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6-1-1960
A survey of the education books and periodicals inthe Trevor Arnett LibrarySara Ruth TrolingerAtlanta University
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Recommended CitationTrolinger, Sara Ruth, "A survey of the education books and periodicals in the Trevor Arnett Library" (1960). ETD Collection for AUCRobert W. Woodruff Library. Paper 1320.
A SURVEY CF THE EDUCATION BOOKS MD PERIODICALS
IN THE TREVOR 1RNETT LIBRiRY
&. THESIS
SUBMITTED TO THE FACULTY OF ATLMTl UNIVERSITY
IN PiRTHL FULFILLMENT OF THE REQUIREMENTS FOR
THE DEGREE OF MASTER OF SCIENCE IN
LIBRARY SERVICE
BY
EMI RUTH TROLINGffi
SCHOOL OF LIBRiRY SERVICE
&TL&NTA, GEORGIA,
JUNE, I960
TABLE OF CONTENTS
LIST OF TABLES iii
Chapter
I. imODUCTIQN 1
Purpose and Scop©
Limitations
Methodology
The School of Education
II. A HlOPffiTIONAL AND RECENCY ANALYSIS OF THE
MAJOR ARIAS IN THE EDUCATION COHECTION . 1
Proportional Analysis of Books in
Education by Subject Divisions
Recency Analysis of the Books in
Education
Summary
III. QUALITATIVE MEASUREMENT 17
Evaluation by Checklists
Periodical Collection
Faculty Opinions of the Education
Collection
Summary
IV. CONCLUSIONS AND RECOMMENDATIONS 35
AHSNDIX . 37
BIBLIOGRAPHY 54
ii
LIST OF TABUS
Table
1, Books and Periodicals in the Field of
Education Compared with the Total
Library Holdings .......... • 8
2. Holdings in the Field of Education by-
Subject Divisions •••••..•...•... 11
3# Proportion of Education Books in Eight
Major Subject Divisions in the Trevor
Arnett Library • 12
4. Recency of Titles in the Education
Collection of the Trevor Arnett Library • • . • 13
5« Comparison of the Recency of Titles in
the Major Subject Areas of Education in
the Trevor Arnett Library ••••••••••• 14
6. Number of Education Titles Listed in the
Lamont Catalogue and the Number and
Percentage of Titles Held by the Trevor
Arnett Library and the College Libraries
in the Atlanta University Center .«•••••• 18
7. Number of Titles Listed in the Campbell
Bibliography and the Number and Percent
age of Titles Held by the Trevor Arnett
Library and the College Libraries in
the Atlanta University Center .......** 21
8. Number of Titles Listed in the Education
Section ef the Southern Association List
and the Number and Percentage of Titles
Held by the Trevor Arnett Library and
the College Libraries in the Atlanta
University Center ............... 22
9. Number of Titles on the Witmer List and
the Number and Percentage of Titles Held
by the Trevor Arnett Library and the
College Libraries in the Atlanta
University Center. 24
iii
10. Number of Education Titles Listed in the
IFilson List and the Number and Percentage
of Titles Held by the Trevor Arnett
Library and the College Libraries in the
Atlanta University Center 25
11, Number of Titles on the Compiled List and
the Number and Percentage of Titles Held
by the Trevor Arnett Library and the
College Libraries in the Atlanta University
Center 2?
12. Summary Table of Check List Results •••••• 31
13, Summary Table of the Major Ireas
of Education ••••*..••••••.••• 33
iv
CHAPTER I
INTRODUCTION
At the center of every modern university stands the library.
It is the heart of the educational process. Methods and trends
in education change from generation to generation, but each gene
ration relies upon what was felt, thought and discovered by past
generations. "Every new step that men make into the future must
take its beginnings from the recorded achievements of the arts
and sciences." Therefore every educational advance depends upon
the resources of the library and the degree of the advance is in
p
proportion to the ability of the library to respond.
An inadequate library means crippled instruction in any
course taught in a university. Every course that is taught will
depend upon the resources of the library at some point. Even an
elementary course taught mainly from a textbook should be taught
by a teacher who is continually reading and studying beyond the
limits of the textbook. No good course at a more advanced level
can be taught exclusively from a textbook. Paul Buck states
that "••« quality education is impossible without a quality library."^
George H. Sabine, "The library in the Educational Insti
tution," College, and, Resear_ch_JibrjirieEi, IX (January, 1948), 3.
^Edwin I. Williams (ed.), Problems,(), , ^J^^gj^pj
Research Library (New Brunswick* Scarecr'os Press7~195577"p« 152 •
2
Thusj it is essential that the university libraries provide an
adequate collection of books and periodicals to meet the needs
of the instructors and to help the institution to realize its aims.
Since the quality of instruction in a university relies
heavily on the adequacy of the library resources, it becomes
necessary to evaluate periodically all phases of these resources.
In a subject area where the objectives are constantly being rede
fined and changed, frequent evaluation of the materials in this
areas i*1 "k*16 light of the changing concepts, becomes even more
important•
Two ways of evaluating the resources on a particular
subject, of a university library are* (l) by checking the col
lection against standard bibliographies in the subject field, and
(2) by seeking the faculty opinion on the collection. The published
results of the surveys of the University of Chicago and the
Columbia University^ libraries, used these methods, in addition
to several others•
Purpose and
The purpose of this survey is to make a quantitative and
qualitative evaluation of the book and periodical holdings in the
field of education of the Trevor Arnett Library of Atlanta
University. It proposes to show how the collection rates according
L L. Raney, The UniversityJ4br_ariest University of
Chicago Survey, v.7 (Chicago* University of Chicago Press, 1933).
2
Columbia University. President's Committee on Educational
Future of the University. Subcommittee on the University Libraries,
The Columbia^LjJbraries, (New York* Columbia University Press, 1958),
3
to several selected bibliographies and how it meets the curricular
and general needs of the faculty of the School of Education.
Limitations
The survey will only consider those books in the Trevor
Arnett Library that are classified in the "L" section of the
Library of Congress Classification Scheme and the periodicals that
are listed on the visual index in the Periodical Room.
Methodology;
Information to determine how adequate the library resourcess
on education are for meeting the curricular and general needs
of the School of Education were gathered by the following methodsj
1) Courses and areas of specialization offered by the
School of Education at Atlanta University were
taken from the University Catalog for 1959-19&O*
2) Interviews with the faculty were used to determine
the faculty opinions of the education collection.
3) Attempts were made to secure suggested reading
lists that were not based on what is available in
the collection. These were checked against the
collection.
The quantitative evaluation of the education collection
were made by checking the shelf list and noting the number of
volumes in the "L" section. The copyright dates were recorded as
part of the data for the qualitative evaluation. Several selected
bibliographies were checked against the Atlanta University Catalog
in an attempt to secure additional data for an objective qualitative
4
approach to the evaluation of the collection. The percentage
of the listed books which the library has were determined. The
following bibliographies have been selected as checklistss
Philip J. McNiff. Catalog of the Lamont Library, Harvard
College (Cambridge? Harvard University, 19535*
Eleanor M. Witmer, Education Books8 Significant Publi
cations,, 1937-19,52 (New York* Teachers College Library,
Columbia University, 1953).
Southern Association of Colleges and Secondary Schools*
The Classified List of, Reference,iiBppksii and Periodicals
for College Libraries (Atlanta* The Association, 1955)*
Myra Joyce Campbell, "An Annotated Bibliography of Recent
Basic Books in Education For A. College Library," (unpublished Master's thesis, School of Library Service,
Atlanta University, 1956)*
Louis Round Wilson,
(New Yorks The H. W. Wilson
Ivan Ira Farber, Classified List of Periodicals for the
College Library, (Boston* The F. W. Faxon Company, 1957)*
In an attempt to include more recent publications on the
checklists than those in the above bibliography, a composite list
Of current publications was made from the classified section of
Booklist1 for the period beginning in 1956 and ending in 1959 »
and from the May issues of the National EducatjLonjfsssogiation
Journal2 from 1956 through 1959.
The School of Education
The School of Education at Atlanta University is the
Booklist (Chicago* American Library Association, 1905 - )<
2
National Education. Ajyiojcdation^ Journal (Washington, D. C.s
National Education Association, 1913 - ).
largest of the five professional schools at the University. During
the 1958-1959 academic year, it has an enrollment of 432, which
was 6l per cent of the total enrollment (701) for all the Graduate
Schools of Arts and Sciences and the other professional schools.
For the same year there were eight regular instructors in the
2
School.
"The main purpose of the School of Education is to
develop professional and practical leadership in education."3 It
offers the Master of Arts degree in Education and provides for
concentration in five major areas. These areas ares 1. Elementary
Education (Instruction, Administration)j 2» Secondary Education
(Instruction, Administration)} 3« Guidance and Counseling! 4.
Educational Psychology} and 5» Th© School as a Social Institution.
An extensive summer school program is provided for in-service
teachers.
Courses of instruction are offered in 13 general areast^
Administration and Supervision
Elementary Education
Guidance and Counseling
Health Education
Measurement, Evaluation and Research
Foundations of Education
Educational Psychology
Atlanta University, Bulletin 1958^1919. Atlanta, Georgia,April, 1959, P. 227.
2Ibid., pp. 12-18.
3Ibid.g p. 109.
4Ibid.
., pp. 128-148.
Reading
Secondary School Instruction
Rural Education
Adult Education
Audio-Visual Education
Special Education
CMPTER II
A HlOPCiRTIONiL AND RECENCY ANALYSIS CF THE ittJCR ARUA8 IN TUB
EDUCATION COL3SCTION
The university library should meet the needs of the student
body and the professional staff by providing adequate resources
for both academic and professional growth. These needs should
be determined by a careful study of the aims of the institution,
the specific courses being offered and the availability of sur
rounding facilities. Therefore, a numerical measurement of a
collection can not be considered a reliable indication of its
adequacy. But a proportional analysis of the books in a subject
area should help provide a basis for additional study in an area
that is being over-emphasized and an area that is inadequately
represented. The recency of the materials can to some extent
reveal the functional value of the collection in meeting the needs
of those it serves, especially in subject area where the results
of important research studies are constantly being published.
