PAGENO="0001" BOOKS FOR SCHOOLS AND THE TREATMENT OF MINORITIES HEARINGS BEFORE THE AD HOC SUBCOMMITTEE ON DE FACTO SCHOOL SEGREGATION OF THE COMMITTEE ON EDUCATION AND LABOR HOUSE OF REPRESENTATIVES EIGHTY-NINTH CONGRESS SECOND SESSION ON BOOKS FOR SCHOOLS AND THE TREATMENT OF MINORITIES HEARINGS HELD IN WASHINGTON D C AUGUST 23, 24, 30, 31; AND SEPTEMBER 1, 19G6 Printed for the use of the Committee on Education and Labor ADAM C. POWELL, Chci4rinan U.S. GOVERNMENT PRINTING OFFICE 71-368 WASHINGTON 1966 For sale by the Superintendent of Documents, U.S. Government Printing Omce Washington, D.C. 20402 - Price $2.50 O(~ (3~3O% PAGENO="0002" COMMITTEE ON EDUCATION AND LABOR ADAM C. POWELL, New York, Chairman CARL D. PERKINS, Kentucky EDITH GREEN, Oregon FRANK THOMPSON, JR., New Jersey ELMER J. HOLLAND, Pennsylvania JOHN H. DENT, Pennsylvania ROMAN C. PUCINSKI, Illinois DOMINICK V. DANIELS, New Jersey JOHN BRADEMAS, Indiana JAMES G. O'HARA, Michigan RALPH J. SCOTT, North Carolina HUSH L. CAREY, New York AUGUSTUS F. HAWKINS, California CARLTON R. SICKLES, Maryland SAM GIBBONS, Florida WILLIAM D. FORD, Michigan WILLIAM D. HATHAWAY, Maine PATSY T. MINK, Hawaii JAMES H. SCHEUER, New York LLOYD MEEDS. Washington PHILLIP BURTON, Californ~ LOUISE MAXIENNE DARGANs, Chief Clerk RUSSELL C. DERRICKSON, Staff Director C. SUMNER STONE, Special Assistant to the Chairman Dr. EUNICE ~. MATTHEW, Education Chief LEON ABRAMSON, Chief Counsel for Labor-Managerivetvt ODELL CLARE, Chief Inve8tifJator TERESA CALABRESE, Administrative Assistant to the Chairman MICHAEL J. BERNSTEIN, Minority Counsel for Education and Labor CHARLES W. RADCLIFFE, Special Education Counsel for Minority DOMINICK V. DANIELS, New Jersey JOHN M. ASHBROOK, Ohio HUGH L. CAREY, New York ALPHONZO BELL, California AUGUSTUS F. HAWKINS, California OGDEN R. REID, New York PATSY T. MINK, Hawaii PHILLIP BURTON, California WILLIAM H. AYRES, Ohio ALBERT H. QUIE, Minnesota CHARLES E. GOODELL, New York JOHN M. ASHBROOK, Ohio DAVE MARTIN, Nebraska ALPHONZO BELL, California OGDEN R. REID, New York GLENN ANDREWS, Alabama EDWARD J. GUERNEY, Floridn JOHN N. ERLENBORN, Illinois AD Hoc SUBOOMMITrEE ox DE FAcTO SCHOOL SEGREGATION ADAM C. POWELL, New York, Chairman Dr. EUNICE S. MATTHEW, Director DONALD BERHNS, Administrative Assi8tant II PAGENO="0003" CONTENTS Hearings held in Washington, D.C.: Pag* August 23, 1966 1 August 24, 1966 105 August 30, 1966 139 August 31, 1966 187 September 1, 1966 249 Statement of- Avants, Mack, executive assistant superintendent, State Department of Education, Baton Rouge, La 249 Barrett, Miss Loretta, editor, Zenith Books, Doubleday & Co 228 Bennett, Lerone, editor and author, Johnson Publishing Co., Chicago, Ill 213 Carroll, Charles F., superintendent of public instruction, State of North Carolina 139 Eller, E. B., assistant commissioner, Division of Instruction, State Department of Education, Nashville, Tenn 256 Fenollosa, G. M., vice president and director, Houghton, Muffin Co., Boston, Mass 128 Howe, Commissioner Harold, II, U.S. Office of Education, accompa- nied by Arthur Harris, Associate Commission for Education (Elementary and Secondary Education) 4 Johnson, Newman, chairman, State Housing Committee, NAACP, and attorney 311 Lloyd, Mrs. Helen M., assistant superintendent of schools, New York City Board of Education 279 Locke, Robert W., senior vice president, McGraw-Hill Book Co., accompanied by Dr. Richard Smith 187 Lumley, Mrs. Kay W., director of the reading clinics, District of Columbia public schools 167 McCaffrey, Austin J., executive director, American Textbook Publish- ersllnstitute 105 Passow, Dr. A. Harry, professor of education, Columbia University. - 244 Peterson, IDarrel E., president, Scott, Foresman & Co 121 Quarles, H. C., director, Division of Textbooks, South Carolina De- partment of Education, accompanied by Dr. J. Carlisle Holler, director, Division of Instruction, State Department of Education of South Carolina 23~ Robinson, Isaiah, chairman, Harlem Parents Committee and Robert Washington, administrator, Harlem Freedom School 67 Husk, Mrs. Alice, library specialist, Baltimore City schools, represent- ing the American Library Association 20~ Sackett, Ross, executive vice president, bit, Rinehart & Winston, Inc 271 Schick, Dr. Frank, Division of Statistical Analysis, U.S. Office of Education 294 Senft, Craig T., president, Silver Burdett Co., a division of General Learning Corp 115 Sterling, Mrs. Dorothy, author of children's books 274 Triplett, Ishmael, director, Division of Textbooks and Instructional Materials, Kentucky Department of Education 83 Valdez, Tito, director, State textbook division, Santa Fe, N. Mex~.... 224 Wesley, Charles H., executive director, Association for the Study of Negro Life and History; president, Association Publishers 308 UI PAGENO="0004" IV CONTENTS &atements, letters, supplemental material, etc.: Bennett, Lerone, Jr., author and senior editor, Ebony magazine, Page statement of 213 Brademas, Hon. John, a Representative in Congress from the State of Indiana, article in the New York Times entitled, "U.S. Aid and Rise in Students Help Increase Textbook Volume" 155 Carroll, Charles F., superintendent of public instruction, State of North Carolina: Policies for selection of library materials, Union County (NC.) schools 150 Quiz yourself-How good is your book selection? 152 Statutes governing, the selection and adoption of textbooks in North Carolina 146 Fenoflosa, G. M., vice president and director, HoughtOn Muffin Co., Boston, Mass., appendix I, table showing comparative physical characteristics of the two books 132 Hawkins, Hon. Augustus F., a Representative in Congress from the State of California, letter from Jack P. Crowther, superintendent of schools, Los Angeles City Board of Education, enclosing exhibits_ 263 Exhibit A-Criteria for screening content of new instruction~il materials with regard to their treatment of cultural minorities__ 265 Exhibit B-Criteria for evaluating textbooks 266 Exhibit C-Specific titles purchased by the central library section to be distributed to the various elementary school libraries for the school year 1966-67 268 Exhibit D-Speciflc titles purchased by the various secondary schools during the school year 1965-66 270 Howe, Hon. Harold, II, Commissioner, U.S. Office of Education: A legal opinion on books for schools and title II of the Civil Rights Act 16 Bibliography of the Educational Materials Center of the Office of Education Brief on books in schools and title II of the Civil Rights Act of 1964 18 Bureau of Research contacts (formal) with State and local author- ities concerning research 32 Bureau of Research funds for research and related activities con- cerning the disadvantaged child 35 Bureau of Research projects dealing with curriculum for disad- vantaged children 28 Complaints about textbooks in schools 26 ESEA, title Il-State plans submitted and approved (table)_~ 10 Federal funds for hooks and instructional materials (table) 15 Furnishing of free textbooks 20 Table 1-Practice of furnishing free textbooks and sources of authority for such practice 22 Table 2-Rental and purchase of textbooks 23 Patterns followed by 50 States in selection of textbooks (table) 12 Relations with the Office of Economic Opportunity 42 Coordination-Cooperation-Title I, ESEA; title II, EOA - 43 Appendix A-Some questions. and answers about title I of the Elementary and Secondary Education Act of 1965 (Public Law 89-10) 45 Appendix B-Advance notice to the educational com~ munity concerning the Elementary and Secondary Education Act of 1965 48 Appendix C-Coordination of the Economic Oppor- tunity Act and the Elementary and Secondary Edu- cation Act Appendix C(a)-Coordination between Office of Edu- cation and the Office of Economic Opportunity 51 Appendix D-Memorandum, relation of educational leg- islation and poverty legislation and poverty legislation coordination of Office of Education and Office of Economic Opportunity programs 52 Appendix E-"Dear Headstart Grantee" letter from Sargent Shriver PAGENO="0005" CONTENTS Statements, letters, supplemental material, etc.-Gontinued Howe, Hon. Harold, II, Commissioner, U.S. Office of Education-Con. Relations with the Office of Economic Opportunity-Continued Coordination-Cooperation--Continued Appendix F-Letter individually addressed to chief State school officers; Superintendent, District of Columbia; Guam; Virgin Islands; Puerto Rico; and American Samoa from Francis Keppel, U.S. Commissioner of Page Education 54 Appendix G-Office of Economic Opportunity person- nel present at August 23 meeting 55 Appendix H-Letter to Jule Sugarman, Office of Eco- nomic Opportunity from James E. Mauch, Acting Director, Programs Branch, HEW 55 Appendix I-Memorandum to Dr. James E. Mauch, Chief, Programs Branch, Division of Program Opera- tions, U.S. Office of Education, from Julie M. Sugarman 55 Appendix J-Memorandum to Jule M. Sugarman, Act- ing Associate Director, community action program, from James E. Mauch, Chief Programs Branch, DPO 56 Appendix K-Memorandum to State community action coordinator, office of economic opportunity, office of the Governor, from Arthur L. Harris, Associate Com- missioner 58 Appendix b-Letter to State title I coordinators, from James E. Mauch, Acting Director, Programs Branch, Division of Program Operations 60 Appendix M-Letter to State title I coordinators, from John F. Hughes, Director, Division of Program Opera- tions 60 Appendix N-Description of State program organiza- tion and administration (title I, Public Law 89-10) - - 60 Appendix 0-Letter to city, village, and district super- intendents of schools, supervising piincipals, directors of community action agencies, from Ersa H. Poston, director, New York State Office of Economic Oppor- tunity 62 Appendix P-better to State title I coordinators, from John F. Hughes, Director, Division of Program Opera- tions-Evaluation reports 62 Appendix Q-4. Coordination with community action projects 64 Selection agency in States where at least some State control is exercised (table) 14 Souices of authority for textbook selection patterns (table) 13 State allocations under ESEA, title II, by categOry of materials (table) 11 Lloyd, Mrs. Helene M., assistant superintendent of schools, New York City Board of Education: Academic high school principals, letter to 289 Breakthrough in instructional material for quality integrated schools 287 Field assistant superintendents, letter to 289 Outline and plan approved by 279 Phasing out of obsolete textbooks 290 Policy statement on treatment of minorities in textbooks 285 Producers and distributors of educational films, filmstrips, and/or recordings, letter to 292 Special Circular No. 85,~ 1965-66 291 To the publishers of text materials for the schools, letter to 286 Vocational high school principals, letter to 290 PAGENO="0006" VI CONTENTS Locke, Robert W., senior vice president, McGraw-Hill Book Co.: Appendix 1-Books and other printed materials for classroom Pags instruction 197 Appendix 2-Films and filmstrips for classroom instruction 199 Appendix 3-Teacher-training books and films 200 Appendix 4-Books for the general public, magazine articles, and advertising 201 Appendix 5-Sullivan programed reading series (table) 201 Letter to Congressman Brademas concerning publishing profits - 205 Letter to Congressman Brademas, figures on sales to Catholic schools 203 Lumley, Mrs. Kay, supervising director, the Reading Clinic, Public Schools of the District of Columbia, statement by 168 Passow, Dr. A. Harry, professor of education, Columbia University, prepared statement of 245 RObinson, Isaiah, chairman, Harlem Parents Committee and Robert Washington, administrator, Harlem Freedom School: Sample of materials developed for Harlem Freedom School: Image Builders-Joseph Cinque, fighter for liberty 73 Statementbv 67 The Importance of Afro-American history in changing racial attitudes 70 Schick, Dr. Frank L., coordinator, adult education and library statis- tics, National Center for Educational Statistics, U.S. Office of Education, statement of 295 Table 1-Number of new and revised book titles produced in education, juvenile, and all categories: United States, selected years, 1930-65 298 Table 2-Projected library budgets for library materials and bid- ding 299 Table 3-Selected statistics of centralized public school libraries, 1953-54 to 1962-63, and projected 1963-64 to 1974-75 300 Table 4-Selected statistics of college and university libraries, 1959-60 to 1964-65 and approved to 1974-75 301 Table 5-Selected statistics of public libraries serving populations of 35,000 or more, 1959-62 and projected to 1975 302 Table 6-Average list price for books in education, children, and all categories, United States, selected years, 1947-49 to 1960_ 303 Table 7-Average subscription price periodicals in education, children, and all categories, United States, 1947-49 to 1965 - - 303 Table 8-Average price per copy received by publishers for text- books, by educational level, United States, 1957-65 303 Table 9-Average price per copy received by publishers for work- books, by educational level, United States, 1957-65 304 Table 10-Average price per copy received by publishers for ju- venile books and adult trade books, United States, 1957-65_ - - 304 Table 11-Number and percent of total titles and paperback titles, selected years, 1955-65 304 Table 12-Production of fiction and nonfiction paperback titles, 1955-65 304 Triplett, Ishmael, director, Division of Textbooks and Instructional Materials, Kentucky Department of Education: Supplementary statement of 88 The State multiple list of textbooks for the public elementary and high schools of Kentucky, the 1963-67 period for adoption, group i 90 Elementary grades 1 through 8 (table) ~. 