College and Research Libraries among the several problems cited. Ways of coping with these obstacles, such as partici- pation of the disadvantaged in program planning and increasing the tax base through the establishment of regional sys- tems, are realistic, if predictable. Librarians are more aware of the need for continuing evaluation of programs and services. It is to the author's credit that this function is discussed and the need for it stressed. If evaluative techniques had been employed consistently as the public library evolved, the current crisis in meeting the needs of a changing clientele might have been averted. The trend toward diversified services ad- dressed to the particular needs of a group has its critics. As libraries take on activities such as sex and hygiene classes and con- sumer education groups, a reasonable ques- tion can be raised as to whether nonbook oriented activities are within the domain of library functions. These new activities, as illustrated in many of the program ex- amples, demand an expertise beyond the training of the librarian. The author deals with this question at some length, suggest- ing the need for cooperation between li- braries and other agencies and the use of personnel from other professions. Some dis- cussion of the possibility of integrating cer- tain library services into agencies such as settlement houses would have been pro- vocative. This reviewer detected some unsupport- ed and somewhat biased statements ("The flight of industry and white, middle-class families to the suburbs has also robbed the inner cities of leadership." p. 76). It is probably a subjective judgment as to whether these statements mar the effective- ness of the book; the reviewer simply found them annoying. Library Service to the Disadvantaged should be of value as a source book for public librarians. The extensive references to ongoing or experimental programs and the suggested approaches for implementing new programs are particularly useful fea- tures. Academic librarians, who in many in- stances are becoming increasingly sensitive to the needs of disadvantaged students among their clientele, will find some of the guidelines relevant to their planning.- Saundra Rice Murray, Howard University. Recent Publications I 415 Langmead, Stephen, and Beckman, Mar- garet. New Library Design: Guidelines to Planning Academic Library Build- ings. Toronto: John Wiley & Sons, 1971. $12.25. It is always interesting to look at the so- lutions of a building program through someone else's eyes. In this case the build- ing program belongs to the University of Guelph library. Mr. Langmead, the project architect, and Ms. Beckman, Deputy Li- brarian, have done an excellent job of de- scribing their philosophies and approaches to library building planning and develop- ment. It is their thesis that successful li- brary buildings must be functionally and aesthetically satisfying. The question one must raise is, "To what extent did the authors satisfy this ambitious undertaking?" Let us take a close look at the two parts of this book. The first sixty-nine pages are dedicated to the task of identifying such complex problems of new library building develop- ment as site selection, selection of planning team, functional considerations for library operations, architectural considerations, fur- niture selection and layout, moving, and op- erating the new library. The second half of the book includes approximately forty pages of the University of Guelph Library Building Program and its floor plans. Mter reading his work, the reviewer was left with the strong suspicion that the build- ing program for Guelph was written before the guidelines for planning were developed in the first part of the book. The guidelines suggested reflect much of the local scene at Guelph which may or may not have any bearing for other campuses. One can only surmise that the authors' technique is justi- fied by assuming that what is good for Guelph must be good for others as well. A good example of this takes place in Chap- ter 3, where the role of the planning team is covered: the discussion reflects strictly local attitudes and circumstances. Very few, if any, of the many items dis- cussed in this book are explored in any depth. Major considerations are treated briefly and in almost abstract style, offering little help and few solutions to problems. The issues of centralized vs. decentralized 416 I College & Research Libraries • September 1972 library, of a separate undergraduate facility and of open vs. closed stacks are discharged in less than two pages. The complete omission of the following important considerations should also be noted: ( 1 ) There is no discussion on the de- sirability of certain types of floor · coverings. There is no relief to such questions as where in the building should one use car- peting or tile floor covering. What quality of carpeting should one look for? Does car- peting hold up on stairways? (2) A number of libraries have been built during the past twenty years with automatic smoke detection systems to pre- vent small fires from becoming major disas- ters. Smoke detection systems can . be in- stalled to show the exact location of trouble. Not one word on this important safety de- vice. ( 3) The security problem in a library building can be improved by connecting alarm-activated fire exits to a central panel, thus alerting staff when a door is opened without authorization and the location of the opened door. Apparently this type of detail was not considered by the authors. ( 4) The authors fail to discuss in any depth the vertical transportation problem of students and faculty. Remaining unan- swered are such questions as how many elevators are needed per thousand students in various high buildings? When does one consider an escalator instead of an elevator? ( 5) It is common knowledge that li- braries have some doors even when com- pletely flexible modular, open-access build- ings are designed. A few strategically locat- ed doors that are a few inches too low and narrow have defeated the easy, free-access concept in many libraries. Questions on these problems. are seldom raised before construction, and the subject is not brought out by the authors either. ( 6) The work gives no advice on the de- sirability of a public address system in a large building. Should a public building of a certain size have such a system to an- nounce dosing hours? To help evacuate the building if an emergency develops? To pro- vide the flexibility of piping programmed music in limited and select areas? (7) The importance of the shipping-re- ceiving area cannot be overemphasized in library buildings. Many building consul- tants claim that if the shipping-receiving room is undersized or poorly designed, the rest of the building will have undesirable features. The New Library Design does not discuss the receiving area at all. The lack of appreciation for a functional receiving area is reflected in the Guelph Library Basement Floor Plan, which shows a mar- ginal receiving area ( p. 86) . ( 8) Anybody who has planned a univer- sity library of some size will agree that fac- ulty studies can be a touchy issue. Most li- braries plan either too few or too many. Much help is needed to establish local needs. If you were looking for an answer relating to faculty studies, such as number needed, size, and location in the building, here is the quote of the entire section deal- ing with the subject matter: Small private studies, available for library related research by faculty members are found in both college and university li- braries. The numbers which will be neces- sary will vary depending on the size and character of the institution and other fa- cilities provided on campus. Other topics are treated with equal depth and breadth. How useful is such a state- ment to prospective library planners and architects? This work can not serve as a checklist of new buildings when one con- siders the omissions. It is equally difficult to consider this book as a guide to library planning, since it offers little or no guidance at all. Considering the positive points, the re- viewer recommends reading the work if you are interested in "how we did it at Guelph." In fact, if you buy the book, don't miss reading about the problems identified at the Guelph Library (p. 84-85). It is most edu- cational. It is entirely possible that their problem list is only two pages long because they have used their own checklist. The reviewer cannot recommend this work for the use of the practitioner who needs advice for an overall good building. At best it can serve as a companion to oth- er works that are listed in the bibliography. -Peter Spyers-Duran, Florida Atlantic University.