The purpose of this chapter is to present the results of the
proportional and recency analysis of the major divisions in the
Education Collection in the Trevor Arnett Library, and to show
George W. Rosenlof, Library Facilities of Teacher-Training Institutions (New York* Teachers College, Columbia
University, 1929), P» 7«
2
E. 1. McDiarmid, Jr., The Library Survey; Problems and
Methods (Chicagos American Library Association, 1940), p.' 104.
8
a comparison of the Library's holdings in the field of Education
with the total library collection.
This evaluation deals only with the books and periodicals
in the field of Education, but an overall view of the total
library's holdings is necessary because of the interdependence
of all of the disciplines of knowledge. This line of demarcation
is less distinct between the discipline of Education and the other
disciplines than between all of the other fields of knowledge.
For example, a study of teaching methods must of necessity depend
upon other disciplines for the applications of these methods5 and
a study of the behavior patterns and retardation of children depends
heavily on the discipline of Psychology for complete understanding.
Table 1 reveals the relationship of the books and periodicals in the
field of Education in the Trevor Arnett library with the total
library holdings.
TABU! 1
BOOKS MM) E1RIGDICALS IN THE FIELD OF EDUCATION COMPARED WITH
TEE TOTAL LIBMRY HOLDINGS
Books
Periodicals
Number of Volumes
Volumes in
Education
3,81168
Volumes Ex
cluding Education
131,064
634
Percent of
Volumes in
Education
2.81
9.68
Total
Library
Holdings
134,875702
9
There are approximately 134,875 books in the Library1
and a total of 3,8ll books in Education. Therefore, the total numtev
of books in the Library, excluding the books in Education, is
131jO64. The percentage of holding in the total collection for
Education is 2«8l per cent.
The total number of periodicals for the Library is 702,
and the total number of periodicals in the field of Education is
68. Ibisis 9«68 per cent of the total number of periodicals currently
being received by the Library.
Proportional Analysis of Books in Education By Sub.ject Divisions
The subject divisions of the ML" section of the Library
of Congress Classification Scheme are used to give a detailed
numerical aflalysiB of the entire collection of books in Education
in the Trevor Arnett Library. Table 2 is descriptive of the
general book collection in the field of Iducation. Table 3 gives
a more detailed analysis of eight broad subject divisions of the
books in Education. Four of these subject divisions cover the
curricular areas in which specialization is offered by the School
of Education. These areas are* 1) Elementary Iducation5 2) Secon
dary Educationj 3) Educational Psychology} and 4) Administration
in Secondary and Elementary Education. History and Philosophy of
Education are essential foundation subjects for all students of
Education. The other two divisions were selected because of the
current interest in these subjects.
Table 3 reveals that the largest percentage of books in
^Atlanta University, op. cit.« p. 26.
10
Iducation is found in the field of Elementary Iducation, which
includes Primary and Kindergarten Iducation. There are 555 books
in this area, which is 14.6 per cent of the total books in the
Education collection. The next two subject divisions having the
largest percentage of titles in the field are History of Education
and fMlosophy of Iducation divisions, respectively. There are
530 books in the Philosophy of Education division which is 13.9
per cent of the total, and 449 titles dealing with the History of
Education which is 11.8 per cent of the total. Secondary Iducation
and Educational Psychology have the smallest percentage of titles
in the areas in which concentration is provided by the curriculum.
Iducational Psychology has 4«3 per cent or 162 of the titles in
Education, and there are 207 books dealing with Secondary Education
or 5*5 per cent of the total number. The area that has the fourth
largest number of books in the field is Special Education with 8.9
per cent of the total or 336 titles. School Administration and
Organization ranks fifth with 326 books or 8.3 per cent of the total,
and Higher Iducation sixth with 312 titles or 8.2 per cent of the
total.
Recency Analysis of the Books in Education
The adequacy of a library is determined more by the quality
of the collection than by the number of volumes. The university
library must provide an adequate number of both old and up-to-date
publications if it is to meet the needs of the curriculum, the
faculty and the students.
11
TABLE 2
HOLDINGS IN THE FIELD OF EDUCATION BY SUBJECT DIVISIONS
Lxbrary of
Congress
Classification
L
LA
LB
5-875
1057-1091
1140-1499
1501-1547
1555-1601
1603-16951705-22852300-2411
2503-27972801-3095
3205-33253401-3497
LC
8-6371-245
251-9511001-1161
1390-5140
5201-6691
ID
IM
II
LG
LH
LJ
LT
Divisions
Education (General
History of Education
Theory and Practice of Education
(General)
Educational Psychology
Kindergarten Education
Primary Education
Elementary Education
Secondary Education
Education and Training of Teachers
Higher Education
School Laws and Legislation
School Administration and
Organization
School Architecture and Equipment
School Hygiene
Special Forms of Education
Social Aspects of Education
Moral and Religious Aspects
Types of Educations Humanistic,
Vocational, Professional, etc.
Education of Special Classes of
Persons (women, Negroes, excep
tional children, Defectives, etc.
Mult Education
Universities and Colleges
United States
Other Americans
Europe
Asia, Africa, Oceania
University, College, and School
Magazines, etc.
College Fraternities and their
Publications
Textbooks
Total
Number
of
Titles
142
449
530
162
209
28
318
207
177312
r92
326
23180
1
42
63
54
25581
141
• • *
131
• ••
5
• « •
3811
12
TABIS 3
PROPORTION CF EDUCATION BOOKS IN BIGHT MAJOR SUBJECT DIVISIONS
IN THE TREVOR iRNETT LIBRARY
Subject Divisions Number of Titles Per Cent
Elementary Education
(Primary and Kindergarten Iducation)
Philosophy of Education
History of Education
School Administration and Organization
Special Iducation (Mult, Exceptional;
Defective, etc.)Higher Education
Secondary Education
Educational Psychology
All other areas
Total
555530
449326
336
312
207
162
934
3811
14.6
13.911.8
8.3
8.98.2
5.54.3
24.5
100.00
For without a present meaning the study, of the
classics in any subject will become antiquarain
or scholastic. But without the historical
aspects of a subject its present problems have
no roots.■*■
Table 4 reveals the recency of the titles in Iducation, by
detailed subject divisions, for four 10-year chronological periods.
Table 5 gives a more detailed analysis of recency of titles for the
eight major subject divisions discussed in the previous section.
It shows that 29.7 Per cent of 1135 of the titles in the field of
Education were published more than 30 years ago. Over 75 per cent
of the entire collection is over 10 years old. Only 15.2 per cent
op. cit., p. 5«
13
TABLE 4
RECENCY OF TITLES IN THE EDUCJtTION COIIECTION OF THE
TREVOR. JRNETT LIBRJRY
L. C.
Classifi-
Scheme
L
LA
LB
5-875
1057-10911140-14991501-1547
1555-1601
1603-1695
1705-2285
2300-2411
2503-27972801-3095
3205-3325
3401-3497
LC
8-6371-245
251-9511001-1161
1390-5140
5201-6691
ID
LI
IE
LG
LH
LJ
LT
Subject Divisions
General Works
History of Education
Theory and Practice of
Education (General)
Educational Psychology
Kindergarten Education
Primary Education
Elementary Education
Secondary Education
Education and Training of
Teachers
Higher Education
School Laws and Legislature
School Administration and
Organization
School Architecture and
Equipment
School Hygiene
Special Forms of Education
Social Aspects of Education
Moral and Religious Aspects
Types of Education
Education of Special Classes
of Persons
Mult Education
Institutions in America (U.S.)
Institutions in Other Americas
Institutionsin Europe
Institutions in Jssia
College and School Magazines
Students Fraternities
Textbooks
Total
Before
1930
16
136
174
43
897
94
69
30
5166
91
740
...
11
2911
92
14
59
...
**6...
...
...
• » 6
1135
Number
1930
1939
65127
166
41
62
9
7541
46
7519
78
741
...
8
1311
81
35
32
...
2
1
...
1
...
1036
of Titles
1940
1949
3178
90
29
23
574
41
41
711
52
2
41
1
10
720
46
17
36
« e #
»••
...
4
...
720
1950
30
108
100
49
35
7
7556
60
1156
105
758
.<•
1314
12
36
15
14
**5
.. •
...
...
920
Total
142
449
530
162
209
28
318
207
177312
92
326
23180
1
42
6354
25581
141
131
...
5
...
3811
TABU 5
COMPARISON OF THE RECENCY OF TITUiS IN THE M&JCR SUBJECT JRMS OF EDUCATION
IN THE TREVOR iRNBTT LIBRiRY
Major Subject ixeas
History of Education
Philosophy of Education
Educational Psychology
Elementary Education
(.Primary and Kindergarten Id.)
Secondary Education
Higher Education
Administration and Organization
Special Education
(Adult and Exceptional Education)
All Other Areas
Total
Nurnl
Before
1930
136
174
43
190
69
51
91
106
275
1135
>er of Titles by Dates
1930
1939
127
166
41
146
41
75
78
116
246
1940
1949
78
90
29
102
41
71
52
63
194
1036 1 720
1950-1
108
100
49
117
56
115
105
51
219
920
; Per Cent ]B"efore
1930
30.3
32.8
26.6
34,2
32.5
16.3
27.9
31.5
29.4
29.7
1930
1939
28.2
31.3
25.3
26.3
20,1
24
23.9
34.5
26.3
27.2
1940
17.4
17
17.9
18.4
20.1
22.8
16
18.8
20.7
I8.9
1950-
24.1
18.9
30.2
21.1
27.3
36.9
32.2
15.2
23,6
24.2
Total
449
530
162
555
207
312
326
336
934
3811
15
of the titles in the areas of Special Education were published since
1949. A higher percentage of the titles dealing with Higher Edu
cation are more recent than the titles in the other seven major
subject divisiom. The highest percentage of the titles within the
areas where specialization is provided by the School of Education
(Secondary and Elementary Education and Educational Psychology),
were published before 1940. Of the titles dealing with Educational
Psychology, 30.2 per cent or 49 titles were published since 194-9•
Within the Elementary Education division 21.1 per cent of the
titles were published since 1940 and 27*3 per cent of the titles
dealing with Secondary Education were published since 1949.