91 High school grades 9 through 12 (table) 96 Valdez, Tito, direct&r, State textbook division, Santa Fe, N. Mex., prepared statement by 288 PAGENO="0007" APPENDIX Avants, Mack, executive assistant, superintendent, State Department Page of Education, Baton Rouge, La., memorandum of textbook adoption. - 642 California State Department of Education: Chapter 2-Elementary Textbooks 597 "The Negro in American History Textbooks," report entitled 765 Corrigan, Richard, article in Washington Post entitled "Integrated Texts Aim of Virginia Rights Council" 548 Deighton, Lee C., chairman, the Macmillan Co., statement of 313 De Lone, Richard H., article in the Philadelphia Bulletin entitled "Publisher Buys Poem written by Girl Pupil 14" 318 Department of Health, Education, and Welfare, publication entitled "Title II, Elementary and Secondary Education Act-School Resources, Textbooks, and Other Instructional Materials-Guidelines" 445 Dolmatch, Theodore B., article in Saturday. Review, entitled "Color Me Brown-I'm Integrated" 819 Eller, E. B., assistant commissioner, Division of Instruction, State De- partment of Education, Nashville, Tenn.: Public school laws of Tennessee, public chapter 180, house bill No. 1080 . 648 Supplement to contract-Policies of Tennessee State Textbook Com- mission 652 Tennessee official list of textbooks 655 Frase, Robert W., associate managing director, American Book Pub- lishers Council, statement of 325 Groover, H. Finn, State of Florida Department of Education, memoran- dum to Chairman Powell, submitting responses to questions as per your letter of July 29, 1966 532 Lacy, Dan, managing director, American Book Publishers Council, state- mentby 328 Lansing, Mich., Department of Public Instruction, publication entitled~ "Suggested Guidelines for Providing for the Maximal Education of Children of All Races and Creeds in the Schools of Michigan" 509 Larrick, Nancy, article in Saturday Review, entitled "The All-White World of Children's Books" 820 Michigan Department of Education, publication entitled "Guidelines for the Selection of Human Relations Content in Textbooks" 525 Mississippi State Textbook Purchasing Board, statement on textbooks for minority groups 586 Moseley, Cameron S., vice president, Harcourt, Brace & World, Inc., state- mentby 319 National Association for the Advancement of Colored People, article en- titled "Integrated School Books" 795 Newsweek, article entitled "Integrating the Texts" 826 New York City Board of Education school library bulletin, article entitled "Focus on One America" 587 Nilson, Thord C., president, New Mexico Federation of Teachers, letter to Chairman Powell, dated October 8, 1966 620 Publishers Weekly, New York, N.Y. (tables): Textbook sales by State or other destination, domestic student en- rollment, and sale per capita 421 Student enrollment, total domestic textbook sales, and sale per capita 422 Total number, value, and price per unit of textbooks sold 423 Total textbook and standardized test sales by publishers 422 Quarles, H. C., director, Division of Textbooks, South Carolina Depart- ment of Education: Books by or about Negroes compiled by Martha Jones and Mary Frances Griffen, project evaluators for title II, ESEA 636 VII PAGENO="0008" VIII APPENDIX Quarles, H. C. etc-Continued Page Rules and regulations for free textbooks 640 Rules and regulations of the State school book commission, approved March 9, 1955 625 Textbook adoption regulations 621 Reddick, L. D., professor of social sciences, Coppin State College, article entitled "What Now Do We Learn of Race and Minority Peoples?".... - 755 Roth, Joel A., managing editor, Book Production Industry, article entitled "Dick and Jane Make Some New Friends" 816 School Management (magazine), article entitled "A Survey of Textbook Purchasing Practices" 391 "Study Reports Racism in Elementary Text," article in the Washington Star 547 Tannenbaum, Abraham, article in Progressive Education, entitled "Family Livingin Textbook Town" 806 The American Association of School Librarians, publication entitled "Selecting Materials for School Libraries: Guidelines and Selection Sources To Insure Quality Collections" 501 The American Textbook Publishers Institute: Methods by States of selecting textbooks 332 "Planning Your Purchases of Educational Materials, 1966-69," publication entitled 425 Report on selection procedures in textbook adoption States 332 State textbook adoption plans 336 Summaries of State plans under title II of the Elementary and Sec- ondary Education Act of 1965 342 The Research Council of the Great Cities Program for School Improvement, Chicago, Ill., publication entitled "Instructional Materials To Meet the Needs of Urban Youth" 383 The University of the State of New York, the State Education Department, Bureau of Elementary Curriculum Development, Albany, N.Y., publica- tion entitled "An Overview of Suggested Procedures for Improving Methods of Textbook Selection" 599 Virginia Council on Human Relations: "A List of Intercultural Textbooks and Readers Available as of Spring 1966 in the Subject Areas of English and the Social Studies," publication entitled 557 "What Picture of America Does Your Child Receive From His School Books?" publication entitled 549 Virginia State Board of Education, general statement on selection of text- books and library books, also three newspaper articles 546 Wall Street Journal, article entitled "Integrated Books: School Texts Stressing Negroes' Role in United States Arouse the South's Ire" 804 PAGENO="0009" BOOKS FOR SCHOOLS AND THE TREATMENT OF MINORITIES TUESDAY, AUGUST 23, 1966 HOUSE or REPRESENTATIVES, AD Hoc SUBCOMMITTEE ON DE FACTO SEGREGATIION, COMMITTEE ON EDUCATIION AND LABOR, Washington, D.C. The subcommittee met, pursuant to notice, at 10 n.m. in room 2175, Rayburn House Office Building, Hon. Adam Clayton Powell (chair- man of .the committee) presiding. Present: Representatives Powell, Daniels, Carey, Hawkins, Burton, Pucinski, Brademas, Mrs. Mink, and Bell. Also present: Representative Carl Perkins and Dr. Eunice Matthew, education chief. Chairman POWELL. The committee will come to order. This is the first meeting of the Ad Hoc Subcommittee on De Facto School Segregation. We set up these hearings on books for the schools with the kind cooperation of members of this subcomimttee. I would like to introduce the members of the committee. On my left is Mr. Daniels, of New Jersey, who was chairman of the subcom- mittee 2 years ago. Under the chairman's direction, this subcommittee did a very good job in drafting much of the language m the Civil Rights Act on school desegregation, regarding funds, and so forth. On my right is Congressman Alphonzo Bell, of California; on my left, Congressman Augustus F. Hawkins, of California; and again on my left, Congressman John Bradernas, of Indiana, and the gentle- woman of Hawaii, Mrs. Mink. We also have with us Dr. Eunice Matthew, education chief of the full committee, who will be in charge of some of the questiomng, since this is ~t highly tecimical question I have a few brief remarks I would like to make. In an article last year, the Wall Street Journal indicated that school tests stressing the Negro's role in the United States were "arousing opposition m the South' The article indicated that `to meet such southern `opposition and pos- sible cancellation of State contracts, publishers were putting out two editions-one for the South and one for the North. In a more recent article in Time magazine, last week, the problem of minorities in textbooks was succinctly stated as follows: Even under local control, the selection and creation of books that portray minorities realistically are difficult, delicate matters. The `happy primer whose Negro, white and Puerto Rtean kids always laugh together can be as misleading as portrayals of the ever-grinning slave. Histories that try to make heroes out of such rightfully obscure Negroes as Sojourner Truth, who was merely `one of many Negro campaigners against slavery shortly before the war- 1 PAGENO="0010" 2 BOOKS FOR SCHOOLS AND TREATMENT OF ~ORITIES And let me interject here that Time's racial predilections are glaringly showcased here- lose their credibility. Despite these flaws, the long over-due drive for balanced books has produced texts that are generally more accurate, realistic and en- grosing than those that today's adults used. The concern for the literary depiction of American's nonwhite mi- norities is but one of the problems this committee is rightfully con- cerned with. These hearings are not aimed at the South, nor designed to force textbook publishers to come up with some overnight magic formula of instant integration in stories and pictures on American life. These hearings have a fivefold purpose-as I see it-unless my colleagues see otherwise-to explore: (1) the role of the publishing industry in producing books suitable for the needs of the educationally disadvantaged, low income, and what is variously referred to as cul- turally deprived schoolchildren; (2) the treatment of minority groups and their role in American society in the basic reading texts used in all schools; (3) official school and library selection policies; (4) thr extent of expenditures under the Elementary and Secondary Educa- tion Act and other legislation supporting book purchases, and (5) alleged price fixing of ~ooks by publishers and restriction of school and library purchases to certain editions with questionable binding-- cost and durability. The hearings will seek answers to these problems from educational experts, publishers, and private citizens. Because this committee is currently authorizing over $400 million under the Elementary and Secondary Education Act-for which we go to the Rules Committee tomorrow morning-for the purchase of schoolbooks, this committee has a legislative responsibility to deter- mine the extent to which congressional intent is being fulfilled. For example, if the thrust of the Elementary and Secondary Edu- cation Act is to concentrate its financial resources on developing an education for excellence for low income and educationally deprived children, if a primary purpose in our present Federal aid is to guar- antee that slum children and minority group children living in the unlovely ghettoes of our cities and mountains, such as Appalachia should receive an education equal to that of the wealthiest suburbs in this country-and I passionately believe the set intends these things as does our President-then, these hearings can help shed new light on how to speed up this educational process. The legislative efforts of Congress to improve the quality of educa- tion for low income and educationally deprived children are being di- luted and sabotaged if we appropriate Federal funds for programs and those programs are not the beneficiaries of the various massive public and private exertions. These hearings will accomplish many things designed to improve the quality, cost and distribution of school textbooks. However, one of the mOst important accomplishments I anticipate will be to provide a new and more wholesome image in textbooks of minority groups in America-not only for their pride, but for the pride of all Americans in the eclectic society we know as the United States. PAGENO="0011" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 3 Miss Jennifer Karen Lawson, a 20-year-old worker for the Student Nonviolent Coordinating Committee, said in an interview in a national magazine last week: I realized 1 was born black when I went to elementary school and they told me about Dick and Jane and Bow and Wow and all that crap and I knew it wasn't me. For the millions of Jennifer Karen Lawsons in America, I hope these hearings will uncover methods to destroy the invisibility of one-tenth of America's population so when every schoolchild in America reads about Dick and Jane and Bow and Wow, he or she can say to themselves with pride: "This is indeed I." The gentleman from New Jersey. Mr. DANIELS. Mr. Chairman and members of the committee, we announced previously that the purpose of these hearings would be to go into the alleged price fixing by publishers of school textbooks. I would like to point out that hearings on this subject matter were conducted by the Committee on Antitrust and Monopoly of the House Judiciary Committee. Those hearings were held early this year on March 24 and May 12. Those hearings were suspended because sub- sequently suits were entered against a number of publishers and those suits are presently pending before the court. I think if we go into that question today, while these matters of litigation are pending before the courts, that with news of what develops in this henring being disseminated through the news media, radio, television, and the press, it might result in prejudice against the public's case. I would suggest, therefore, that we refrain from going into that area. Chairman POWELL. I accept my colleague's advice and I am sure the other members of the committee concur. I direct Dr. Matthew to delete any questioning with regard to cost and price fixing. Congressman Bell? Mr. BELL. Mr. Chairman and members of the committee, I agree with the chairman that a very fair and accurate selection of these books should be made and we should do all in our power to push for this. However, we must bear in mind that the thrust of the Elementary and Secondary Act is controlled at the State level. The part the Federal Government must play is to urge that. the proper type of books be published with fair, honest, and accurate state- ments and stories. I think we do, however, have to keep this principle of local control in mind. We have passed some very good laws, voting rights, and so forth, which should correct some of these discrepancies, but I think we have to bear this in mind in our investigation. Chairman POWELL. I agree with the gentleman from California and we will bear that in mind today as we hear from our witnesses, among whom is the director of the division of textbooks in the Kentucky State Department of Education. Tomorrow we will have presidents and executives of publishing firms and then the director of the reading clinics of the District of Columbia