College and Research Libraries 416 I College & Research Libraries • November 1970 This is accomplished by the use of a flow- decision chart which asks some very specific questions; for example, if the answer to the question "Searches for single or a few good documents?" is "yes," the researcher is ad- vised to consider the index with the least input cost; i.e., a minimum index. Like- wise, a dozen other questions are asked and the appropriate indexes are suggested. A final visionary chapter deals with an on-line system which can potentially allow many individuals to access other research- ers' personal collections if problems of pri- vacy and the necessary economic support for research can be overcome. The book is designed for a layman in in- formation science and is a good sell-con- tained introduction to indexing; however, for a person interested in more depth, bib- liographies are provided. The book, in spite of its title, should have real usefulness to any person who wishes to index a small special collection, such as local history or personnel files. Finally, because of the wide-ranging view of indexing systems, it should prove to be a useful survey text for students of indexing.-Charles M. Cona- way, Rutgers University. Education for Librarianship: Report of the Working Party. NEW ZEALAND. The Working Party on Education for Li- brarianship. Wellington, 1969. 70p. $NZ 1. On May 30, 1969, the New Zealand Gov- ernment, with some gentle nudging from the New Zealand Library Association, set up a five-man working party to report to the Minister for Education "on the present facilities employed in education for librari- anship and on any changes deemed neces- sary for fully effective provision for the li- brary needs of New Zealand having regard for available resources and the cost of al- ternative measures .... " Two of the five were librarians, W. J. McEldowney of the University of Otago and T. B. O'Neill of the National Library; D. C. Mcintosh, Dep- uty National Librarian, served as secretary. After twenty formal meetings, visits to li- braries and the New Zealand Library School, and consultations with many bodies and individuals, including Lester Asheim of ALA who was visiting the country, the working party delivered its report on Sep- tember 30. The past history of education for librari- anship in New Zealand is well covered by McEldowney in Library Trends (October 1963). The present survey finds four ma- jor deficiencies existing-no facilities for advanced study and research, no catering for school librarianship, no provision for continuing education, and no review board to monitor existing courses and advise on new ones needed. The Library School in Wellington is considered inadequate to remedy this situation. This is not a reflec- tion on the caliber of the School, rather it is recognition that its present administra- tion as a division of the National Library is no longer appropriate. For the future, the working party recom- mends the creation of a New Zealand Col- lege of Librarianship as an autonomous body linked closely with the Victoria Uni- versity of Wellington. This might lead to an M.L.S. degree awarded by the Universi- ty to graduate students. The report is less clear on its proposals for nongraduate stu- dents and school librarians, although it feels both groups should receive their education at this new College. This amount of cen- tralization is probably desirable in a small country (population 2~~ million) but this very issue of size raises the question of whether there is real justification for creat- ing a separate structure of administration in an independent institution. The working party seems to have been very much influenced by the success of the College of Librarianship Wales at Aberyst- wyth. But is this large-scale operation real- ly transferable on a smaller scale to Wel- lington? And can quality full-time staff to- taling "10 or 11" be found to operate the proposed programs at all levels of teaching and research? No disparagement of the quality of the domestic librarians is implied, but it is to be hoped that the "10 or 11'' can receive overseas experience to broaden the necessarily limited New Zealand profession- al background. Both of the present senior lecturers have taught in the U.S. (at Pitts- burgh) which is an encouraging sign of the recognition of this need. Summing up, this is a stolid, workman- like presentation, lacking any innovative ap- proaches to library education, but with some definite implications for a changed fu- ture which are worthy of consideration by the government's Library Advisory Council which the report proposes should be estab- lished.-Norman Horrocks, University of Pittsburgh. The Undergraduate Library. By Irene A. Braden. Chicago: A.L.A., 1970. 158p. (ACRL Monograph no. 31). $7.50. The appearance of Miss Braden's book, the first full-length study of its subject, will be greeted with delight by a large number of academic librarians. By now, over 40 large U.S. and Canadian universities have separately housed undergraduate libraries in actual operation, under construction or in some stage of planning. Still other li- braries-teetering on the brink of present- ing their campus administrations with temptingly convenient undergraduate li- brary packages of their own-are closely following developments of this recent trend. In some quarters, doubts about the univer- sal efficacy of this panacea at today's multi- versity are beginning to surface. Obviously a time for stocktaking is at hand: this year, undergraduate libraries were the top- ic of a major meeting at ALA in Detroit and even a separate summer institute in San Diego. While the need for this work clearly exists, its execution hardly rises to the level of excellence its timely subject matter warrants. Accepted in 1967 as her doctoral disser- tation at the University of Michigan, The Undergraduate L~brary contains an intro- ductory statement of the problem, followed by six essays devoted to the undergraduate libraries at Harvard (opened in 1949), Michigan (1958), South Carolina (1959), Indiana (1961), Cornell (1962) and Tex- as ( 1963) . In uniform format for each are given the 'historical and financial back- ground, the description of the building and its furnishings, the development and char- acter of the collection (the general collec- tion, reference, reserve), the services (ref- erence, circulation, reserve, special and Recent Publications I 417 technical services) , and the staffing and li- brary use. A concluding chapter brings to- gether the data and makes comparisons and evaluations. Her findings: The undergraduate library has provided a more efficient and satisfactory service to the under- graduate-and has at the same time improved the service of the central library to graduate students and faculty by relieving the central collection of undergraduate service. This method of providing expanded and improved library service has blazed a new path on the frontier of library service-one which many more li- braries will eventually follow. ( p. 150) The wealth of useful narrative detail, es- pecially the historical antecedents, will in- trigue those (like myself) engaged in pre- paratory work on a forthcoming undergrad- uate library. The book is well illustrated and the figures are helpful. Its peculiar topical arrangement, however, can be tedi- ous and leads to unnecessary repetition: in- formation on course reserves, for example, crops up under collections, services, library use and so on. Rich though the book may be in the ac- cumulation of certain categories of fact, these are incompletely assimilated-seem- ingly frozen in the semidigested state es- tablished by her original questionnaire/in- teryiew approach. Much is lost by her sin- gle-minded focus on the undergraduate li- brary building and its contents. I feel that insufficient attention is paid to the unique academic and physical context within which each of the six facilities is located. I submit that the nature of the curriculum and prevailing patterns of instructional technique are crucial. Similarly significant is the overall configuration and the domi- nant mission of total campus library service. To speak of Cornell's Uris Library with vir- tually no mention of its great Mann Library is to neglect a salient dimension. The role of residence hall libraries is ignored; yet, trivial as these are at one campus, they are vital at another. Little mention is made of enrollments until the concluding chapter. Yet are we not comparing an institution that ostensibly serves Harvard's few and Michigan's many? Miss Braden bases her data and conclu- sions on site visits and on interviews con- ducted only with undergraduate librarians