Summary
There are 3811 titles in the areas of Education in the
Trevor Arnett Library| this is 2.8l per cent of the total holdings
of the Library. The periodicals on Education comprise 9«68 per
cent of the 702 periodicals currently being subscribed to by the
Library. There appears to be little direct relationship between
the number of titles in the various subject divisions of Education
and the courses of instruction or areas of specialization provided
by the School of Education. Elementary Education (including Pri
mary and Kindergarten Education) haa 14.6 per cent of the total
number of titles in Education, but Secondary Education has only
5,Q per cent of the total number. Another area of specialization,
Educational Psychology, has only 4.3 per cent of the total number
of titles, while the areas of Higher Education, which is not an
area of specialization nor is course instruction provided in this
16
area, yet 8.2 percent of the total number of titles in Education
deal with Higher Education.
Analysis of the recency of the Library's holdings in
Education reveals that 75 per cent of the titles were published
before 195°s a-*1** that 29.7 P©r cent of the titles were published
before 1930. There appears to be no direct relationship between
the recency of the titles or the proportional recency of the titles
within the various subject divisions and the curriculum.
CHAPTER III
QUALITATIVE MEASUREMENTS
Checking the holdings against a "best" list of books is one
of the best known methods of evaluating the adequacy of a library1s
book collection,1 The reliability of this method depends upon the
selection of the types of lists that reflect the purposes of the
collection. In evaluating the Education collection of the Trevor
Arnett library several lists were used to insure against the pre
judice of a single list and to provide more completeness* The lists
were selected with the assumption that the majority of the "best"
boots in the areas of Education where specialization is provided
by a graduate school should be a part of the basic collection of ,
the library serving that school. The purpose of this chapter is
to present the results of checking these checklists against the
card catalog of the Trevor Arnett Library.
Table 6 shows the results of checking the Education collec
tion against the Education section in the Lamont list.^ There are
314 titles in the Education, section of this list, 162 or 54,6 per
McDiarmid, op, cit,, p. 116.
Philip J. McNiff, CatalpjL_of the_jampnt_ Library p HarvardCollege (Cambridges Harvard University, 1953).
17
18
TABLE 6
NUMBER OF EDUCATION TITLES LISTED IN THE IAMONT CATALOGUE
AND THE NUMBER AND HRCENTAGE CF TITLES HEID BY THE
TREVOR ARENTT AM) THE COLLSGI UBRiiRHS IN THE
ATLANTA UNIVERSITY CINTIR
Subject
Education
(General Works)
Bibliography
Biography
Dictionaries and
Handbooks
History of Edu
cation
Teaching
Curriculum
Educational Methods
Educational Psy
chology
Elementary Edu
cation
Secondary Edu
cation
Adult Education
Higher Education
Colleges
Universities
Junior Colleges
Students
Fellowships,
Scholarships, etc.
Fraternities
Prizes, Nobel prize
Vocational Guidance
Total
Number of
Titles on
the List
90
1
4
3
20
16
74
13
6
14
1
49
1721
2
13
4
2
324
314
Number of
Titles
Held by
Trevor
Arnett
Library
46
1
4
3
9
94
2
9
5
81
22
9
92
5
31
1
10
162
Number of
Titles
Held by
Libraries
in the A\«,
U. Center
511
4
3
12
96
3
10
5
8
1
2310
92
9
31
1
14
185
r"Per Cent
of Titles
in Trevor
Arnett
Library
51.1100.0
100.0
100.0
45.0
56.2
57.350.0
69.2
83.3
57.1100.0
44.9
52.942.8
100.0
38.4
75.0
50.0
33.341.7
51.6
Per Cent
of Titles
Held by
Libraries
in the
A. U.
Center
56.6
100.0
100.0
100.0
55.0
56.2
85.775.0
76.9
83.3
57.1100.0
46.958.8
42.8
100.0
61.5
75.0
50.0
33.3
57.3
58.9
19
cent of the listed titles are held by the Trevor Arnett Library,
23 of the titles that are not held by this Library are in one of
the college libraries of the Atlanta University Center« Therefore,
58,9 per cent or 185 of the titles listed on the Lamont list are
available to the students in the School of Education. Over $0
per cent of the titles in the areas in which specialization is
provided by the School of Education are held by the Trevor Arnett
library; with Elementary Education being the strongest area, with
83.3 per cent of the titles. In the other areas, 57•! per cent
of the titles in Secondary Education; 69*2 per cent of the titles
in Educational Psychology; and 41.6 per cent of the titles in
Guidance are held by the Trevor Jirnett Library,
The Campbell* list was selected because it represents a
more recent coverage of the "best" books in the field of Education,
covering the period from 1950 through 1955* It is an annotated
bibliography of basic education books, reference books and periodi
cals in the fields of Administration, Curriculum and Supervision;
Counseling and Guidance; and Elementary and Secondary Education*^
The books were included in the bibliography on the
basis of being listed or reviewed in three or more of
the tools, professional journals or lists which can
be used as selected aids in the field of education.4
There are five colleges in the Atlanta University Centers
Clark, Morehouse, Spelman, Morris Brown Colleges and The Interde
nominational Theological Center.
o
Myra Joyce Campbell, "An Annotated Bibliography of Recent
Basic Books in Education For a College Library," (unpublished
Master's thesis, School of Library Service, Atlanta University, 1956),
Ibid.. p. 5»
20
Table 7 reveals the result of checking this list against
the card catalog of the Trevor Mrnett Library. The Library holds
63.3 per cent of 145 of the 228 titles included in this list,
but 74.1 per cent or 169 of the titles are found in the libraries
of the Atlanta University Center, Table 7 also shows that of
the 13 titles included in this check list in the area of Counseling,
the Library has only four or 30• 7 per* cent of the total, and 42.8
per cent of the titles included in the area of Guidance, These
tv/o areas represent the smallest number of titles, in proportion
to the total number of titles listed in these areas, held by the
Library, Administration and Supervision have more than 80 per
cent of the titles included in these areas| Curriculum had 61,1
per cent of the 18 titles included, while Elementary Education
had 62,5 per cent of the 40 titles in this area. The reference
books were represented by 1$ or $$,1 per cent of the 23 titles in
the list.
Most college accrediting associations compile or select
a basic list of books to help determine the adequacy of the library
to support the curricular needs of the institution,, Even though
these lists are not arbitrarily used for official accrediting purposes,
they are excellent check lists for college libraries of institutions
affiliated with the particular accreditng agency, because they are
prepared or selected in view of the general needs of its members
by teachers, librarians and subject-specialists.1 Atlanta University
Southern Association of Colleges and Secondary Schools.
The Classified, List of Reference. Books_and_Zeriodicals for College
Libraries (Atlantaj Southern Association of College and SecondarySchools, 1955)9 p. x.
21
TABLE 7
NUMBER OF TITLES LISTED IN THE CAMPBELL BIBLIOGRAPHY AND THE
NUMBER AND PERCENTAGE OF TITIfiS HELD BY THE TREVOR
ARNETT AND THE COLLEGE LIBRARIES IN THE ATLANTA
UNIVERSITY CENTER
Subject
Administration
Counseling
Elementary
Education
Curriculum
Guidance
Secondary
Education
Supervision
Reference
Books
Total
Number of
Titles on
the List
27
13
64
18
28
40
15
23
228
Number of
Titles
Held by
Trevor
Arnett
Library
22
4
40
13
12
26
13
15
145
Number of
Titles
Held by
Libraries
in the A.
U. Center
23
9
44
14
17
31
13
18
169
Per Cent
of Titles
in Trevor
Arnett
Library
81.5
30.7
62.5
61.1
42.8
65.0
86.6
65.1
63.3
Per Cent
of Titles
Held by
Libraries
in the
A. U.
Center
85.1
69.2
68.7
67.3
60.7
77.5
86.6
78.2
74.1
is affiliated with the Southern Association of Colleges and Secon
dary Schools, therefore, the Education section of The Classified
List of Reference^^^an^Periodicals__fjor_Cjollege. Libraries1 was
selected as a check list for evaluating the adequacy of the Education
4[bid.
22
collection in the Trevor Arnett Library,
TABLE 8
NUMBER OF TITLES LISTED IN THE EDUCATION SECTION OF THE SOUTHERN
ASSOCIATION LIST AND THE NUlfflER AND ISRCENTAGS OF TITLES
HELD BY THE TREVOR ARHBTT LIBRARY AND THE CQLLSCB
LIBRARIES IN THE ATLANTA UNIVERSITY CENTER
Number of Titles on List • 52
Number of Titles Held by Trevor Arnett «. 41
Number of Titles Held by Libraries in A. U. Center ....,« 46
Per cent of Titles in Trevor Arnett 78,8
Per cent of Titles in Libraries of A. U. Center 88,5
Table 8 shows that according to the Southern Association
List the reference books in the field of Education held by the
Trevor Arnett Library are fairly strong. The Library has 40 or
78.8 per cent of the 52 titles included in the Education section}
the libraries in the Atlanta University Center hold 88.5 per cent
or 46 of the 52 titles included.
Witmer's Education Books8 Significant Publications,, 1937-
195,2 was selected as one of the check lists to evaluate the
Education book collection in the Trevor Arnett Library because it
is one of the very few notable bibliographies in the field of
Education.