public schools on Thursday; super- intendent of public instruction from the State of North Carolina; a past president of the Association of School Librarians from Atlanta, Ga.; and then we will have Mr. Tito Valdez, director of the State text- book division, New Mexico State Department of Education; Mr. Quarles, director of the division of textbooks of the South Carolina State Department of Education; Mr. Avants, executive assistant, su- PAGENO="0012" 4 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES perinte.ndent of the State Department. of Education, Louisiana; Mrs. }Ielen Lloyd, superintendent of schools, ~ew York Board of Educa- tion; and Mr. E. B. Eller, assistant commissioner of the Department of Education of Nashville, Tenn., and any ot.her witnesses that any members of the committee may desire to bring before the committee. Mr. Hawkins? Mr. H~wK~xs. Not at this time. Mr. BLTRTON. No. Mr. PUCINSKI. iso. Mr. BRADEMAS. Nothing. Chairman POWELL. Mrs. Mink. Mrs. MINK. Nothing at this time. Chairman POWELL. At this time we will hear from Commissioner Harold Howe from the Office of Education, accompanied by Mr. Arthur L. Harris. STATEMENT OF COMMISSIONER HAROLD HOWE II, U.S. OFFICE OP :EDUCATION; ACCOMPANIED BY ARTHUR HARRIS, ASSOCIATE COMMISSIONER FOR EDUCATION (ELEMENTARY AND SECOND- ARY EDUCATION) Mr. HoWE. Good morning, Mr. Chairman, I have a prepared state- inent which I would like to read. Chairman POWELL. All right. N:r. HoWE. IM:r. Chairman and members of the subcommittee, I am grateful for the opportunity you have given me today-an opportunity to say some of the things that need to be said about the current treat- ment of minority groups in school texts and library books. Let me say at the outset that I have no desire whatsoever to dictate to anyone the content of a textbook or the treatment of a minority group in a school library volume. For equal to my concern about prejudice is my èoncern that there be no Federal censorship of ideas as expressed in books or other media. In enacting the Elementary and Secondary Education Act of 1965, Congress wisely provided that the Office of Education should exercise r~o direction, supervision, or control over the selection of textbooks, library resources, and other instructional materials. This is as it should be. In our pluralistic society no one person and no government office should make decisions as to what students read and learn. Such a power is wholly inconsistent with the concept of democracy as we know it. The Office of Education does not possess such a power, nor do we seek it. Having said this, I feel it is not inappropriate for me to indicate concern over the treatment-or too often, lack of treatment-of minor- ity racial and ethnic groups in children's literature today. My con- cern is both official, in my position as U.S. Commissioner of Education, and personal, as an educator and a citizen. My official concern arises partly because of the vastly increased sums of Federal money which are being spent by local school districts for instructional materials since the passage of the Elementary and Sec- ondary Education A~t of 1965. Title II of that act provided $100 million for fiscal year 1966 specifically for textbooks, library books, PAGENO="0013" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 5 audiovisual, and other instructional materials. Appended to my testi- mony is a tabulation, by State, of how such funds were allocated among the three categories. Another $150 million was spent by local school districts for instructional materials of all types in conjunction with projects for the educationally disadvantaged under title I. Of the proposals funded under title III of the Elementary and Secondary Education Act, 81 are for educational media and materials centers, and 42 are designed especially for disadvantaged children. At- tached is a table showing estimated obligations for fiscal years 1966 and 1967 for printed and published instructional materials and for audio- visual materials. Quality instructional materials can do much to overcome the liandi- caps which plague the educationally disadvantaged. As is shown by the recent survey on equality of educational opportunity, conducted under `the mandate of title IV of the Civil Rights Act of 1964, a fine textbook has far more impact on the child of the ghetto than on the suburban child to whom quality is not a novelty. As a Federal official, I would hope that Federal funds are `being spent as wisely as possible by the local officials charged with that responsibility. As `an educator and a citizen, I feel I must express concern `about the twin problems of censorship and content. Obviously, not all `books which are read and discussed by adults "are proper fare for juvenile or adolescent readers. Many parents have practiced censorship over their children's reading habits at one time or another. `Many schools, standing in loco parentis, oversee the reading of their students. For this reason, among others, many States have some established authority charged with the selection of textbooks for use in the S'tate public school system. FAITERNS OF STATE CONTROL OVER TEXTBOOK SELECTION Three different general plans are being used by State departments f'or selecting textbooks: (1) Each school authority is free to select textbooks; that is, each local school authority. (2) Each school authority selects textbooks from a list approved by some authority at the State level. (3) Textbooks are adopted for statewide use by a State authority.. Some laws require the State board of education or the State textboolr commission to select textbooks. Others permit the State board or State department of education to select textbooks. Where the law is permissive, the State authority may select some textbooks and leave the selection of others to the local school authority. For example,. elementary textbooks may be adopted for statewide use, while high school textbooks may be selected locally; or textbooks for required subjects may be State adoptions, while those elected subjects may be adopted locally. I attach a 1963 study conducted by the National Education Association Research Division concerning these State pat- terns of selection and distribution of textbooks. Textbook selection at the State level can be justified as a means of keeping the curriculum consistent throughout the public schools of the State. Since many factors enter into the selection of a textbook for statewide use, it is almost impossible to generalize about the signifi- cance of the treatment of minority groups as a factor in selection. PAGENO="0014" 6 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES However, it is generally felt that the use of textbooks, library books, and instructional materials which meaningfully portray minority racial and ethnic groups is restricted in certain areas of the country. It is important to note that such control is not limited to the South. Control is often maintained in subtle ways which may be difficult to substantiate. Books dealing with minority groups may simply not be included in State-approved lists. Experts in the field are also aware that publishers have been known to offer alternate editions of texts, in which the titles and formats are identical but the nature and extent of attention to minority groups are different. It may be difficult to determine from State and local lists which edition is in use. The Vir- ginia Council on Human Relations has stated: In the case of these dual editions it is usual for the publisher or his local representative to offer to a school system only the version he thinks will be most acceptable; the other edition is not mentioned and the catalogs do not clearly indicate the existence of two varieties. This same council has published a "List of Intercultural Textbooks and Readers" which shows how the alternate editions may he identified. As a general principle, it makes good sense that those selecting 1)OOks should be aware of all the choices. The strongest control over what our children are allowed to read is exerted in the local school district, where pressures from groups out- side the school system, or the fear of such pressures, may lead selection committees to be wary of books which could be considered contro- versial. The same desire to avoid controversy all too often obscures the reasons why certain books have been rejected for use in the schools. The choice of library books for use in schools is, in many cases, similarly restricted. Although we have no objective data on the exclusion of books involving relationships with members of minority groups, many times such books simply fail to appear on school library shelves. Exclusion becomes tacit policy. Development of multi- etlmic materials can have little impact on attitudes if censorship pre- vents their reaching children's hands. PROBLEMS OF CONTENT But what. are the multiethnic materials? This leads to my second area of concern-content. Does adding a picture of Jackie Robinson or darkening the shade of a face in an illustration make a book "inte- grated"? I say it does not. Minority group treatment in children's books means much more than this. It means relevance-relevance to the life of the minority group child of today, relevance to his experi- ences and his sensations and his interests. The world of "Look, Jane, Look" is usually a white suburban world. Daddy goes off to work each morning and returns each evening; mother stays home with her children and her pretty house and her ivell-kept green yard. What relevance does this scene have to the child of the city whose mother works outside the home, whose "yard" is the street? The world presented is completely alien; its £lements bear no relationship to everyday existence in the city. Similarly, how many children learn anything at all about Africa or Asia when they study world history? Most history books are Europe-oriented, and world history usually jumps from Greco-Roman ~times to the days "when knighthood was in flower." Whole continents PAGENO="0015" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 7 do not exist at all. Of course, in teaching American history, it has been necessary to mention the existence of the Negro in any discus- sion of slavery and the Civil War. But, in many textbooks, the Negro has dropped out of existence around 1870, and has not yet reappeared in the 20th century. Some years ago, schoolbooks began to introduce, with serious and constructive treatment, south Europeans, Jews, Orientals, and other ethnic groups on the American scene. But the American Negro has been the last to break through the "textbook barrier." Portrayal of the "happy southern darky" stereotype has pervaded many texts used in the education of our children. The Virginia Coun- cil on Human Relations cites a history text, currently prescribed for use by 11th- and 12th-grade classes in that State, which "suggests that many fugitive and rebellious slayes must not have been informed of (slavery's) benefits." I quote from that report: The slave's condition had its advantages. He usually worked the accepted workweek of the colony-from sunrise to sundown daily except Sunday. But he enjoyed long holidays, especially at Chritsmas. He did not work as hard as the average free laborer, since he did not have to worry about losing his job. In fact the slave enjoyed what might be called comprehensive social security. Generally speaking, his food was plentiful, his clothing adequate, his cabin warm, his health protected, his leisure carefree. He did not have to worry about hard times, unemployment or old age. Chairman POWELL. When was that book published? Mr. Hown. I will have to get that for you. Chairman POWELL. Recently? Mr. Hown. Maybe one of my associates knows the answer to that. I have been informed the book is still in use but I do not know the date it was published. We will get that for you. (The mformation referred to follows:) Hamphill, Schiegel, and Engelberg, "Cavalier Commonwealth," McGraw-Hill, first edition (1954), revised edition (1963). Mr. Hown. The problems of children in the ghetto are in large part socioeconomic problems. The white inhabitant of center-city is as irnable to relate to "Dick and Jane" as his nonwhite counterpart. However, it is a tragic fact of life that an undue percentage of under- privileged urban children are nonwhite. Their need for instructional materials to which they can relate is overwhelming. APPROACH TO MORE MEANINGFUL INSTRUCTIONAL MATERIALS I am certainly not the first person to point this out nor, I hope, will I be the last. Educators and publishers alike are aware of the problem and are attempting to develop new materials to meet the special needs of the educationally disadvantaged. We have, wherever proper, co- operated with these groups. For example, the Office of Education sponsored a conference on reading materials for the disadvantaged only last month, at the end of July. At this meeting curriculum specialists, researchers, and members of the publishing industry were represented. The conferees agreed that materials to be effective should provide- (1) High quality writing, exhibiting style and imagination; (2) Comprehensive coverage of historical events, with thorough source documentation; PAGENO="0016" 8 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES (3) Balanced presentation of minority groups, in context, rather than through the use of supplementary materials of special chapters and the perpetuation of stereotypes; (4) Presentation of minority groups in varied and diversified settings and through various topics; and (5) Realistic rather than superficial coverage, but with a view to showing how American life would be at its best. Similarly, cooperative research funds have supported university- based research designed to make curriculums more relevant to disad- vantaged children. This year, three such projects have been com- pleted: (1) The Lincoln Filene Center for Citizenship and Public