l a t i n g t o t h e c u l t u r e a n d a c h i e v e m e n t s o f t h e H i s p a n i c p e o p l e s a t h o m e a n d a b r o a d , i n t h e o l d w o r l d a n d t h e n e w , a s f o u n d i n l i b r a r i e s , m u s e u m s , p r i v a t e c o l l e c t i o n s i n t h e U n i t e d S t a t e s . I n s t r u c t i v e , s t i m u l a t i n g , c h a s t e n i n g , c h a l l e n g i n g , i t s e r v e s a s a f r i e n d l y a n d e x p e r i e n c e d g u i d e , s o u n d i n g a b u g l e c a l l f o r t h o u g h t a s t o f i t t i n g u s e o f t h e m a t e r i a l h e r e r e c o r d e d . I t b r i n g s t o m i n d t h o u g h t s o f t h e h o m e - l a n d a n d o f t h e e a r l y c a v e d w e l l e r s w i t h t h e i r p r i m i t i v e w a l l p a i n t i n g s ; o f t h e w e s t w a r d m o v e m e n t o f v e n t u r e s o m e s p i r i t s f r o m P h o e n i c i a , ex oriente lux; o f H a n - n i b a l a n d h i s l e g i o n s , o f R o m a n c u l t u r e s p r e a d t o t h e w e s t w a r d ; o f t h e S e n e c a s , T r a j a n , o t h e r w o r t h i e s f r o m H i s p a n i a ; o f g r e a t i n v a s i o n w a v e s w e l d i n g t h o s e w i d e l y s c a t t e r e d b l o o d a n d l i n g u i s t i c s t o c k s s o f i r m l y a n d s o d i v e r g e n t l y i n a c o m b i n a t i o n a t o n c e u n i f i e d a n d fiercely i n d i v i d u a l i s t i c ; o f t h e s t r u g g l e f o r d o m i - n a n c e b e t w e e n M e c c a a n d R o m e ; o f t h e t r e m e n d o u s i n f l u e n c e o f t h e v i c t o r y o f R o m e a s s h o w n i n t h e l i f e a n d t h o u g h t , i n t h e b u i l d i n g s a n d a r t ; o f h o w t h a t n e w p r o d u c t o f t h e F a r E a s t — p a p e r — w a s f i r s t m a d e i n E u r o p e a t J a t i v a ; o f h o w s l o w w a s t h e p r o g r e s s o f p r i n t i n g a n d t h e d e v e l o p m e n t o f n a t i v e p r i n t e r s ; o f t h e s t i r i n y o u t h f u l b l o o d a s t h e s h i p s o f H e n r y t h e N a v i g a t o r d r o v e t h r o u g h u n c h a r t e d s o u t h e r n s e a s ; o f t h e s p r e a d o f t h e p e n i n s u l a s p e o p l e o v e r t h e n e w - f o u n d W e s t e r n W o r l d a n d t h e w h o l e o f O c e - a n i c a i n t h a t a m a z i n g a g e o f d i s c o v e r y ; o f h o w P h i l i p t h e S e c o n d a n d C h a r l e s t h e F i f t h r u l e d a n d g u i d e d a n d g o v e r n e d s o b r e a t h t a k i n g a p a r t o f t h e w o r l d ; o f h o w B r i t i s h a n d F r e n c h f o u g h t i n t h e p e n i n s u l a ; o f t h e c o u n t r y a s a b a t t l e - g r o u n d i n o u r o w n a n d r e c e n t g e n e r a - t i o n s ; o f h o w a c o n s t a n t s c e n e o f p a s t o r a l l i f e c o m b i n e d w i t h p o l i t i c a l a n d m i l i t a r y u p h e a v a l s t o l a y b e f o r e u s a t a l e a n d r e c o r d a l m o s t w i t h o u t p a r a l l e l t h e w i d e w o r l d o v e r ; o f h o w c o m m a n d i n g a r e i t s v 270 COLLEGE AND RESEARCH LIBRARIES