This highly selective list of writing in thirty-
five areas of education indicates what some
experts consider to be currently the more important
"TSleanor M. Witmer, Education Books a Significant Publications,,52 (New Yorks Teachers College Library, Columbia University,
2
Campbell, op. cit»« p. 5»
23
education books published in the last fifteen
years«
Only the areas that reflected the School of Education
program were selected from this list to be checked against the
card catalog. Table 9 shows the result of this checking, revealing
that the Trevor Arnett Library has 69*1 per cent or 199 of the
total number of titles included in these areas, while the Atlanta
University Center Libraries hold 223 or 77.4 per cent of the 305
titles included. The Trevor Arnett Library holds the largest
number of titles in proportion to the number of titles listed
for each area, in the areas of* Psychology and Mental Hygiene with
88.8 per cent of the nine titles listed! Youth Studies with 85.7
per cent of the 7 titles includedj Child Psychology and Development
with 84»6 per cent of the 13 titles included} and 83»3 per cent of
the 12 titles included in the area of Principles, Philosophy and
Current Trends. The smallest number of titles listed for the partic
ular area are found in the areas of; Elementary Education with 52
per cent of the 25 titles listed? Rural Education with 52.9 per
cent of the 17 titles listedj and Guidance and Personal Service
with 54.1 per cent of the 24 titles included. Only two areas in
which specialization is provided by the School of Education can be
identified from the divisions Witmer gives this list. In these
areas (Secondary and Elementary Education, Administration and
Supervision) 6p titles were listed. The Trevor Jrnett Library
holds 39 or 65 per cent of these titles and the Atlanta University
Center libraries hold 43 or 71.6 per cent of them.
nfitmer, op. cit., p. 2,
24
tabu; 9
number of times on the wither list and tee number and percentage
of" titles held by the trevor jrnett library and the college
libraries in thi atlanta university center
Subject
Reference Books
Principles, Philo
sophy and Current
Trends
Administration and
Supervision
History and Biography
Child Psychology
and Development
Youth Studies
Psychology and
Mental Hygiene
Tests and Measure
ments
Guidance and
Personal Service
Teachers and
Teacher Training
Curriculum and
Teaching Methods
Elementary Education
Rural Education
Secondary Education
Higher Education
Adult Education
Special Education
Total
Number of
Titles on
List
24
12
20
23
13
7
9
20
24
25
21
2517
152911
10
305
Number
of
Titles
Held by
Trevor
Irnett
Library
15
10
1513
11
6
8
12
13
17
16
13
911
16
7
7
199
Number
of
Titles
by
Libra
ries
in the
A. U.
Center
20
11
1716
11
7
8
12
15
17
17
159
11
22
7
7
223
Per Cent
of Titles
in Trevor
Arnett
Li brary
62.5
83.3
75.0
56.5
84.6
85.7
88.8
60.0
54.1
68.0
76.2
52.0
52.973.3
55.163.f70.0
69.1
Per Cent
of Titles
Held by
Libraries
in the
A. U.
Center
83.1
91.6
85.0
69.7
84.6
100.0
88.8
60.0
62.5
68.0
81.960.0
52.9
73.375.8
63.770.0
77.4
25
The fifth check list used in evaluating the books in Education
held by the Trevor Arnett Library was taken from the Education
section of the bibliography compiled by Louis R. Wilson.1 This
publication "... lists sources and materials in broad subject areas
2at the level of general and undergraduate Education..." The
results of checking this list against the card catalog of the
Trevor Arnett Library are shown in Table 10. It indicates that
the majority of the books in this list are available to the School
of Education. The Trevor Jurnett Library has 86.2 per cent or
25 of the 29 titles included in this lists while the Atlanta
University Center libraries have 93.4 per cent or 27 of the total
number of titles listed.
T&B1E 10
NUMBER OF EDUCATION TITUS LISTED IN THE YiflLSON LIST
AND THE NUMBER AND PERCENTAGE OF TITLES HELD
BY THE TREVOR ARNETT AND THE COLLEGE
LIBRARIES IN THE ATLANTA UNIVERSITY
CENTER
Areas
Reference
General
Reading
Total
Number of
Titles on
List
10
19
29
Number of
Titles
Held by
Trevor
Arnett
Library
9
16
25
Number of
Titles
Held by
Libraries
in the A.
U. Center
10
17
27
Per Cent
of Titles
Held by
Trevor
Arnett
Library
90.0
84.2
86.2
Per Cent
of Titles
Held by
Libraries
in the A.
U. Center
100.0
89.4
93.4
■"■Louis Round Wilson, The_J4.brary in College Instruction(New Yorki The H. W. Wilson Company, 1951).
2Ibid.„ p. 14.
26
Because all of the previous check lists used in this study-
were compiled more than five years previously, there appeared to
be a need to include some more recent publications on a check list
in evaluating the collection. Therefore, a bibliography was com
piled to cover some of the Education publications appearing from
1956 through 19593 "to be used as the sixth and final check list
in surveying the Education books in the Trevor Arnett library.
This list was compiled from the classified section of Booklist
for the years 1956 through 1959I a"d from the May issues of the
National Education Association Journal2 for the years 1956
through 1959* Table 11 is used to present the results from
checking this list against the card catalog. The Table indicates
that the books have been divided into nine areas and contain; 220
titles. The Trevor Arnett Library has 131 or 59 «5 per cent of the
total number of titles, while the Atlanta University Center libraries
have 66.8 per cent or 147 of "the titles included. Special
Education, Administration and Organization and Higher Education are
the strongest areas of the Education collection of the Trevor Arnett
Library according to this list.
Periodical Collection
Because the latest results of research are to be found in
periodical publications, this type of material is of great value
to libraries of educational institutions as a source of information
Bookliste op. cit.
2Mational_Educa,tion Association Journal, op. cit.
27
TABLE 11
NUME131 OF TITLSS ON THE COMPILED LIST AND THE NUMBER AND PERCENTAGE
OJ TITLES HELD BY THE TREVOR ARNETT LIBRARY AND THE COLLEGE
LIBRJiRIES IN THE ATMNTA UNIVERSITY CENTER
Subject
Training of
Teachers
Educational and
Child Psychology
History and
.Philosophy of
Education
Curriculum
Administration
And Organization
Adult Education
Special Education
Higher Education
General
Total
Number of
Titles on
List
67
34
54
7
14
7
5
15
17
220
Number of
Titles
Held by
Trevor
Axnett
Lib rary
42
20
31
4
7
3
4
10
10
131
Number of
Titles
Held by
Libraries
in the A.
U. Center
48
25
33
5
7
4
4
11
10
147
Per Cent
of Titles
in
Trevor
Arnett
Library
62.7
58.8
57.4
57.1
64.2
42.8
80.0
66.6
58.8
59.5
Per Cent
of Titles
Held by
Libraries
in the A.
U. Center
71.6
73.8
61.1
72.4
64.2
57.1
80.0
73.3
58.8
66.8
for both students and faculties. Periodicals give more up-do-date
treatment than books, this is especially true for current questions
in the pure and social sciences. Many subjects not adequately
Carter Alexander. How to Locate Educational Information
and Data, 4th ed. (Ne?/Yorks Teachers College, Columbia University,
1958), P. 83.
28
discussed in books receive satisfactory treatment in periodical
articles. Periodicals are also the best sources for determining
contemporary opinion and status, present or past, and for finding
a bird's-eye or brief overview treatment of a subject. Therefore,
the adequacy of the periodical collection is of major coneern in
determining the ability Of a university library to fulfill its
function.
The Education section of Farber1s Classified List of
Periodicals for the College Library^ was selected to be checked
against the holdings of the Trevor Arnett Library because it was
the most up-to-date classified list available. This annotated
list supersedes the list by Trumper and Lyle, and purports to
be a selection aid in evaluating periodicals for a liberal arts
college library.
According to the Farber list and the Southern Association
List4 the Trevor Arnett Library's periodical holdings are very
strong in the field of Education. Of the 42 periodicals included
in the Education section of the Farber List9 the library holds
39 or 92.8 per cent of the total number. There are 37 Education
TSvan Ira Farber, Cl&aaxfled JA
( *College,..Library (Bostons The F. W. *Faxon Company, 1.957).
^&uy E.. Lyle "and Virginia M. Trumper, Clasigified_Jost_ofPeriodicals For the College Library (Bostons The F. W. Faxon
Company, 1948).
4Southern Association of Colleges and Secondary Schools,
op. cit.
29
periodicals on the Southern Association List of v/hich 35 or 94«6
per cent are held by the Trevor Arnett Library. It is the policy
of the Library to have all subscription periodicals bound9 but a
check of the stacks revealed that of the 39 different periodicals
listed on the two lists that the Library is currently receiving
there are no complete "runs" of any of these periodicals available.
Since the major function of the university library is to
serve the instructional and professional needs of the faculty,
ascertaining the faculty's opinions regarding the collection is
often used as a means of determining the adequacy of the library's
holdings. In evaluating the Education book and periodical holdings
of the Trevor Arnett Library attempts were made to secure the opinions
of the faculty of the School of Education regarding the ability
of the library to support the program of the School and their indi
vidual professional needs. Questionnaires were sent to the six
professors of the School, five responded.
Of the five faculty members responding only one indicated
that the Education book holdings of the Trevor Irnett Library are
inadequate, because of insufficient titles and duplicates while
two stated that they are fairly adequate and two reported that
they are adequate. Not enough titles and duplicates were the
reasons checked for the partial adequacy by one faculty member
while the other member gave insufficient duplicates as the reason.