Affairs of Tufts University developed pilot materials on racial and cultural diversity for elementary school students. (2) Queens College explored the impact of biographical and fic- tional materials about the Negro on the learning and retention rates of disadvantaged Negro eighth-graders. (3) Researchers from Columbia University and Brooklyn College developed a language development program for center-city kinder- garten children. Office of Education support for such curricular research arises from our desire to promote diversity of materials from which State and community educational authorities can choose. The common de- nominator of such materials should be quality. A start toward getting such quality multiethnic materials into the classrooms has already been made, through the efforts of publishers and of educational agencies. In general, the development of new cur- ricular materials designed to give more attention to minority groups has followed one or another of the following patterns: (1) A commercial publisher may decide to include multietlmic materials among its offerings, and will use the traditional approach in developing these materials. In general, the process involves the hiring of writers-who may be school personnel, university professors, or free lance writers-sub- mission of the manuscripts to school personnel for review and con- sultation, pilot testing in classrooms, feedback, revision, and publi- cation of the resulting version. The extent of pilot testing and feed- back will depend in large measure upon the range of the publisher's resources. One innovation has developed from a publisher's contract- ing with a photographer, a public school principal, and a college pro- fessor to prepare a series of books for children who do not verbalize. The books consist of photographs of city life, have a multiethnic char- acter, and provide spaces for the child to write his own reactions- which become his beginning reading vocabulary. (2) The school system may develop its own materials and have them published commercially. This pattern was stimulated by the Great Cities Program for School Improvement, originally financed by the Ford Foundation. School superintendents in the Nation's largest cities recognized that avail- able textbooks were markedly inadequate for urban use; they therefore developed their own. In the case of the "Detroit Readers," for ex- ample, a writers' committee composed of teachers and curriculum spe- cialists was established within the school system to prepare the mate- rials. The board of education holds the copyright PAGENO="0017" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 9 Rochester, N.Y., and Los Angeles, Calif., are following the same pat- tern. In a similar way, the "Bank Street Readers" were developed by the Bank Street College of Education, which trains teachers to serve in urban schools. The series, designed for urban Negro chil- dren, is published commercially, and the Bank Street faculty holds the copyright. (3) The school system itself publishes the materials which it has developed. The Board of Education of the City of New York has followed this pattern providing a series to be used at the junior high and senior high school levels to stimulate an awareness of the contributions of various minority groups. New York City has also worked in coopera- tion with commercial publishers to produce multiethnic materials such as its "Call Them Heroes" series. Federal funds provided under the Elementary a.nd Secondary Edu- cation Act support these efforts by the local communities. Although we do not have a detailed breakdown of local expenditures for instruc- tional materials under title I, we know, for example, that Washington, D.C., is using such funds to develop curriculum materials for all grades. We know that Rochester and Los Angeles are using title I funds to support the development of multiethnic curriculum materials for the elementary grades. Title III offers similar opportunity for the development of special- ized instructional materials. For example, an Arizona school district which serves children of American Indian heritage is planning a new curriculum geared to their special needs. Planners in Ohio will sur- vey dominant cultural themes and prepare materials in the humanities. In Texas, two centers, one to teach English and Spanish and the other to give information about the general culture, are being planned for a city in which half of the first graders are of Mexican descent. And Colorado has a planning project which will involve groups representa- tive of each of the subcultures of the community in presenting pro- grams of their art, music, literature, history, and language. Although none of these projects is specifically designed to produce multiethnic materials, development of such materials appears a likely outgrowth of activities directed toward minority groups. There has been a noticeable increase in the number of books recog- nizing the existence of minority groups. I think you will agree that this is indeed commendable. And one cannot be totally deaf to the cry of the publishing industry that it is not running-at least inten- tionally-a nonprofit enterprise. Publishers willing to issue multi- ethnic materials must be reassured that the educational community will purchase such materials. The rise in awareness on the part of large urban areas that "Dick and Jane" materials do not meet their students' needs indicates that a market is available. Finally, I would like to express the hope that multiethnic materials will not be labeled "books for the disadvantaged" and limited to use by them. Special needs of the educationally disadvantaged do require special materials, but the suburban child can profit as much from a story set in a big city as the ghetto child can learn from a story involving a rural area. 71-368-66----2 PAGENO="0018" 10 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES Part of the value of multiethnic materials is their contribution to the expansion of understanding. Children at all socioeconomic levels are "deprived" if they fail to appreciate the problems, and the contri- butions, of the vary groups who go to make up our society. Thank you, and we would be happy to explore with you any ques. tions you may have. Chairman POWELL. Thank you. Without objection, the addenda that you have attached to your remarks will be included in the record. (The information referred to follows:) TABLE 1.-ESEA title 11-State pian~ submitted and approved (June 8, 1966) States Effective date of approved plans Date approved Allotment Public, nonpublic, students Public, nonpublic, teachers Total 55 55 $99, 977,800 49, 067,695 1, 930,638 Alabama Dec. 23, 1965 Mar. 17, 1966 1, 734, 277 855, 039. 30, 640 Alaska Mar. 7,1966 Apr. 25,1966 118,854 58,598 2,680 Arizona Oct. 12, 1965 Dec. 16, 1965 815, 164 401, 895 16,800 Arkansas Nov. 29. 1965 Jan. 10, 1966 937, 854 462, 384 17, 570 California Dec. 10,1965 Jan. 21,1966 9,308,483 4,589,300 167,410 Colorado Oct. 18,1965 Dec 14,1965 1,065,929 525,528 22,450 Connecticut Jan. 4,1966 Mar. 25,1966 1,392,995 686,779. 30,300 Delaware Mar. 7, 1966 Mar. 17, 1966 256,903 126, 659 5,370 District of Columbia Dec. 8, 1965 Feb. 7, 1966 345,817 170,496 6, 570 Florida Nov. 9,1965 Feb. 3,1966 2,604,055 1,283,860 50,810 Georgia Oct. 20. 1965 Tan. 5, 1966 2, 174, 706 1, 072, 181 39, 140 HawaiL Feb. 2, 1966 Apr. 8, 1966 391, 124 192,833 6,750 Idaho Nov. 18, 1965 Jan. 5, 1966 370, 581 182,705 7, 510 Illinois Sept 27,1965 Dec. 14,1965 5,361,699 2,643,443 105,270 Indiana Dec. 20,1965 Feb. 7,1966 2,528,237 1,246,480 49,150 Iowa Jan. 4,1966 Apr. 1,1966 1,483,765 731,531 32,240 Kansas Nov. 29, 1965 Tan. 21, 1966 1, 146, 723 565, 361 26,450 Kentucky Jan. 18, 1966 Mar. 7, 1966 1, 549,486 763, 933 30, 110 Louisiana Nov. 22, 1965 Feb. 18, 1966 1, 922, 905 948,037 36, 210 Maine Dec. 28, 1965 Mar. 3, 1966 525,829 259, 246 11,040 Maryland Oct. 13, 1965 Dec. 7, 1965 1,809, 594 892, 172 35,050 Massachusetts Dec. 28, 1965 Feb. 9, 1966 2, 622, 125 1, 292, 769 55, 230 Michigan Jan. 3,1966 Mar. 30,1966 4,671,827 2,303,320 83,790 Minnesota Dec. 20, 1965 Jan. 28, 1966 1,983, 186 980,222 39,890 Mississippi Feb. 23, 1966 Mar. 15, 1966 1, 218,307 600, 654 21,020 Missouri Dec. 30, 1965 Feb. 3, 1966 2, 399,246 . 1, 138, 512 43, 260 Montana Oct. 7,1965 Jan. 19,1966 382,828 188,743 8,750 Nebraska Feb. 15,1966 Apr. 1.1966 775,144 382.164 17,890 Nevada Dec. 17,1965 Feb. 7,1966 211,763 104,404 4,340 New Hampshire Nov. 1,1965 Dec. 27, 1965 336,232 165.770 7,460 New Jersey Dec. 8, 1965 Jan. 13, 1966 3,233,812 1, 594,345 67,950 New Mexico Nov. 3. 1965 Jan. 3, 1966 590, 702 291,230 11,970 New York Oct. 22, 1965 Dec. 22, 1965 8, 293, 725 4,089,000 174,660 North Carolina Nov. 9, 1965 Dec. 16, 1965 2,435,404 1,200,711 45, 620 North Dakota Dec. 13,1965 Mar. 16,1966 347,300 171,227 8,260 Ohio Nov. 16,1965 Dec. 22,1965 5,406,689 2,665,624 102,640 Oklahoma Nov. 1,1965 Jan. 26,1966 1,266,877 . 624,600 23,580 . Nov. 5,1965 Jan. 12,1966 975,757 481,071 21,880 ~Pennsylvania Nov. 12, 1965 Dec. 15, 1965 5, 908,219 2,912,890 105,310 Rhode Island Oct. 28, 1965 Dec. 20, 1965 427, 974 211, 001 8,920 :South Carolina Nov. 24, 1965 Jan. 12, 1966 1,320, 035 650,808 24,490 South Dakota Mar. 1. 1966 Mar. 11, 1966 386,888 190, 745 9,300 Tennessee Jan. 14,1966 Mar. 8,1966 1,826,346 900,431 32,120 Texas Sept. 17, 1965 Oct. 25, 1965 5, 345, 745 2, 635, 577 105, 130 Utah Nov. 1, 1965 Dec. 20, 1965 587, 662 289, 731 11,010 Vermont Nov. 29,1965 Mar. 8,1966 208,027 102,562 4,840 Virginia Dec. 16,1965 Jan. 14.1966 2,095,347 1,033,015 41,240 `Washington Nov. 12.1965 Feb. 3,1966 1,591,758 784,774 32,620 West Virginia Dec. 14,1965 Feb. 9,1966 924,800 455,948 17,230 Wisconsin Jan. 17,1966 Feb. 25,1966 2,278,827 1,123,515 45,720 Wyoming Dec. 20,1965 Jan. 20,1966 187,468 92,426 4,460 American Samoa Guam Apr. 6,1966 May 19,1966 56,000 22,024 700 Puerto Rico Apr. 18, 1966 May 17, 1966 1, 824, 200 690,394 18, 570 `Virgin Islands Feb. 12,1966 May 17,1966 33, 400 12, 769 520 Trust Territory of the Pacific_ Apr. 18, 1966 May 18, 1966 64, 200 26, 219 748 PAGENO="0019" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 11 State aflocation~s under ESEA title II, by category of materials, 1966 Total . School library resources Other instructional materials Textbooks 1. Alabama At least 50 percent 2. Alaska 3. Arizona 4. Arkansas 5. California 6. Colorado 7. Connecticut S. Delaware 9. District of Columbia_ 10. Florida 11. Georgia 12. Hawaii 13. Idaho 14. Illinois .15. Indiana 16. Iowa .17. Kansas .18. Kentucky 19. Louisiana 20. Maine .21. Maryland 22. Massachusetts 23. Michigan 24. Minnesota - 25. Mississippi 26. Missouri 27. Montana 28. Nebraska 29. Nevada :30. New Hampshire :31. New Jersey .32. New Mexico 33. New York :34. North Carolina :35. North Dakota :36. Ohio :37. Oklahoma 38. Oregon :39. Pennsylvania 40. Rhode Island 41. South Carolina 42. South Dakota 43. Tennessee 44. Texas 45. Utah 46. Vermont 47. Virginia 48. Washington 49. West Virginia do 75 to 100 percent 100 percent (75 percent printed, not more than 25 percent AV). 100 percent for this and other, to be deter- mined locally. 100 percent Up to 100 percent 85 percent (50 percent printed, 35 percent AV). 85-100 percent Not less than 75 percent_ 100 percent Up to 100 percent do From 40 to 50 percent - - Not less than 80 percent At least 50 percent ex- cluding AV. Not more than 35 percent forAV. At least 50 percent 100 percent Up to 100 percent Not less than 50 percent Approximately 95 per-.. cent. 100 percent At least 70 percent 90 percent 100 percent 37. percent About 80 percent 60 percent 100 percent :75 percent Not less than 50 percent Up to 100 percent - At least 75 percent Not less than 50 percent. 60 percent 80 to 100 percent - At least 75 percent At least 50 percent 100 percent do .~do At least 70 percent Up to 95 percent 100 percent Not less than 90 percent 100 percent do Not more than 25 per- cent. do Not more than 25 per- cent. 0 percent 0 percent 0 percent Not more than 20 per- cent. Up to 15 percent for other and textbooks). Not more than 15 per- cent. Up to 123/~ percent 0 percent Included library re- sources. Up to 25 percent Up to 40 percent From 30 to 50 percent -- Not more than 10 per- cent. Not more than 15 per- cent. Up to 25 percent 0 percent Included in library resources. Up to 40 percent-re- remainder for library resources. 0 percent do Up to 15 percent Up to 10 percent for textbooks and other. 0 percent 63 percent About 20 percent 30 percent Included library re- sources. 10 percent Not more than 25 per- cent. Not more than 20 per- cent. 25 percent Not more than 25 per- cent. No more than 20 percent Up.tolOpercent Up to 25 percent Not more than 25 per- cent. 0 percent do Up to 15 percent Included in library resources. 0 percent Not more than 10 per- cent. Included in library resources. Not enumerated No more than 10 per- cent. 0 percent. Do. Do. Do. Do. Do. Do. Not more than 15 per- cent. Up to 12~~ percent. 0 percent. Do. Do. Up to 20 percent. 0 percent. Not more than 10 per- cent. Not more than 15 per- cent. Up to 25 percent. 0 percent. Up to 15 percent of 25 percent (4 percent). Not more than 10 per- cent. Approximately 5 per- cent. 0 percent. Up to 15 percent. Up to 10 percent for textbooks and other. 0 percent. Do. Do. Not more than 10 percent. 0 percent. 15 percent. Not more than 25 per- cent. Not more than 10 per- cent. 0 percent. Not more than 25 per- cent. Not more than 20 per- cent. 0 percent (1st year). Up to 25 percent. Not more than 25 per- cent. 0 percent. Do. Do. Up to 15 percent. 0 percent. Do. Do. Do. Do. PAGENO="0020" 12 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES State allocations under ESEA title. by category of materials, 1966-Continued Selection of textbooks by- Local units Adoption of one textbook by State agency in- All subjects Some, but not all subjects - - State agency does not select one textbook. No data Multiple selection of textbooks provided by State agencies in- All subjects 23 States: Colorado, Connecticut, Illinois, Iowa, Maine, Mary- land. Massachusetts. Michi- gan, Minnesota, Missouri, Montana, Nebraska, New Hampshire, New Jersey, New York, Ohio, Pennsyl- vania, Rhode Island, South Dakota,~ Vermont, Wash- ington, Wisconsin, Wyoming. 27 States: Alabama, Alaska,3 Arizona, Arkansas, California, Delaware, Florida, Georgia, Hawaii, Idaho, Indiana, Kansas, Kentucky, Louisiana, Mississippi, Nevada, New Mexico, North Carolina, North Dakota, Oklahoma, Oregon, South Carolina,4 Tennessee, Texas, Utah, Virginia, West Virginia. 2 States: California, North Carolina. 2 States: Idaho, Mississippi 20 States: Alaska, Arkansas, Delaware, Florida, Georgia, Hawaii, Indiana, Kansas, Kentucky. Louisiana, Nevada, New Mexico, North Dakota, Oklahoma, Oregon, South Carolina, Tennessee, Texas, Utah, West Virginia. 2 States: Arizona, Virginia 21 States: Alabama, Alaska, Arizona, Arkansas, Delaware, Florida, Georgia, Hawaii, Indiana, Kansas, Kentucky, Louisiana, Nevada, New Mexico, North Dakota, Okla- homa, Oregon, South Carolina, Tennessee, Texas, Utah. 4 States: Idaho, Mississippi, Virginia, West Virginia. 2 States: California, North Carolina. 28 States: Arizona, Arkansas, California, Colorado, Con- necticut, Illinois. Iowa, Maine, Maryland, Massachusetts, Michigan, Minnesota, Missouri, Montana, Nebraska, Nevada, New Hampshire, New Jersey, New York, Ohio, Pennsylvania, Rhode Island, South Dakota,1 Vermont,2 Washington, West Virginia, Wisconsin, Wyoming. 22 States: Alabama, Alaska,3 Delaware, Florida, Georgia, hawaii, Idaho, Indiana, Kansas, Kentucky, Louisiana, Mississippi, New Mexico, North Carolina, North Dakota, Oklahoma, Oregon, South Carolina,4 Tennessee, Texas, tTtah, Virginia. 1 State: North Carolina. 2 States: Idaho, Mississippi. 17 States: Alaska, Delaware, Florida, Georgia, Hawaii, Indiana, Kansas, Kentucky, Louisiana, New Mexico, North Dakota, Oklahoma, Oregon, South Carolina, Tennessee, Texas, Utah. 1 State: Virginia. 17 States: Alabama, Alaska, Delaware, Florida, Georgia, Hawaii, Indiana, Kansas, Kentucky, Louiaiana, New Mexico, North Dakota, Okla- homa, Oregon, Tennessee, Texas, Utah. 3 States: Idaho, Mississippi, Virginia. 1 State: North Carolina. 1 State: South Carolina. Total School library resources Other instructional materials Textbooks 50. Wisconsin 51. Wyoming 52. Guam 53. Puerto Rico 54. Trust Territory of the Pacific. 55. Virgin Islands 45 percent 50 percent (primarily library materials). 70 to 95 percent 10 to 35 percent 75 percent 25 percent 20 percent 13 percent Up to 100 percent Minimal amount Not less than 75 percenL Up to 25 percent for other and textbooks. 3 to 5 percent. 1 to 5 percent. 0 percent. 62 percent. Minimal amount. Up to 25 percent for other and textbooks. TABLE 1.-Patterns followed by 50 States in selection of textbooks Patterns of textbook selection 1 Elementary schools 2 Secondary schools 3 State agency Some, but not all subjects -- Multiple selection not offered. sJ(~ 1~th I Although selection is by local units, the State commissioner publishes a list of recommended books to be used in the selection. 25election by some county units depends upon classification of district. 3 City school systems of 40,000 population or more may, by State board approval, adopt own books. 4 Except in Portland (20,000 or more pupils) where 1913 statute permits local district selections. PAGENO="0021" 0 0 02 0 02 0 0 0 02 H H H 0 z 0 H 02 TABLE 2.-Sources of authority for textbook selection patterns Selection agency (1) Elementary schools Secondary schools By statute (2) By State board policy (3) No data (4) By statute (5) By State board policy (6) No data (7) Textbooks are selected by local districts. Textbooks are selected by State agency. 16 States: Colorado, Con- necticut, Illinois, Maine, Maryland, Massachusetts, Michigan, Minnesota Montana, New York, Ohio, Pennsylvania, Rhode Island, South Dakota, Washington, Wyoming. 22 States: Alabama, Alaska, Arkansas, Cali- fornia, Florida, Georgia, Indiana, Kansas, Ken- tucky, Louisiana, Mis- sissippi, Nebraska, Nevada, North Carolina, Oklahoma, Oregon, South Carolina, Ten- nessee, Texas, Utah, Virginia, West Virginia. 2 States: New Hamp- shire, Wisconsin. 5 States: Arizona, Delaware, Hawaii, Idaho, New Mexico. 5 States: Iowa, Mis- souri, Nebraska, New Jersey, Ver- mont. 16 States: Colorado, Con- necticut, Illinois, Maine, Maryland, Massachusetts, Michigan, Minnesota, Montana, New York, Ohio, Pennsylvania, Rhode Island, South Dakota, Washington, Wyoming. 18 States: Alabama,. Alaska, Florida, Georgia, Indiana, Kansas, Ken- tucky, Louisiana, Mis- sissippi, North Carolina, North Dakota, Okla- homa, Oregon, South Carolina, Tennessee, Texas, Utah, Virginia. . 2 States: New llamp- shire, Wisconsin. ~ 4 States: Delaware, Hawaii, Idaho, New Mexico. . 10 States: Arisona, Arkansas, California, Iowa, Missouri, Nebraska, Nevada, New Jersey, Ver- mont, West Virginia. : . . . PAGENO="0022" 14 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES TABLE 3.-iS~election agency in S'tates where at least sonic state control is e~verciseZ State selection agency 1 Elementary schools 2 Secondary schools 3 Separate textbook commission or committee. State board Textbook commission and State 7 States: Arkansas, Kansas, Mis- sissippi,' Nevada, Oregon, Ten- nessee, Utah. 9 States: Alabama, Arizona, Geor- gia, Indiana, Louisiana, South Carolina, Texas, Virginia, West Virginia. 1 State: California 5 States: Kansas, Mississippi,1 Oregon, Tennessee, Utah. 7 States: Alabama, Georgia, mdi- ana, Louisiana, South Carolina, Texas, Virginia. board. Textbook commission, State de- partment, and State board. Commission or committee rec- ommends to State board. 2 States: Kentucky, Oklahoma.~~ 3 States: Idaho, New Mexico, North Carolina. 2 States: Kentucky, Oklahoma. 3 States: Idaho, New Mexico, North Carolina. Advisory committee works with State department. State textbook purchasing board with government cabinet. No answer 3 States: Alaska, Delaware, Ha- waii. 1 State: Florida 1 State: North Dakota 3 States: Alaska, Delaware, ~ 1 State: Florida. 1 State: North Dakota. 22. Total number of States 27 I The State textbook screening committee puts all books on list unless determined to be undesirable. PAGENO="0023" Federal funds for books and instructional materials . Printed and published instructional materials Audiovisual materials 1966 estimated obligations 1967 estimated obligations 1966 estimated obligations 1967 estimated obligations Federal Matching Federal Matching Federal Matching Federal Matching Captioned films for the deaf Elementary and Secondary Education Act of 1965 (Public Law 89-10): Title I: Assistance for educationally deprived children Title II: School library materials Title III: Supplementary educational centers and services - Higher Education Act of 1965: - Title I: Community service and continuing education programs Title II: Library assistance Title VI: Acquisition of equipment and minor remodeling Expansion and improvement of vocational education Grants for public libraries, library services National Defense Education Act: Title III: Instructional assistance, grants to States Civil rights educational activities Subtotal, Office of Education funds Manpower development and training activities Economic Opportunity Act: Adult basic education Civil defense adult education Subtotal, transferred funds - Grand total Title V: Guidance, counseling, and testing (institutes) Title VI: Advanced training (area centers) Title XI: Institutes $150, 000,000 55, 000, 000 3, 000, 000 300,000 8, 000, 000 700. 000 2, 100, 000 5, 500, 000 6, 000, 000 $100,000 8,000, 000 700, 000 10,000, 000 24,500, 000 6,000, 000 $200, 000, 000 62, 000, 000 6, 000,000 600, 000 25, 000, 000 900, 000 2,500, 00(1 6, 100, 000 6, 000, 000 8, 000 $200, 000 7, 000, 000 900, 000 12,600, 000 25,300, 000 6, 000, 000 $1, 720, 000 90, 000, 000 40. 000, 000 3, 000,000 6,000 160,000 700, 000 42,000 110, 000 6, 000, 000 82, 000 160, 000 700, 000 202, 000 490, 000 6, 000, 000 $1,800, 000 90, 000, 000 40, 000, 000 6, 000, 000 12, 000 500, 000 900, 000 50, 000 122, 000 6, 000, 000 35, 000 - $4, 000 140, 000 900, 000 252, 000 506, 000 6, 000, 000 - 230,695,800 49,450,800 309, 218,300 52, 058, 300 141, 754, 000 7,554, 000 145,437, 000 7,802, 000 1,900, 000 1,100,000 30,000 100, 000 1,900, 000 900,000 20, 000 100,000 38, 000 22,000 600 2, 000 38, 000 18, 000 400 2,000 3, 030, 000 100, 000 2,820, 000 100, 000 60,600 2, 000 56,400 2, 000 233 725 800 2, 000 50,800 43, 000 49 550 800 50,800 312 038 300 2, 000 58,300 50, 000 52158300 58,300 141 814 600 1, 000 15, 000 7 556 000 145493400 1,000 17,000 7 804 000 - w 0 0 Cl) 0 Cl) 0 0 0 PAGENO="0024" 16 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES CHAInMAN POWELL. I have one coimnent. I do not agree with you that the Commissioner does not have the power to withhold funds. It was in 1954 when I started the Powell amendment and Mr. Daniels held extensive hearings on it.. The Civil Rights Act, title VI, section 601 states: No person in the United States shall, on the grounds of race, color, or national origin, be excluded from participation in, be denied the benefits of, or be sub- jected to discrimination under any program or activity receiving Federal financial assistance. It goes ahead and even spells out that "Each applicant for a grant for the construction of educational television facilities is required to provide an assurance that it will, in its broadcast services, give due consideration to the interests of all significant racial or ethnic groups within the population to be served by the applicants." What I am trying to say is that I would like to submit to you this brief I have had prepared for a knowledgeable person on your staff to look over and then get a reply to me. I believe you do have some authority, and I would like to ask Mr. Daniels, whether he is a lawyer or not, what he feels about it. (The brief referred to follows:) A LEGAL OPINION ox BOOKS FOR SCHOOLS AND TITLE III OF THE CIVIL RIGHTS ACT I. THE COMMISSIONER OF EDUCATION HAS THE AUTHORITY TO PROHIBIT OFFICIAL CONDUCT WHICH POURS FEDERAL FUNDS INTO THE PURCHASE OF BOOKS AND OTHER MATERIALS DESIGNED TO PERPETUATE SEGREGATION AS A WAY OF LIFE A. Section 601 of Title VI of the Civil Rights Act of 1964 provides: "No person in the United States shall, on the grounds of race, color, or national origin, be excluded from participation in, be denied the benefits of, or be subjected to dis- crimination under any program or activity receiving Federal financial assistance." Under Section 602, all Federal Departments and Agencies which extend Federal financial assistance are directed to issue rules, regulations, and orders, designed to effectuate Section 601. The regulations governing programs of the Department of Health, Education and Welfare are contained in Title 45 OFR part 80. Sec- tion 80.3 of the Department's regulations provides in relevant part: "(b) Specific discriminatory actions prohibited.-(1) A recipient under any program to which this regulation applies may not, directly or through con- tractual or other arrangements, on ground of race, color, or national origin- "(B) provide any service, financial aid, or other benefit to an individual which is different, or is provided in a different manner, from that provided to others under the program; "(0) subject an individual to segregation or separate treatment in any matter related to his receipt of any service,, financial aid, or other benefit under the program; . . . If this House Committee finds that certain school purchasing policies have a deleterious affect on children of one race, then such children have been provided a service "which is different . . . from that provided to others under the pro- gram" and have been subjected to a "separate treatment" in the receipt of that service. Where school systems have consciously limited books to be purchased to those which reinforce negative Negro stereotypes, deny the contributions of Negroes to American history or which portray only white youngsters and ways of life, the learning climate established for Negro children is, massively infected. The consistent exclusion of portrayals of Negroes "generates a feeling of in- feriority as their status in their communities that may affect [Negro children's] hearts and minds in a way tmlikely every to be undone." Brown v. Board of Ediwatioiz, 347 U.S. 483,494. B. Existing regulations confirm the power of the Commissioner to issue such guidelines. Title 45 of the Code of Federal Regulations, Part 80, contains the regulations, under Title VI tf the Civil Rights Act, which detail "Nondiscrimina- tion in Federally Assisted Programs of the Department (of HEW) ." PAGENO="0025" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 17 Section 80.5, giving illustrations of how the regulations affect to the "major programs of the Department," pro~4des the following illustration (illustration 7): "Each applicant for a grant for the construction of educational television facilities is required to provide an assurance that it will, in its broadcast services, give due consideration to the interests of all significant racial or ethnic groups within the population to be served by the applicants." Such a policy, requiring that television channels not be used to force a segre- gated stream of thought, is also consonant with the policy of the Federal Commu- nications Commission, see Anti-Defamation League v. KTYM, 34 United States Law Week, 2717. Indeed, in the recent case of WLBT (Jackson, Mississippi) the FCC ordered the station, as a condition for renewal, to: "immediately have dis- cussions with community leaders, including those active in the civil rights move- ment . . . as to whether its programming is fully meeting the needs and interests of its area." The Commission required that the licenses "make a detailed report as to its efforts" in meeting these requirements. See United Church of Christ v. FCC, 359 F. 2d 994 (D.C. Cir. 1966) (reversing