30
Regarding the Education periodical holdings, it was reported by
two faculty members as being inadequate; by two as being fairly
adequate and by one a|s being adequate. Four of the five faculty
members indicated that their professional needs are only partially
filled by the Library's holdings in the field of Education while
one indicated that his professional needs are totally filled by
the Library,
The faculty members of the School of Education were also
asked to note specific weak and strong areas in the Education
holdings of the Trevor Jxnett Library. One faculty member stated
that all areas in the field of Education are equally weak, and two
members indicated the incompleteness of the periodical files as
being the weakest aspect of the Education collection. Curriculum,
Elementary Education and basic yearbooks and periodicals are the
strong areas cited by one member while another member cited
Educational Psychology as the strongest area of the collection and
Measurement, Evaluation and Statistics as the weakest area. The
fifth faculty member indicated that the Education collection was
weakest in the areas of Comparative Education and collection of
curricular materials of various school systems and strong in the
area of Curriculum, Psychology and general methods. One faculty
member commented that even though the Education collection is
adequate during the regular academic year it is completely inadequate
to support the instructional needs for the summer program provided
by the School of Education, because of the increased enrollment.
31
TABLE 12
SUMORY TABLE OF CHECK LIST RESULTS
Check Lists
Lamont List
Campbell List
Southern itssn.
List
Witmer List
Wilson List
Compiled list
of Recent
Publications,
1956-1959
Total
Number of
Titles
on List
314
228
52
305
29
220
1144
Number of
Titles
Held by
Trevor
Arnett
Idhrpvy ,
164
145
41
199
25
131.
705
Number of
Titles
Held by
A. U.
Center
185
169
46
223
27
147
797
Per Cent
of Titles
Held by
Trevor
Jjrnett
Library
51.6
63.3
78.8
69.1
86.2
59.5
6le5
Per Cent
of Titles
Held by
A. U.
Center
58.9
74.1
88.5
77.4
93.4
66.8
69.6
Summary
Six selected bibliographies were used in a check list ■
evaluation of the books in Education held by the Trevor Arnett
Library. The findings obtained from checking these lists against
the card catalog have been summarized in Table 12. It shows that
of the 1144 titles included in the list 705 or 61.5 per cent of
these titles are held by the Trevor ilrnett Library, but the libraries
of the Atlanta University Center hold 797 or 69.6 per cent of the
32
total number of titles on the six lists. The Trevor Arnett
library holds a larger percentage of the titles included in the
Southern Association list-'- than any of the other lists except the
Wilson List. Table 13 summarizes the findings by major subject
areas in the field of Education. According to the lists the
strongest area in the Education collection of the Trevor Arnett
Library is Administration and Organization where 57 or 75 per cent
of the total number of titles included in the lists in this area are
held. But the strongest area held by the libraries of the Atlanta
University Center is Reference where 102 or 88,2 per cent of the
119 Reference teook titles on the lists are held by these libraries8
while the Trevor Arnett Library holds 88 or 73 «9 per cent of the
total number of titles included in the area of reference. There
is little difference between the strengths and weaknesses of the
other areas. 411 of the other areas appear to be weak, with less
than 70 per cent of the total number of titles listed for each
area being held by The Trevor Arnett Library or the libraries in
the Atlanta University Center. Elementary Education, an area in
which specialization is provided by the School of Education, shows
the greatest weakness with only 44»6 per cent of the titles listed
being held by the Trevor Arnett Library. The periodicals that are
currently being received by the Trevor Arnett Library in the field
of Education reveal considerable strength, it is receiving over 90
per cent of the total number listed in the bibliographies* The
greatest weakness in this area is in the incompleteness of the
back files
Southern Association of Colleges and Secondary Schools, 0£jCit.
33
TABIX 13
SUMM6RY TABLE OF THE MAJOR ME^S OF EDUCATION
Subject Areas
Reference Books
Administration
and Organization
Educational
Psychology
Secondary
Education
Curriculum and
Teaching Methods
Elementary
Education
Guidance and
Counseling
History and
Philosophy of
Education
Teaching and
Teacher Training
Higher Education
Other ^reas
Total
Number of
Titles on
List
119
76
60
69
57
95
65
199
99
93
214
1144
Number of
Titles
Held by
Trevor
Jxnett
Library
88
57
40
45
39
58
29
109
61
48
131
705
Number of
Titles
Held by
A. U.
Center
102
60
46
50
45
64
31
123
71
66
139
797
Per Cent
of Titles
Held by
Trevor
Arnett
Library
73.9
75.0
66.6
65.2
68.4
61.0
44.6
54.7
61.7
51.6
61.2
61.5
Per Cent
of Titles
Held by
A. U.
Center
88.2
78.9
76.6
72.5
78.9
67.3
48.4
61.7
71.7
70.9
64.9
69.6
The opinions of the faculty of the School of Education regard
ing the adequacy of the Education book collection of the Trevor
34
Arnett library do not reflect the findings indicated by the check
list evaluatione While the check list evaluation indicated that
the book holdings in the field of Education are generally weaks
the general opinion of the faculty is that the collection is
fairly adequate to fill their instructional and professional needs.
Only one faculty member stated that both the periodical and book
holdings in Education are inadequate. The other members indicated
that the book holdings in the field are adequate or fairly adequate.
They are divided regarding the adequacy of the periodical holdings
in the field, but they agreed that one of the noted weaknesses in
the collection is the incompleteness of the periodical files. The
general opinion of the faculty is that the Education book and
periodical holdings of the Trevor Jxnett Library fulfill their
professional needs.
QEWIER IV
CONCLUSIONS AND RECOIffiEND&TIONS
The purpose of this study was to evaluate the book and
periodical holdings in the field of Education of the Trevor Jxnett
Library and to show how adequately it meets the needs of the
School of Education. The first significant need indicated by
this study was for an up-to-date subject bibliography in the
field of Education. &ccording to the check list the Education
book and periodical collection of the Trevor Arnett Library is
generally weak, the Library holds less than 65 per cent of the
titles on the bibliographies. Even though these check lisis are
somewhat inadequate for pointing out specific needs of a collection
because needs vary with the purposes of a collection, it is felt
that they included basic books needed to support a graduate pro
gram in Education, Therefore, it would appear that the Education
collection of the Trevor Jtrnett Library needs a more representative
number of the titles. The faculty of the School of Education
appraises the collection as being fairly adequate for their
instructional and professional needs. The most outstanding weak
ness in the Education collection, as revealed by the study, is
the incompleteness of the periodical files, but the Library is
currently in the process of eliminating this deficiency.
The following recommendations are mades
35
36
1* That an attempt be made to strengthen those specific
weak areas cited by the faculty cf the School of
Education.
2. That additional study be made by the Library staff
and the faculty of the School of Education of the
Education collection giving special attention to
the areas in which specialization is. provided by
the Schools,
3» That enough duplicates be added to satisfy the
faculty of the School of Education.
&PIENDIX A
BIBLIOGRAPHY CF RECINT BOOKS IN EDUCATION, 1956-1959
General
Alexander, Carter. How to Locate Educational Information and Date,,
4th ed. rev. New York* Teachers College, Columbia
University, 1958. 419p.
*Ji.shburn, Frank Daivs. A JRarents* Guide to Independent Schools
and Colleges. New YorkS Coward-McCann, 1956. 253p«
*Beach, Fred and Robert F. Will. The State and Non-Pupil Schools,
Washington, D.C.s Office of Education, U. S. Dept. of
Health, Education and Welfare, 1958. 152p.
Callahan, Raymond E. Introduction to Education in American
Societys 4 Text With Reading. New Yorks Knopf, 1956.
461 p.
^Counts, George Sylvester and N. P. Lodge. Challenge of Soviet
Education. New Yorks McGraw, 1957* 330 p.
*Cramer, John Francis and George Stephenson Browne. Contemporary
Education! 1 Comparative Study of National Systems. New
Yorks Harcourt, 1956. 637 P«
*Garber, L. 0. The Yearbook of School Laws? 19,56. Philadelphia*
The Author, 1956. 126 p.
*Guilford, Jay Paul (ed). Fundamental Statistics in P&ychologyand Education. 3d ed. New Yorks McGraw, 1956. 565 p.
■^Hunnicutt, C. W. and William J. Iverson. Research in the .Three
R's. New Yorks Harper, 1958. 446 p.
Levin, Deana. Soviet Education Today,. New Yorks John DeGraff}
1959. 347 p.
National Society for the Study of Education. 55th Yearbook; pre
pared by the Yearbook Committee. Chicagos University of
Chicago, 1958. 2 v.
^Snavely, Gury Everett. Church and the Four-Year Colleges An
Appraisal of Their Relation. New Yorks Harper, 1955 • 216 p.
37
38
Simon, Louis. Shaw on Education. New Yorks Columbia University,
1958. 290 p.
"Twenty-five Years of Educational Research." Review of Educational
Research 26s No. 3. Washington, D.C.s National Educational
Association, 1956. 14-6 p.
•affall, W.D. Education and Mental Health. Psriss H®S©0, 1956.
347 p..
Walter, Irick A. (ed.). Religion and the State University. Ann
Arbors University of Michigan, 1958. 321*p.
Ihite House Conference on Education. A Report to the President.
New York* UNESG© Pub. Center, 1956. 126 p.
History and Philosophy of Education
Adler, Irving, lhat We Want_oj^j)jg^^hjools. New Yorks John
Day, 1957. 256 p.
Beck, Robert Holmes, (ed.). The Three R's PIubj. , What Today's
Schools Are Trying To Bo - And Ihy. Minneapolis! University
of Minnesota, 1956. 362 p.
Benton, William. This is the Challenge?. New Yorks Association
of College Presses, 1958. 254 p.
*Bereday, George Z.F. and Luigi Valpicelli, (editors). Public
Education in America s, A, New Interpretation of ^Purpos.e__and
Practice. New Yorks Harper, 1958. 212 p.
Berkson, I. B. The Ideal and, the Community. New Yorks Harper,
1958. 302 p.
, Arthur. Restoration of_learning. New Yorks Knopf,
1955. 459 P.
, Carl. The American Lyceum. New Yorkf CKford University
Press, 1956• 275 P.
Brameld, Theodore B. Cultural Foundations^ of Education^ New Yorks
Harper, 1957 330 p.
• Philosophies of Education in Cultural Perspectives.
New Yorks Dryilen Press, 1955. 446 p.
*,, , . Toward a Reconstructed Philosophy; of'.Education. New
York* Dryden~Press7"l956. 417 p.in
*Brown, S. B. and M. L. Lyda. Research Studies in Education.
Bloomington, Ind.s Phi Delta Kappa, 1957. 114 p.
39
^Butler, J. D. Four Philosophies and Their Practice in Education
andi Religion. New Yorkt Harper, 1957• 635 P«
*Butts, R. T. A Cultural History, of Western Education. New Yor.ki
McGraw, 1955. 645 P.
"^Carmichael, Omer aitd James Weldon. The,JjOjuisvillg__StjgrY. New
Yorks Simon and Schuster, 1957• 169 p.
Caswell, H. L. How FirjLjLJllJMJjdg^J^* Cambridge, Mass.i
Harvard University jfress, 1956. 42 p.
Childs9 John h. American Pragmatism and Edugatipn, An Interpretation
and Criticism, New Yorks Holt, 1956. 373 p.
*Conant, James Bryant. The CitadeJL_oiLI^arjiing« New Yorks Oxford,
1956. 79 P.
Edman, Irwin. John Deweys His Contribution to the American
Tradition. Indianapolis* Bobbs-Merrill, 1955*
, Henry. (ed.). Crucial Issues in
New Yorks Holt, 1955. 227 P»
Fine, Benjamin. How to Get the Best Education for .Your_Chi3d»
New Yorki Putnam, 1959. 251 p. "^
*Good, Harry Gehman. A History of American Education. New Yorks
Macmillan, 1956. 570 p.
■^rinnell, J. I. and others. The School and the Community;
Education and^Fublic Relations. New Yorks Roland Press,
1955. 444 p.
*Harlan, Louis R. Separate and Unequal. Chapel Hill, N.C.8
University of North Carolina, 1958. 290 p.
*Havighurst, R. J. and L. B. Neugarten. Society and Education.
Inglewood Cliffs, N.J.* Mllya. and Bacon, 1957. 465 p.
^echinger, Fred M. An Adventure in Education. New York* Macmillan,
1956. 266 p.
.« The Big Red Schoolhouse. Garden City, N. Y.t Doubleday,
1959. 240 p.
■^Hofstadter, Richard and ¥/alter F. Metzger. The Development of
Academic Freedom in the United States. New Yorks Columbia
University Press, 1955* 527 p.
40
Hutchins, Robert Maynard. Some Observations on American Education.
New York* Cambridge University Press, 1956.
Kandel, I* L. American Education in the Twentieth Century.
Cambridge, Mass.* Harvard University, 1957* 24-7 p.
. .The New Ira in Education. Bostons Houghton Mifflin,
1955. 388 p.
*Keats, John. Schools Without^Scholars. Bostons Houghton Mifflin,
1958. 202 p.
*King, Edmund J. Other Schools, and Ours. New York* Rinehart,
1958. 234 p.
*Kirk, Russell. Academic Freedom. Chicagos Henry Regnery, 1955 •
210 p.
*McCluskey, Neil Gerard. Public Schools and Moral Educations the
Influence of Horace Mann. New Yorks Columbia University
Press, 1959. 315 P«
Mathewson, Robert Henry. Strategy f.or_.i|merij;j^Edixgation. New
Yorks Harper, 1957*
Mayer, Frederick and Frank 1. Brower. Education for Maturity.
New Yorks Public Affairs Press, 1956. 155 p.
*Melby, E. 0. The Educationjgf Free, Men. Pittsburgh? University
of Pittsburgh, 1955. 75 p.
Meyer, Ju 1. An Educational History., of _the_Amerigan_|tepple» New
Yorks McGraw, 1957. 444 p.
Montagu, Jshely. Education and Human Relations. New Yorks Grove
Press, 1958. 191 P.
^National Society For the Study of Education. Modern Philosophies
ajidjpj.ugatign, 54th Yearbook, Pt I. Chicagos University
of Chicago, 1955- 374 p.
/Phenix, Phillip H. Philosophy of Education. New Yorks Holt,1958. 632 p.
Richover, Hyraan George. Education...and Freedom. New Yorks
Dutton, 1959. 256 p.
Riesman, David. Constraint and Variety in American Education.
Lincolns University of Nebraska, 1956. 160 p.
^Rockefeller Brothers Fund, Inc. The. Pursuit of Excellence.
Garden City, N. Y.« Doubleday, 1958. 49 p.
41
, Tunis. Education and Responsibility. Lexingtons Univer
sity of Kentucky, 1955. 210 p.
Harold and William Withers. Social Foundations, of Education.
Englewood Cliffs, N. J.s Prentice-Hall, 1955* 771 P.
Shoemaker, Don. With All Deliberate Speed. New York* Harper,
1957. 239 P.
*Smith, Mortimer B. (ed.). The Public Schools in Ocisis^ Some
Critical Essays. New York* Henry Regnery, 1956. 164 p.
^Spindler, G. D. (ed,). Education and Anthropology. Stanford,
Calf.I Stanford University Press, 1955. 302 p.
^Stanley, William Oliver and others. Social Foundations of Education.
New Yorks Dryden, 1956. 638 p.
Sumpton, M. R. Planning Functional School Buildings. N ew Yorks
Harper, 1957. 302.p.
Traxler, Arthur 1. Education_i" jLJ?ree_J(orld» Washington, D.C.s
American Council on Education, 1955* 164 p»
/4ifesley, E. B. NEJU The First Hundred, Years. New Yorks Harper,
1957. 419 P.
^foodring, Paul. A Fourth of a Nation. New York* McGraw, 1957.
Educational and Child Psychology
^Baldwin, A. L. Behavior, and. Development in Childhood. New Yorks
Dryden, 1955. 619 p,
*Bette2heim, Bruno. Truants from Life3 the Rehabilitation of
Emotionally Bisturbed_Children. Chicago? Free Press,
1955. 511 P.
*Breckenridge, M. E. and 1. L. Vincent.
and Psychological Growth Through the School Years.
Philadelphias Saunders, 1955. 497 p.
/Cruickshank, William M. and G. Orville Johnson, (editors).Education of Exceptional Children and Youth. Englewood
Cliffs, N. J.s Prentice-Hall, 1958. 723 p.
*Cruickshank, William M. (ed,). Psychology of Exceptional Children
and Youth. Inglewood Cliffs, N, J.s Prentice-Hall,
1955. 594 p.
42
/frroehlick, Clifford P. Guidance Service in Schools. 2d ed. New
York* McGraw, 1958. 383 p.
•^Garrison, K. C. and J. S. Gray. Educational Psychology. New
York! Appleton-Century-Crofts, 1955. 505 P«
*Gesell, Arnold L. and others. Youths Thq. Y,ears From Ten to
Sixteen. New Yorks Harper, 1956. 542 p.
Hurlock, E. B. (ed.). Adolescent Development. 2d ed. New York
. McGrawj 1955 590 p.
. Child Development. 3d ed. New Yorkt McGravir, 1956•
703 P.
^Hyraes, James L. A Child Development Point of View. Englewood
Cliffs, N. J.a Prentice-Hall, 1955. 140 p.
/ .Before the Child Reads. Ivanston, 111.* Row Peterson
1958. 96 P.
/ .Behavior and Misbehavior. Englevirood Cliffs, N. J.s
Prentice-Hall, 1955. 140 p.
*Ilg, F. L. and L. B. Ames, Cjiild_Jtehavior. New forks Harper1955. 364 p.
*Inhelder, Barbel and Jean Piaget. The Growth of Logical Thinking
from Childhood to Adolescence. New York? Basic Books,
1958. 356 P.
*Jersild, A. T. The Psychology of Adolescence. New Yorks Mac-
Milan, 1957. 438 p.
Kirk, Samuel A. Early Education of the Mentally Retarded.
Urbana, Ill.i University of Illinois, 1958. 216 p.
■^lane, Howard A. and Mary Beauchamps. Human Relationslin
Teachings The Dynamics of Helping Children Grow.
Englewood Cliffs, N. J.i Prentice-Hall, 1955. 353 P.
*iazarsfeld, Paul F. and Wagner, Thielens, Jr. The Academic Mind.
Glencoe, Ill.i The Free Press, 1958. 460 p.
McKLnney, Fred. Counseling for Personal Adjustment in Schools
and Colleges. Bostorn Houghton Mifflin, 1958. 584 p.
^Murphy, Lois B. and others. Personality in Young Children.
London* Clarke, 1956. 2vols.
Hurry, J. and Doris May Lee. The' Child and His Development.
New Yorks Appelton-Century-Crofts, 1958. 625 p.
43
National Society for the Study of Education. Education of the
Gifted* Chicago* University of Chicago, 1958. 420 p.
^National Society for the Study of Education. Mental Health in
Modern Education. 54th Yearbook pt. 2. Chicago!
University of Chicago, 1955. 397 P.
Noll, V. H. Introduction to Educational Measurement. Bostons
Houghton Mifflin, 195?. 437 P.
■^■Prescott, D. A. ^ejChlld^in the Education Process. New Yorks
McGraw, 1957- 502 p.
Russell, David H. Children's Thinking. Boston! Ginn, 1956. 449 p.
/Stendler, Celia B. Tejjj^n^JLnjbh^ School. New YorksHarcourt,
Stephens, John M. Educational Psychology, rev. ed. New Yorkj
Holt, 1956 249 P.
^Stone, L. J. and Joseph Church. Childhood and Adolescence. New
Yorks Random, 1957. 456 p.
«Strang, Ruth. The Adolescent Views Himself. New Yorks McGraw,
1957. 595 P.
*Thorndyke, R. L. and Elizabeth Hagen. Measurement and Evaluation
in Psychology and Education. New Yorks John Wiley, 1955* 575 P»
•#fallin, J. E. Education of Mentally Handicapped Children. New
Yorki Harper, 1955. 485 p/
*!attenberg, ¥. W. Adolescent Years. New Yorks Harcourt, 1955«
510 p.