the FCC on other grounds). Both the Commissioner and the FCC acted in the same spirit. It violates the Fourteenth Amendment for federally sponsored channels of communication to be used to espouse only one view among those competing for an audience in the marketplace of ideas. Where the view chosen uses publicly financed facilities, with public sanction, to preserve segregation, the justification for action is especially clear. Just as the Commissioner of Education has the authority to prescribe rules to prohibit discrimination in the program content of educational television program (federally financed), he has the authority to provide such rules for the purchase of books. II. SUCH GUIDELINES WOULD NOT UNcONSTITUTIONALLY STRETCH THE MEANING OF TITLE VI: INDEED, THESE GUIDELINES WOULD STRIKE DOWN "THOUGHT CONTROL" BY LOCAL SCHOOL BOARDS AND FREE THE CHANNELS OF COMMUNICATION AND IDEAS When school officials refuse to allow any books which espouse integration, it is "thought control" at its most perverse. The First Amendment prohibition on laws or practices which curtail speech apply to the states as well as to the federal government. See Coa, v. Louisiana, 379 U.S. 559. And the actions of school boards restricting thought fall squarely within the First and Fourteenth Amendments' sanctions. Bates v. Little Rock, 361 U.S. 516. Particularly be- cause children are involved, and particularly because the school is a principal source of the community's ideas, there must be the fullest and freest interplay of thought. And these First Amendments burdens, while they hurt all children, hurt young Negroes most. It is they who are singled out for opprobrium by the "officially blessed" literature; it is they who are* shown as fit for slavery but not for civilization. And cutting out all books and literature which portrays the cause of Negro advancement, will have the result of discouraging other Constitutional rights-the right to vote, the right to speak freely, the right to participate in public affairs. "Thought control" is a sinister matter; and it is especially sinister when it has racial discrimination as its purpose and effect. The cruel and uneven burden of such "thought control" should not be financed by federal money; such financing is prohibited by Title VI of the Civil Rights Act and the Fourteenth Amendment itself. Mr. DANIELS. I feel the Office of Education does have jurisdiction in this matter to withhold funds from States and local school boards which refuse to integrate their schools. Likewise, I'think the same policy may be followed here. Mr HOWE I don't think we `Ire in disagreement here I did not intend to state that I feel we have no po~ er It does seem to me that there is a very tender issue rel'ited to, first of all, I believe it is title VI of the Elementary and `Secondary Education Act in which we were clearly forbidden to enter into matters of curriculum `and secondly the relationship of that particular enactment to thi~ portion of the Cwil Rights Act which you cite. PAGENO="0026" 18 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES I should say to you that we are exploring with our attorneys the nature of our obligation in this area. I am delighted to have your brief whicii I am sure will be helpful to us. I hope we can get ourselves into the posture of being con- structive here without denying the point that Mr. Bell made earlier in this hearing, which is an essential point that we have to keep in our minds, the local control of education, the curriculum, and the mate- rials of education. (Mr. Howe's brief follows:) BOOKS IN SCHOOLS AND. THE TITLE VI OF THE CIVIL RIGHTS Acu OF 1964 The question presented is whether the use of certain textbooks or other teach- ing materials can result in noncompliance with the requirements under title VI of the Civil Rights Act of 1964. This question cannot be confined to textbooks and teaching materials which are purchased with Federal funds because, if a school system receives Federal financial assistance under a program of the Department of Health, Education, and Welfare in support of its elementary or secondary education, discrimination in any of the elementary or secondary programs of that school district is prohibited. This is indicated in the illustra- tive application of the Health, Education, and Welfare Regulation set out in 45 CFR 80.5(b) which states that under the various programs of aid to elementary and secondary education "discrimination by the recipient school district in any of its elementary or secondary schools in the admission of students, or the treatment of its students in any aspect of the educational process is prohibited." Therefore, if the use of certain textbooks or other materials is a violation of title VI, the question must be raised regardless of whether such books or mate- rials have been purchased with the aid of Federal funds, and, secondly, the compliance problem brings into question the extension of any Federal financial assistance through the programs of the Department of Health, Education, and Welfare for elementary and secondary education in the school district. While we recognize that discrimination can result from the use of some books and materials, in the situations generally cited, an extremely subjective judg- ment would have to be exercised in each individual case. These judgments prob- ably cannot be made without overstepping in the very difficult area of Federal control of teaching materials. Aside from legal questions, enforcement would be time consuming and diversionary of compliance resources which are needed in areas where the discrimination has a more serious and immediate impact. Chairman POWELL. Mr. Bell? Mr. BELL. Mr. Chairman, I would certainly want to concur on that last point. I think that is the basic thrust of the Elementary and Secondary Education Act. We would be failing down in our respon- sibility if we ignored this fact. However, I think we should push all we can in the direction the chairman mentioned, within bounds of what we can do. I still think there isa great deal we can do. Chairman POWELL. Do my colleagues have any point to make? If so, please proceed. Mr. Daniels? Mr. DANIELS. I agree that you have no authority to dictate the con- tents of school textbooks nor should the Office of Education exercise control over the selection of such textbooks. However, I want to get to your statement on page 2 where you say that under title II of the act $100 million is provided for fiscal year 1966, specifically, for text- books, library books, audiovisual and other instructional material. Wifi you tell, this committee exactly how that money has been cbs- bursed by your office and for what purpose? Give us a breakdown of the expenditures. Mr. HOWE. You wifi find in the tables submitted with my testimony a breakdown by States indicating the percentage of the money that PAGENO="0027" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 19 has gone for library resources, other instructional materials and text- books. Just looking at this in very quick fashion, it would appear to me that the realm of textbooks absorbs a relatively small proportion of these funds. Perhaps in the realm of 10 or 15 percent, no more than that, goes to textbooks from the title II money. The large proportion is being used by States for library resources. Mr. DANIELS. In your testimony do you say the amount of money should increase for textbooks in elementary and secondary schools? Mr. Howi~. I would say this is a matter of State option and States, in turn, reflecting local option and what local communities say they would like to use Federal funds for. The operation of title II of the act is an operation which farms out the power of commitment of these funds to the States. We maintain certain policy controls here. Perhaps I could ask Mr. Harris, who is more acquainted than I with the exact details of this, to comment on your observation. Mr. HARRIS. I think when we speak of textbooks we are speaking of only one of the sources of materials. If you are considering the ma- terials used by the child and by the teacher in the process of learning, you are going to have to look upon library resources and other printed *and published materials as text material. The reasons why a relatively small proportion of the appropriation under title II was programed for actual textbook purchases are two in number: No. 1, a number of States already provide free textbooks to all elementary and secondary school pupils; second, the library sources are so inadequate in most elementary and secondary schools, being completely absent in some schools. Hence, the States felt it most im- portant at this time to devote their first efforts to improving library sources. Mr. DANIELS (presiding). I would like to ask whether or not the Department made any survey which showed that the textbooks used in our schools were found to be totally inadequate in dealing with mi- nority and race problems? Mr. HOWE. We have a concern about this and have held meetings, for example, a recent July meeting of experts representing textbook publishers and our own interests. But we certainly have not made a comprehensive survey in what is used across-the-board in local corn- munities. I think, depending on the nature of such a viewpoint, this might involve us in local control. I would certainly w'rnt us to be circumscribed as to its purposes and as to the nature of the inquiry. It seems to me that if this were an in- formation-finding enterprise for the use of local communities or States to help them develop more constructive policies in this realm, it might be a useful kind of thing for us to pursue. I would assume we wouid want to have it done, if it were done, by a third party with whom we would contract to conduct such a survey. But to my kiiowledge we do not have a comprehensive survey now. Mr. DANIELS. Has any evidence come to your attention of minority groups and racial groups being inadequately provided for in textbooks as confined to any area of the country, North, South, East, or West, pr would you say an insufficiency of material prevails up North as well as down South? PAGENO="0028" 20 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES Mr. HowE. I think it has been a general problem North and South. I think if you were to seek two broad areas of concentration you would look for your concentration of Negro people in the United States. You would look at your big cities, primarily of the North. You would look at your concentrations in the South. You would then find your inadequate textbook problem located in those places. Mr. DANIELS. I do not wish to monopolize the time, but I have one further question. Mr. BELL. May I ask one question? Mr. DANIELS. Surely. Mr. BELL. I don't think you quite answered the chairman's ques- tion. Did you find a predominance of problems in the type of text- books that we are talking about in the South as against the North or was it pretty well distributed? Mr. HowE. Again let me say we have not made a comprehensive study but sought opinions on this. In terms of this kind of look at the problem, I think we would find the issue the same in the two areas you name. I am expressing an opinion, but I sense more effort to do something about the problem in the cities of the North than among the school districts of the South with large numbers of Negro children. Mr. DANIELS. One further question, do you know how many States provide free school books to children? Mr. HowE. I don't have it at my fingertips, but we can provide that for the record. Mr. DANIELS. We would appreciate that. (The information referred to follows:) INFORMATION SUPPLIED BY THE DEPARTMENT OF HEALTH, EDucATIoN, AND WELFARE, OFFICE OF EDUCATION1 FURNISHING OF FREE TEXTBOOKS Textbooks are furnished free, at least to some extent, in 36 states for elemen- tary-school pupils and in 26 states for secondary-school pupils. Some of the exceptions depend upon the extent of money budgeted locally. Alabama is required by mandatory statute to furnish free textbooks for grades 1 through 3 only. In Kansas, free textbooks are to be furnished for children of the indigent if the local board so decides and includes the cost in the budget. (Table 1) Ordinarily, furnishing free textbooks at either the elementary- or secondary- school level is mandatory by statute; in seven other states the statute is per- missive for both school levels. When mandate by the state board (or depart- ment) is added to mandatory statutes, it may be seen that 34 states are required to furnish free textbooks for at least some of their elementary-school pupils, and 24 states are required to do so for their secondary-school pupils. Regardless of whether free textbooks are or may be furnished by either statute or policy, voter. approval is required in seven states for elementary-school textbooks and in six states for secondary-school textbooks. (Table 1) Textbooks not furnished free are available on a rental or purchase basis. When textbooks are available for rent. they are not usually so available for sub- jects; presumably some are free in some states. Books are more often furnished on a rental basis in secondary schools (14 states) than in elementary schools (9 states). The questionnaire on which these facts were compiled did not ask whether pupils must purchase textbooks; it was assumed that if they were not 1 Source: NEA Research Memo, NEA Research Division, Research Memo 1963-32. PAGENO="0029" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 21 free or furnished on a rental basis, they must be purchased. Table 2 names only three states where elementary-school pupils probably purchase books and six where secondary-school pupils must do so. Three states-Arizona, Arkansas, and Kentucky-actually spell out that secondary-school textbooks must be pur- chased. Several states provide a purchase-option for textbooks. In some districts of Alaska, Colorado, Idaho, Iowa, Kansas, Michigan, Nevada, New