Administration and Organization
American Association of School Administrators, School District
Organization. Washington, D.C.s National Education
Association, 1959. 323 p.
* .Staff Relation in School Administration. Washington,
D.C.s National Education Association, 1957 • 470 p.
^Armstrong, W. E. and T. M. Stinnett. A Manual on Certification
Requirements for School Personnel in the United States.
Washington, D. C.s National Education Association, 1957.
232 p.
44
^Burke, Arvid James, Financing Public Schools in the United States.
New Yorks Harper, 1957. 679 p.
^Burton, ¥. J. and L. J. Brueckner. Supervisions A Social Process.
9d ed. New Yorks Appleton-Century-Crofts, 1955* 715 P«
•^Campbell, R. F. and R. T. Gregg. Administrative Behavior in
Education. New Yorks Harper, 1957• 558 p.
^Chandler, B. J. and P. V. Petty. Pgrgjonnel Ifena^ement_.j;n_Schgol
Adnanistration. Yonkers, N.Y.s World Book, 1955• 598 p.
Corey, S. M. (ed.). In-Service Education for Teacherss Supervisors»Administrators. Chicagos University of Chicago, 1957* 376~ P»
Ingelhardt, Nicholaus Louis and others. School Planning and Building
Handbook. New Yorks F. W. Dodge Corp., 1956. 626 p.
Herrick, J. H. and others. From School Program to School Plant.
New Yorks Holt, 1956. 482 p.
McQuade, Walter (ed.)» Schoolhouse. New Yorki Simon and Schuster,
1958. 271 P.
*Mort, P. R. and D. H. Ross. Principles of School Administration.
2d ed. New Yorks McGraw, 1957. 451 p.
National Council on Schoolhouse Construction. Guid8 for Planning
Schools. Nashville, Tenn.s The Association, 1958. 254 p.
Newton, Edward. Courts and the Public Schools, rev. ed. Chicagos
University of Chicago, 1955. 622 p.
Mult Education
^Gratten, Clinton Hartley. In Quest of Knowledges A Historical
Perspective on Mult Education. New Yorks Association
Press, 1955. 337 P-
*Gray, William Scott and Bernice Rogers. Maturity in Readings
Ita Nature and Appraisal. Chicagos University of Chicago,
1956. 273 P.
/Houle, Cyril Orwin and Nelson, C.A. The University, The Citizenand World Affairs. Washington, D.C.s American Council
on Education, 1956. 179 p.
*Kempfer, Homer. Adult Education. New Yorks McGraw, 1955. 433 P.
Mveright, Alexander Albert. Strategies of Leadership in Conducting
Adult Educational Programs. New Yorks Harper, 1959. 140 p.
45
National .Association of Public School Mult Educators. Public
School Mult Education* Ifashington D.C.* The Association,
1956. 156 p.
Powell, J. W. Learning Comes of Ape. New York! Assocation
Press, 1956. 235 P.
Curriculum
Association For Supervision and Curriculum Development. Research
For Curriculum Improvement. Washington, D.C.s The
Association, 1957* 350 p.
Fitzgerald, James A. and P. 6. Fitzgerald, Methods and Curricula
in Elementary, Education. Chicagos Bruce Publication,
1955. 591 P.
French, Will. Behavioral Goals of General Education in High School*
New York* Russell Sage Foundation, 1957. 247 P«
*Gross, Richard E. and Leslie D. Zeleny. Educating Citizens For
Democragyj Curriculum and Instruction in Secondary Social
Studies. New Yorkj Oxford University Press, 1958. 591 p.
*Smith9 B. 0. and others. Fundamentate_of_Curriculum Develgpjjent»
rev. ed. Yonkers, N. Y.s World Book, 1957. 685 P.
*Stratemeyer, F. B. and others (editors) Developing a Curriculumfor Modern Living. New Yorks Columbia University,
1957. 740. p.
/Townsend, Agatha. College Freshmen Speak Out. New Yorks Harper,
1956. 136 p.
Special Education
*DeHaan, Robert Frank and R. J. Havighurst. Educating Gifted
Children. Chicagos University of Chicago, 1957* 275 P«
^oodenough, F. L. Exceptional Children. New York* Appleton-
Century-Crofts7 19561 428 p.
•a^rampton, Merle Elbegt and E. D. Gall (editors) Special Education
for the Exceptional. Boston* Porter Sargent. 1956. 3 v.
National Education Association. The Identification and Education
of the Academically Talented Student in the American *""""Secondary Schools. Ifashington, D. C.s The Association,
1958. 160 p.
Worcester, D. A. The Education of Children of Above-Average
Mentality. Lincolnj University of Nebraska, 1956.
46
Higher Education
*Brown, Francis J. and Thorsten Sellin. Higher Education Under
Stgess. Philadelphia! American Acadengr of Political
and Social Sciences, 1955* 272 p.
*Brubacker, John S. and Willis Rudy. HighJSd_u_cation in
New Yorks Harper, 1958. 494 p.
■^Educational Policies Commission. Higher^^ucati^pn^ ±n^a^De^cade
of^Decision. Washington, B.C.$ National Education
Association. 1957* 157 P.
BeVane, W.C. The M&jn^^^ja±yers±ty_ in _the. Twentieth Century.
Baton Rouges Louisiana State University., 1957. 72 p,
¥. C. (comp.) College Teachers and College Teaching.
Atlanta* Southern Regional Education Board, 1957« 282 p.
*Fine, Benjamin, American. (^}-e^§ir_Cot!^elcfX^jn§J^d.de . Englewood
Cliffs, N. J.t Prentice-Hall, 1955. 413 p.
/Garrison, Roger H-. Adventure^ TQJV|aarning__in_Cplleg§.. New York sHarper, 1959. 270 p.
Griswold, Alfred ¥. In the University_j^4it.ipn. Nevi/ Yorks
Oxford, 1958. 161 p.
Irwin, Mary (ed.J, American Universities and..C.olleges. 7th ed.Washington, D.C.s American Council on Education, 1956. 1210 p.
■^Jacob, P. E. Changing V_alugs_in_ College f An Exploratory Study
of the Impact j^JJoJJLfj^J^cJsng* New York? Harper,
1957. 174*" p^
^Kenedy, Gail (ed.). Education at Amherst. New Yorks Harper,
1955. 333 P.
Perkins, John A. Plain Talk From a Campjjg. New Yorkt University
of Delaware, 1959. 195 p.
•*Smith, Huston. Purposes,jbf_Highgr^.Jducation. New Yorkj Harper
1955. lB~ir
^Williams, George G. Some of My rBeB_j^_J_Jj^jgjj__
Critical Commentarx_gitHi^.iducgtion. New Yorks Abelard-Schuman, 1958. 250 p.
Wilson, Louis R. The_JJniyersitym_Library. 2d ed. New Yorks
Columbia University, 1956. 641 p.
47
American Library Association. Basic Book Collection for High
Schools. 6th ed. Chicagos The Associations 1957» 19& p.
/Bennett, Margaret E.
^ Mministratrpr_s . New YorksMcGraw, 1955. 411 p.
^Blough, Glenn 0. Elementary School Science and Howl tjp_JTeach_It.
New Yorks Bryden, 1958." 6O8 pT~~
*Bond, G. L. and M. A. Tinker.
Cjprrejcti.on. New Yorks Appleton-Century-Crofts92g££_
1957. 486
Brandwein, Paul F.s Fletcher G. Watson and Paul E. Blackwood.
T6jachjuig^jj^h-^ New Yorks
Harcourt, 1958. 568" p.
*Brogan9 Peggy and L. K. Fox. Helping Children Learn. Yonkers,
N. Y.i World Book, 1?55. 38O pT
Brueckner, L. J. and others. Dejgl:ojiinjgj_Matheno.ticaj^ Understandings
in thg__Upper_Grade8. Philadelphia* Winston, 1957* 5^7 P»
*Brueckners L. J. siid G. L. Bond. The
Learning Difficulties. New Yorks Appleton-Century-Crofts,
1955. ' 424 p.
*Burnett. R. If. Tjea^cj^nj^JScj^jpe^rL^^ New
Yorks Rinehart, 1957." 383 p.
, H. L. and A. W. Foshay, Education i
School. New Yorkj American Book, 1957* 430 p.
Chase, Francis S. and Harold Anderson, (editors) The'High
School in a.r.NewjSra. Bostons Houghton lELfflin, 1958. 584 p.
■^Conant, James Bryant. Ameri,can_.High_Schools Today_s__..A.First
Report to Interested Citizena. New Yorka McGraw, 1959. 140 p.
■^Cottrell, D. F. Tej^ej^^uc^ti^n^J^or^^rje^J^jle^ Oneonta,
New Yorks American Association of Colleges for TeacherEducation, 1956» 415 P»
*Craig, Gerald S. Science for the yg
rev. ed. Bostons Ginn, 1958. 8^4. p.
*Dreikurs, Rudolf. ^lS^.J£^Mm^MS££m^ATeacheia. New Yorks Harper, 1957.' 237 P»
48
*Dykema, P. 1". and H. M. Cundiff. School_ j»fugjx_Handbpok. New ed.
Bostons C. C. Birchard, 1955* 669 P«
•*franzen, Carl Gustave Frederick. Foundations of Secondary
Education. New Yorks Harper, 1955• 492 p.
French, W. M. MBI2-£HL§SS^S^,S£JLM^M£S:iMLB, • New York? TheOdyssey Press, 1957• 533 p.
*Gaitskell, Charles D. and Willard B. Spalding. Children and Their
Arts Methods for the Elementary School. New York*
Harcouiitj, 1958. 446 p.
Gray, William Scott. The Teaching of Reading and Writing. Chicago*
Scott Foresman, 1956. ~28l p.
^Groutj Ruth E. Health Tjeaghing_in Schools. 3d ed. Philadelphia!
Saunders, 1958. 359 P»
/Halsey, Elizabeth and Lorena Porter. Physical lju^gtijgn^_forChildren. New yorks Holt, 1958. 4l6°"p.
, L. A. and others. Unit Teaching in the Elementary School.
New York* Rinehart, 1955. 592 p.
L. D. This is Teaching. Chicago! Scott Foresman, 1956.
335 P.
*Herrick, Virgil E. and L. B. Jacobs (editors).
the Ian^suajge^lrts. Englewood Cliffs, N. J.s Prentice-Hall,
1955. 524 p.
5 .The ElejMjatajX-School. Inglewood Cliffs, N. J.s
Prentice-Hall, 1956. 474 p.
Hildreth, Gertrude. Teaching Reading. New Yorks Holt, 1958. 612 p.
* .Teaching Spelling;. New Yorks Holt, 1955. 346 p.
*Hilgard, E. R. The ories_of^Learning 2d ed. New Yorks Appleton-
Century-Crofts, 1956. 563 p.
*Hoppock, Robert. Qccupational_Jnformtion. New Yorks McGraw,
1957. 534 p.
^Jersild, Arthur T. Vfhen Teachers Face Tjiems^lyes. New Yorki
Teachers Colleges, Columbia University, 1955. 169 p.
*Kenworthy. L. S.
or_ffijjhjLChjgls. New Yorks Harper, 1956. 268 p.
49
/Wrick, Nancy. A Parent's Guide to ^Irifp^te^grij^, GardenCity, N. Y.j Doubleday, 1958. 283"'"f,
^laeberman, Myron. Education as a frjfgsgimi. Englewood Cliffs,N. J.g Prentice-Hall, 1956. 540 p.
■^Lowenfeld,. Viktor. Creative and Mental Growth. New York %Macmillan, 1957. 310 F.
*%tLchaelis, John Udell, Social StudigB_for ChljdrejiJLn_a_.Democracy.2d ed. Englewood Cliffs, N. J.i Frentice-Hall, I956. 523 p,
Mil, Alice and Feggy Brogan. More_jbhan_Social Studigs.
Inglewood Cliffs, N. J.as Frentice-Hall, 1957. 425 P.
Miller, 1.. G. and Virginia Initcomb. HfflgicaJLJducation in theElementary_SchjOjoj^ur£i^ulumt Englewood Cliffs, 1957.331 p.
Morholt, Evelyn and others. I^acMflg<>mi^hL8ch^oOcignc.e 1 A.Source Book__fpr the Biological Sciences. New YorktHarcourt, 1958. 506 p,
/Munro, Thomas. ^LJducation. New York* Liberal Arts Press1956. 387 P. J
National Council of Teachers of English.g SeJnglish^Languageii£^&jtecon&a££jbchool. New Yorks Appleton-Centurys 1956 488 p y£^j££
Crofts, 1956. 488 p.
National Council for the Social Studies. Improving the SocialStudies Curriculum. 26th Yearbook. Washington, dTcTJNational Iducation Association. I955. 268 p.
National Education Association, Department of Elementary SchoolPrincipals. I^i£M^i^^^^i^^I]35th Yearbook. Washington, D.C.i The 4ssociation, 1956.310 p.
National Society for the Study of Education. The Integationofjducational Experiences. Chicago! University of Chicago,195o. 278 p.
/Oberteuffer, Delbert. Hivjical_lducation. rev. ed. New YorksHarper, I956. 479 p.
*0hlsen, Merle M. Gu^djncej_4nJ^troduction. New Yorki Harper1956. 479 p. *
Pennsylvania. University.
245 flailadelphia8 University of Pennsylvania,
50
*Fooley, R. C. Teaching EnKlish_Graflgar. New Yorks Appleton-
Century-Crofts, 1957*
/Robinson, H. M. ed. Developing Permanent Interest in Reading,Chicago* University of Chicago, 1956. 224 p.
Prescott, Daniel, Factors That Influence Learning. Pittsburghs
University of Pittsburgh, 1958* 224 p.
■^SRothney, W. M. and others. Guidance Practices and .Results. New
Yorks Harper, 1958. 542 p.
Shane, Harold G. and E. T. McSwain. Evaluation and the Elementary
Curriculum, rev, ed. New Yorks Holt, 1958. ~436 p.
s, Delia Louise ed. Why Teach? New York* Holt, 1957. 240 p.
, D. V. Cj^unicjitj^ New
Yorks Macrnillanj, 1955. 105 P.
■^tratemeyer, Florence B. and Margaret Lindsey. Working With
Student Teachers. New Yorki Teachers College, Columbia
University, 1958. 502 p.
^Strickland, R. G. The_Language Arts in the_jJjL;Bjgntary_-Schools.2d ed. Bostons Heath, 1957. 464 ™p.
^Strong, E. K. Vogational__Interests 18 Years After__CojLlgge.
Minneapolist University of Minnesota, 1955. "207 p.
^Super, Donald E. The Psychology of Careers. New Yorks Harper.
1957. 362 p. ™~~
. and others. Vocational^Bjejjelopmentj^,! Framework for
h kResearch. New Yorks Teachers College, Columbia University,
1957. 142 p.
«Tead, Ordway. The Climate of Learning. New Yorks Harper, 1958,62 p.
■^Traxler, 4. E. and Agatha Towsends. light More, Years,, of^Researchin^Reading. Educational Record Bur.," 1955. 283 p.
A.. E. Techniques of Guidance, rev. ed. New Yorks
Harper, 1957. 374 p.
^Tooze, Ruth and B. P. Krome. Literature and _gj^g
for Social Studies. New Yorks ~Prentice-Hall, 1955.
/Wheatley, George Milhalland and G. T. Hollock. Health Observationof School Childrgn. 2d. ed. New Yorks McGraw,1956. 488 p.
51
*filson, Charles H. k Teacher. j.s_a_ Person, New Yorki Holt,
1956. 285 p.
•*Sfhittick, I. 1. and C. F. Schuller, AudiorVisual Materialss
Their iMature_and_Use« 2d, ed. New Yorks Harper, 1957•
570 p.
* in Trevor Arnett Library
/ in one of the other college libraries in the Atlanta UniversityCenter
B
QUESTIONNAIRE TO THE FACULTY MEMBERS OF THE SCHOOL CF EDUCATION1
I. For your teaching purposes what do you think of the materials
in the education collection of the Atlanta University Library?
Books Periodicals
( ) Very Adequate ( )
( ) Adequate ( )
( ) Fairly Adequate ( )
( ) Inadequate ( )
( ) Poor ( )
( ) No opinion ( )
la. If the book collection is not adequate, would you say that
it is due to
( ) Not enough titles
( ) Not enough duplicates
( ) Both
( ) Not up-to-date
( ) Other reasons (Please indicate)
lb. If the periodical collection is not adequate, would you say
that it is due to
( ) No enough titles
( ) Incomplete "runs" of existing titles
( ) Both
( ) Other reasons (Please indicatg)
52
53
2» To what extent does the library fill your professional needs
for books and periodicals in the area of Education?
( ) Totally ( ) Partially ( ) Not at all
3. In what specific area (s) of education do you consider the
collection weak?
4. In what specific area (s) of education do you consider the
collection strong?
questionnaire was taken from Brice Carter, Jr.
"A Survey of the Science Collection in the Atlanta University
Library," (unpublished Master's Thesis, School of Library
Service, Atlanta University, )
BIBLIOGRAPHY
Books_
Alexander, Carter. How to Locate Educational Information ^ Twt.
4th ed. New Yorks Teachers College. Columbia University,1958.
Columbia University. Presidents Committee on Educational Future
of the University. Subcommittee on the University Libraries.The Columbia libraries. New Yorks Columbia UniversityPress, 1958. -
Farber, Ivan Ira. Clas8ified_List of. Periodicals for the CollegeLibrary. Bostons The F. W» Faxon Company, 1957.
McDiarmid, Errett Weir* Jr. The Library Survey; Problems and
Methods. Chicago;? American Library Association, 1940,
McNiff, Philip J. Catalog of the Lamont lAhr?.rijJ?ZZ!ZZ±J£l2Z2.iCambridge! Harvard University, 19537
Raney, M. L. The University Lj-brarifls. (University of Chicago
Survey, Vol. 7.} Chicagoi University of Chicago Press*1933.
Rosenlof, George W. Library Facilities of Teacher-Training, Institutions. New Yorks Teacher College, Columbia University,1929.
Southern Association of Colleges and Secondary Schools. The Classified List of Reference Books and %*jgfyjglgf^r CollegeLibraries. Atlanta1 The Association, 1955. —*>-
Williams, Idwin (ed.) Problems and ^o^^^_s±_^^v-h T.ibrnrirn,New Brunswick! Scarecrow Pres§, ^-—--
Wilson, Louis Round. The Library in Colleg&Ingtrijiot.i^, NewYorks The H. W. Wilson Company7T3>5l7""
Witmer, Eleanor M. Education_Jo^kjBX_Significant Publications,123JtJ2i2. New York! Teachers College Library, ColumbiaUniversity, 1953.
54
55
Periodicals
Booklist. Chicago* .American Library Association, 1905-
National Education Association Journal. Washington, D.C.j NationalEducation Association, 1913-
Sabine, George H. "The Library in the Educational Institution,"College and Research Mbraxies,9 IX (January, 1948), 3-5,
Bulletins
Atlanta University. Bulletin. Catalogue Number. I959-I96O.Series III, No. 106. Atlanta* Atlanta University,April, 1959.
Unpublished Material
Campbell, Myra J.oyce. "An Annotated Bibliography of Recent BasicBooks in Education for a College Library." UnpublishedMaster's thesis, School of Library Service, AtlantaUniversity, 1956.
Carter, Brice. "A. Survey of the Science Collection in theAtlanta University Library." Unpublished Master's thesis,School of Library Service, Atlanta University, 1955.