Hampshire, New York, North Dakota, Washington, Wisconsin, and Wyoming, both elementary- and secondary-school pupils are required to pay a deposit fee which is refunded when the books are returned without undue wear and tear. Some districts in Utah and Vermont charge such deposit fees to secondary-school pupils but not to elementary-school pupils; in Oregon only elementary-school pupils are charged such deposit fees. Nowhere is the practice state-wide. In Connecticut, Delaware, Georgia, Maine, New Mexico, and Ohio, pupils may be required to pay if a book is lost or destroyed although no deposit fees are charged. Responses from state departments of several states indicated that the in- formation on the charging of deposit fees was not available at the state level since it depended, upon local decisions. Though inquiry was made as to the source of funds used to pay the cost of books furnished free or on a rental basis, replies were confused. In the majority of states both local and state funds are used in either case. TEXTBOOKS FOR PRIVATE-SCHOOL PUPILS Under state law, Louisiana, Mississippi,2 New Mexico, and Rhode Island,3 furnish textbooks to pupils attending.private elementary and secondary schools. In all cases where textbooks are furnished to private-school pupils, all secular book-s are furnished by them. DISTRICT OF COLUMBIA The selection of textbooks in the District of Columbia is controlled by the D.C. Board of Education, under authority granted by the Congress. Six text- book committees-General, Senior High School, Vocational High School, Junior High School, Elementary School, and Adult Education-consider, textbooks sub- mitted by publishing houses. On the basis of the committee reports, the super- intendent of schools makes a report to the board' of education. The District of Columbia does not print any textbooks: it is mandatory by statute that all textbooks be furnished free to pupils in public schooLs. The District of Columbia does not control the selection or distribution of textbooks in the private schools; no data on these items were furnished. PUERTO RICO The State Department of Puerto Rico selects the textbooks for its elementary and secondary schools. One textbook of mandatory use in all subjects is selected by the state agency. Puerto Rico prints some but not all of its own textbooks. It is mandatory by statute in Puerto Rico to furnish free textbooks in all subjects, paid by state funds `only. Neither a deposit fee nor a rental fee is charged for the textbooks. Private-school pupils are not furnished textbooks on the same basis as those ~attending public school. 2 Parochial and Indian schools only. Provides textbooks only on mathematics, science, and foreign languages. PAGENO="0030" 22 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES When free textbooks are fur- nished, this practice is- Mandatory by statute Permissive by statute Mandatory by State depart- ment policy. Mandatory by statute and by State department policy, subject to voter approval. Textbooks are not furnished free. Textbooks arenot furnished free, but can be furnished free by the following practices in the named States: Permissive by statute; sub- ject to approval by local voters. Permissive by State depart- ment policy. Permissive by statute Subject only to approval of local voters; no data on existing statute or State department policy. Permissive by State depart- ment policy; subject to approval by local voters. No data on free textbooks 32 States: Alabama,' Arizona, Arkansas, California, Connect- icut, Delaware, Florida, Geor- gia, Hawaii, Kansas,2 Ken- tucky. Louisiana, Maine, Maryland, Massachusetts, Miii- nesota, Mississippi, Montana, Nebraska, Nevada, New Jersey, New Mexico, North Carolina, Ohio, Oregon, Pennsylvania, Rhode Island, Tennessee, Texas, Utah, Vermont, Wyoming. 2 States: Oklahoma, West Vir- ginia.' 1 State: Alaska 1 State: South Dakota 11 States: Colorado, Idaho, Illi- nois, Iowa,Micbigan, New York, North Dakota, South Carolina, Virginia, Washington, Wisconsin. 23 States: Connecticut, Delaware,. Florida, Georgia, Hawaii, Louisiana, Maine, Maryland, Massachusetts, Minnesota, Mis- sissippi, Montana, Nebraska, Nevada, New Hampshire, New- Mexico, Ohio, Pennsylvania, Rhode Island, South Dakota, Tennessee, Texas, Wyoming. 18 States: Arizona, Arkansas, Colorado, Illinois, Iowa, Ken- tucky, Michigan, New York, North Carolina, North Dakota,. Oregon, South Carolina, Utah, Vermont, Virginia, Washington,. Wisconsin. 6 States: Alabama, California, In- diana, Kansas, Missouri, New Jersey. TABLE 1.-Practice of furnishing free textbooks and sources of authority for su~hv practice Item Elementary schools 1 2 Secondary schools 3 2 States: Oklahoma, West Vir- ginia.' 1 State: Alaska. 2 States: Colorado, Michigan 2 States: Colorado, Michigan. 1 State: Idaho 3 States: North Dakota, Virginia, Washington. 2 States: Iowa, Wisconsin 1 State: Idaho. 3 States: North Dakota, Vermont,. Washington. 2 States: Iowa, Wisconsin. 1 State: New York 1 State: New York. 3 States: Indiana, Missouri, New Jersey. Grades 1 through 3. 2 Textbooks are furnished free by mandatory statute only for indigent children, if approved by local board and included in budget. 2 Free textbooks are furnished in only 9 of 55 counties; action requires approval by local voters. Source: NEA Research Memo, NEA Research Division, Research Memo 1963-32. PAGENO="0031" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 23 TABLE 2.-Rental anl purchase of tesvtbooks Practice Elementary schools Secondary schools 1 2 3 Provide free textbooks; do not rent textbooks. : Not required to provide free text- books; have statewide rental of textbooks for- All subjects Some, but not all subjects.... Not required to provide free text- books; some local units provide rental of textbooks for- All subjects Some, but not all subjects.... Notrequired to provide free text- books; do not provide rental of textbooks (presumably pur- chased). No data on rental of textbooks~ ~ * 30 States: Alabama, Alaska, An- zona, Arkansas, California, Connecticut, Delaware, Florida, Georgia, Hawaii, Kentucky, Louisiana, Maryland, Massa- chusetts,' Minnesota, Missis- sippi, Montana, Nebraska, Ne- vada, New Hampshire, New Mexico, Ohio, Oklahoma, Ore- gon,' Pennsylvania, South Da- kota, Tennessee, Texas, Utah, Wyoming.' ~ 2 States: Illinois, South Carolina... 2 States: Idaho, Kansas 2 4 States: Colorado, North Dakota, Virginia, Wisconsin. 1 State: Iowa 1 3 States: New York, Washington, West Virginia. 8 States: Indiana, Maine,' Mich- igan,6 Missouri, New Jersey, North Carolina, Rhode Island, Vermont. 23 States: Alaska, Connecticut, Delaware, Florida, Georgia, Ha- waii, Louisiana, Maryland, Mas- sachusetts,' Minnesota, Missis- sippi, Montana, Nebraska, Ne- vada, New Hampshire, New Mexico, Ohio, Oklahoma, Penn- sylvania, South Dakota, Ten- nessee, Texas, Wyoming.i ~ ~ 3 States: Illinois, North Carolina, South Carolina. 2 States: Idaho, Kansas.2 7 States: Colorado, North Dakota, Oregon,3 Virginia, Vermont, West Virginia,4 Wisconsin. 2 States: Iowa,' Utah. 6 States: Alabama, Arizona,5 Arkansas,' Kentucky, New York, Washington. 8 States: Alabama, California, In- diana, Maine,' Michigan,6 Mis- souri, New Jersey, Rhode Island. ~ I Some districts permit purchase-option of textbooks. 2 Textbooks are furnished free by mandatory statute only for indigent children. 3 Rental basis practiced in many districts; no specific legal authority. 4 Free textbooks are notfurnished except in 9out of 55 counties; textbooks furnished by permissive statute and approval by local voters. `Reply actually indicated secondary-school pupils do purchase books. 6 State department indicated that It did not have information on textbooks furnished on rental basis. Source: NBA Research Memo, NBA Research Division, Research Memo 1963-32. Mr. DANIELS. Mr. Bell? Mr. BELL. No questions. Mr. DANIELS. Mr. Hawkins? Mr. HAwxn~-s. I have one question for the Commissioner, not about you as an individual but the role of your Office in the approval or dis- approval of projects. Let us say under title I of the Elementary and Secondary Education Act, assuming that a project is designed to de- velop the multiethnic textbooks for students, or a project may be de- signed to force a segregated or disadvantaged school toward desirable objectives for the children. Do you at all consider the basic instructional materials or are you say- ing you have no control whatever of the problem? What is it you ap- prove or disapprove? Mr. HowE. Your question raises the complex nature of the Elemen- tary and Secondary Education Act, which I know you are aware is a highly decentralized system and involves a special relationship between my Office, the State and the local district proposing the project. The States in order to make themselves eligible for funds under title I have given us assurances that they will meet our regulations and the guidelines written for title I as they approve the various projects sub- mitted to them. This makes the State eligible to receive a grant of PAGENO="0032" 24 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES funds under title I. Those regulations and guidelines include the stipulation that a State will not approve anything which is discrimi- natory in nature. Am I correct about that? Mr. HARRIS. That is in section 6 of the Civil Rights Act. Mr. HowE. The actual projects developed by local communities flow from the local community to the State and are approved by the State.. Federal funds frequently begin to flow before we receive in our Office a copy of what is intended by the local district. Also, because of the size of this program-there are approximately 22,000 separate projects under title I of the Elementary and Secondary Education Act-we are not equipped to review all these projects in detail. Instead, we have to depend on State review and approval of the projects. When we receive a complaint related to a project, and it might relate to the kind of problem you raise, Ithink it is our obligation to look into this. We would deal first with the State and then perhaps with a local community, if necessary, when there was a complaint about a project's containing within it some discriminatory element, in violation of title VI of the Civil Rights Act. This is di~cult for us, because typically the project is launched and going by the time we receive the complaint and, therefore, we are in- volved in a moving situation in a local community. Mr. HAWKINS. Let's assume a complaint is lodged with you that cer- tain textbooks used in a particular area of the country are discrimina- tory in nature. They debase a group of people or even using the illus- tration you used yourself, the one you cited as undesirably used in Virginia. Assuming a complaint is lodged with respect to that type of material being used, would you say this situation violates the com- mitment not to use discriminatory material as included in your guide- lines? Mr. HowE. On the face of it, it would seem to me to do so. On the other hand, we, at that point, enter into this very excellent relationship of the Office of Education to the local district, the stipulation in the Elementary and Secondary Act which fences us out of curriculum decisions, quite properly, as we all agree. We are right in the situa- tion the chairman and I were discussing as to what our legal posture is, and, second, what our obligations are. This is an area not clear to us still and one we must certainly clarify. I agree with the implication of your point. * Mr. HAWKINS. What steps are you taking to clarify it? It seems title VI of the Civil Rights Act has been on the statute books almost a year, about a year, I assume it is concerned with this problem. Are you at present taking any steps to correct this problem? The thing that concerns me is your statement on page 2: As a Federal official I would hope Federal funds are being spent as wisely as possible by the local officials charged with that responsibility. It would seem to me, as a Federal official you have a responsibility to more than hope that they are being spent properly, but to actually investigate and to see how they are being spent. Chairman POWELL (presiding). Will the gentleman yield? Mr. HAWKINS. Yes. Chairman POWELL. Dr. Matthew has a question. PAGENO="0033" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 25 Dr. MATTHEW. Does this have to do with the way the Office of Edu- cation is set up and the relationship between sections of the Office of Education so when proposals are bemg considered under title I, II, or III, there is an opportunity for a check with the compliance records at the Office of Equal Educational Opportunities? Is this generally done? We were recently informed the Office of Education had difficulty with this kind of communication. Mr. HowE. I could never argue the Office of Education doesn't have difficulty with communication. Any large organization does and we do. We do have a regular process for informing ourselves. I think the best example is title III. The projects which are proposed to us are first of all being proposed by people who are in compliance under the Civil Rights Act, not out of compliance. This check automatically takes place as part of our projects and information flows back and forth between the Office of Education and the Office of Equal Oppor- t~mity with regard to grant making under title III and Dr. Harris, I think, has a well-working piece of machinery. Under title I you have a somewhat difficult situation as the State comes in as the party making the award. It has already declared to us that it will make awards in conformance with the policies and regulations for title I. There is no. regular prior check of title I proj- ects in the Office of Education nor could there be as the act is written and as the staff of the Office of Education is set up. It is a decentral- ized program. It seems to me that the ultimate check that we have here on this kind of problem is with the audit. Our title I projects are ultimately audited to see that funds have been properly spent within the policies of the Federal Government. We have used, upon occasion, the early scheduling of an audit when we were concerned about the nature of a title I project or even administration of title I projects generally within a State. Dr. MATTHEW. Is it possible to have a school district applying for title II and title III funds to be considered as being in compliance by having submitted a form, which form has been filled out by the school district `but has not been checked by the Office of Equal Opportunity? Mr. HOWE. This is possible during an interim period. For ex- ample, a school district which as of May 6 submitted `a form 441-B indicating they intended to abide by the school segregation guide- lines have only begun to have their actual performance under these guidelines checked right now. Dr. MATTHEW. In the meantime, could they slip in their proposals `for titles II and III and get funded before the check for compliance with the civil riohts guidelines? Mr. HOWE. &nceivably, yes; because we operate on the principle `that people are generally innocent until proved guilty and compliance indicated in good faith should be accepted by us in good faith until there is some evidence to the contrary. So we accept the submission of a proper form 441-B. as indicating compliance until such time as performance by the school district can be checked through its report and through our visits to the district, should the reports indicate that visits are necessary. Dr. MATTHEW. Would you need more staff in the Office of Equal Opportunity so you could check more compliance forms? 71.-368---66-.-8 PAGENO="0034" 26. BOOKS FOR SCHOOLS AND TREATMENT OF ~NORITIES Mr. HowE. I think we have a definite need for a larger staff in that particular shop of the Office of Education. I think we ourselves when making our budget requests this past year did not foresee the extent of the load which that office would have to dO a good job with this whole compliance activity. I think we need to raise our sights con~ siderably. Mr. HAWKINS. Are you saying no fundS were withheld under the Elementary and Secondary Education Act because of discriminatory practices? Mr. HowE. . Yes, there have been. But in specific comment on the topic of the hearing here, I am sure there have been no funds with- held because of discriminatory practices related to textbook materials. Mr. HAWKINS. Discriminatory materials, textbooks, et cetera? Mr. HOWE. That is right. Mr. HAWKINS. Have there been any complaints filed? Mr. Hown. I am :not aware of any but I would like to check the facts on that for you. ~. (The following was submitted by Mr. Howe:) CoMPr~iNTs ABOUT TExmooKs IN ScHooLs Complaints have been received by the Equal Educational Opportunities~ Pro- gram concerning textbooks in use in the public schools of Hancock, New York, and Williamsport, Pennsylvania. The complaints were~ brought to the attention of State and local school authorities, and were dealt with at the local leveL No Federal funds have beeil withheld from any school district because of the repre- sentation, or lack of representation, of minority groups in textbooks, library books, or other instructional materials. Mr. HAWKINS. Are you also saying you would be limited in proc- essing those complaints even if they were filed because of budgetary limitations? Mr. HOWE. If they came in large volume, we would have a difficult time, with existing staff, in taking on another big job. I think it is fair to say in this whole area of refereeing the problem of school desegregation, we have tended to put our first energy on problems related to pupils themselves and teachers and we have not perhaps faced up to the implicatiOns of the kind of problem you are raising in this committee. Mr. HAwicn~s. Then you are also saying as yet your. regulations and guidelines are not clear as to whether or not certain discriminatory practices as they relate to textbooks, library books, instructional ma- terials, and so forth, would violate general law and consequently give you the opportunity to process complaints? Mr. HowE. That is correct, sir. I think we need both the clarifica- tion of our own legal staff and perhaps the benefit of some court cases in this area to have a clear picture of what we can or cannot do. Mr. HAWKINS. How do you intend to get the clarification of your staff? Are you at the present time doing anything to develop that clarification? Are you awaiting an additional mandate from Con- gress? What is the reason you are not moving ahead in this par- ticular field? Mr. Hown. We have held some conversations on this. . In fact, this point has been raised on several occasions. I think it goes back to Mr. Keppel, my predecessor. I will be talking further with our law- yers about this matter and I hope we can define more clearly the posture we ought to have. PAGENO="0035" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 27 Let me say again however, because of the problem of censorship and because of the problem of the autonomy of the local school district and because of the interdiction of the Office of Education against entering into the control of curriculum, this is a difficult area in which to make substantive moves and we should do so carefully. Mr. HAWKINS. My question would not apply to you individually, but the office you occupy. However, we can't help but believe that some clarification is needed, certainly with respect to such obvious. discriminatory practices as you indicated in your very fine statement. It would seem to me the intent of Congress was to help the dis- advantaged. If this so-called local control is being observed and is serving to interfere with the intent of Congress in the passage of the act, then obviously we have not accomplished what we intended to accomplish and might as well repeal the act, if we are only going to allow the money to be so misused. In those areas where you have disorders, people will take notice of the fact that Federal officials sometimes are a little hazy. We should not then be blaming militants all the time for causing trouble if we are foot dragging, as we feel obligated to do sometimes. Chairman POWELL. Will the gentleman yield? Mr. HAWKINS. Yes. Chairman Powiiu. Do you have an office of compliance? Mr. HowE. Yes, the Office of Equal Educational Opportunities. Chairman POWELL. Does that Officecheck for compliance? Mr. HOWE;. Yes. Chairman POWELL. Who is the head? Mr. Hown. Mr. Seeley is head of that Office. Chairmrn POWELL It is understaffed ~ Mr HOWE I think we could use a larger staff Chairman POWELL. The gentleman from California. Mr. BELL. Relative to the last question by Mr. Hawkins, I wonder whether the Department of Education has made it well known to the different States and local governments as to what the attitude or intent of Congress is relative to books, materials, and so on, relative to dis- crimination. Do you think* the Department of Education has made this clear ~ What I am talking about is clarifying this intent Might it not be better to make it clear to the local boards what Congress intended in a local and broad way? Mr. HOWE. I think this is a very good comment. It is sometimes hard for me to be sure I am getting the exact intent of Congress when I am telling local boards what Congress proposed in this area, again because of this problem of what the Civil Rights Act says in title VI of the Education Act and then the posture of local autonomy. I am not fully up on all the record and history of the enactments of the Elementary and Secondary Education Act, but I don't recall from my incomplete knowledge any complete discussion of this issue we are now talking about. This conversation is useful. It will help us to do what you said. Mr. BELL. I think it would be helpful to more or less get the word out that this is the mtent without telling them what to do. All States should conform in general in the types of books and literature they get out. That was the mtent and they should move in this direction; the local governments should try to do it, too. I think that should be first and later on we can discuss later action. PAGENO="0036" 28 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES Chairman POWELL. The gentleman from California, Mr. Burton? Mr. BURTON. Except for the three research grants you mentioned on page 8 of your prepared testimony, have you had any other or do you have in the works any plans th have any other demonstration or research programs that will develop, in the context of our Nation's history, the contributions of all the variety of peoples that live in this country? Mr. HoWE. These three I reported are projects which have been completed. I am almost certain we have additional projects in the* works and requests for others. This will be an area certainly where we will encourage research activities of various kinds. In our coop- erative research budget for fiscal 196T we have set aside, I believe, $50 million for specific projects of this general kind so we are saying to people who submit proposals to us "there is money set aside for this kind of research if you wish to make proposals in this area." This does not prevent additional funds from being used for that purpose but it says there are some sequestered for that particular purpose. It is an area of genuine interest to us. Mr. BURTON. I assume you have not had any other research com- pleted or in process other than the three mentioned items? Mr. HOWE. I would like to get for you, if I may, a listing of projects which are underway but not completed which could be considered to be under this same general heading. (Mr. Howe submitted the following material.) BUREAU OF RESEARCH PRO~TECTS DEALING WITH CURRICULUM FOR DISADVANTAGED CHILDREN Since some research and development activities are focused more on materials development than other activities, the following listing has been divided into two sections, one entitled "Materials" and the other, "Related Activities." MATERIALS 5-0368 Harvard University: Effect of Thstructional Tapes for Changing Dialect Patterns of Urban School Children. Completed. $20,776. 5-G~44 Howard University: Development of a Program of Compensatory Science Experiences for Disadvantaged Children K-6 and Their Parents. $49,882. 5-0684 Stanford University: Automated Primary-Grade Reading and Arith- metic Curriculum for Culturally Deprived Children. $1,064,167. 5-0687 Hunter College: Development of Reading and English Language Mate- rials for Grades 7-9 in Depressed Urban Areas. $285,124. 5-1111 State Department of California: To Develop Guides for Teaching Eng- lish as a Second Language to Elementary School Pupils. $170,495. 6-1700 Educational Services, Inc.: Development of Materials in Mathematics and English for Precollege Centers for Students from Low-Income Families. $121,844. 6-2062 University of California at Los Angeles: Production of A Film Demon- strating the Teaching of English as a Second Language to Learners of Ele- mentary School Age and Level. $12,538. 5-8127 Columbia University, New York: Impact on Learning and Retention of Specially Developed History Materials for Culturally Deprived Children. $6,241. 5-8147 University of Chicago: Identification of Instruments to Measure Selected Factors Related to Success in Beginning Reading of Children of Different Socioeconomic Strata. $8,464. 5-0344 Illinois Institute of Technology: After School Study Centers: Experi- mental Materials and Clinical Research. $101,404. 5-8105 Northern Michigan University: Image of Latin America: A Study of American School Textbooks and School Children, Grades 2-12. $G~764. PAGENO="0037" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 29 5-0125 University of Illinois: Improvement of Youth Through Vocationally Oriented Educational Programs for Disadvantaged Families in Depressed Rural Areas. $42,223. 5-0120 California State College: Teaching Mexican-American Children to Read. $99,984. 5-0050 Central District, Lane County Public Schools: Learning Laboratory to Teach Basic Skills in a Culturally Deprived Area. $189,300. 5-0192 Brooks Foundation: The Development and Evaluation of Educational Systems Packages for the Occupational Training of Depressed Area Students in Five Basic Subject Areas. $39,747. RELATED ACTIVITIES 5-0674 State Board of Education, North Carolina: Development and Evaluation of Experimental School for High Potential Underachievers. $1,555,778. 1527 New York State Department of Education: An Assessment of the All- Day Neighborhood School Program for Culturally Deprived Children. Com- pleted. $81,162. 5-0762 Morgan State College: Improving the Reading and Writing Skills of Culturally Disadvantaged College Freshman. $49,842. 5-0488 City University of New York: Approaches in First-Grade Teaching with Educationally Disadvantaged Children. Completed $30,224. F-030 Boston University: Conference on Training Programs for Personnel who Work with Educationally Disadvantaged Students. Completed $18,396. 5-0860 Queens College: The Preparation of Teachers for Schools in Culturally Deprived Neighborhoods. Completed $66,700. F-033 State Board of Education, North Carolina: Program and Research De- sign for a Remedial Residential School for Underachievers. Completed $79,792. F-057 University of Chicago: Conference on Research of Education and Cul- tural Deprivation. Completed $30,010. 5-0632 Bank Street College of Education: Seminar on Education for Culturally Different Youth. Completed $44,853; 5-0474 City University of New York: A study in Dept of First Grade Reading. Completed $30,277. 5-0476 State Department of Education, Colorado: A study of Approaches to First Grade Reading Instruction for Children from Spanish-Speaking Homes. $22,441. c~-O4 Harvard University: Center for Study of Individual and Cultural Differ- ences in Education. Completed $3,005,283. 5-8072 State University of New York a:t Plattsburgh: Raising Educational Aspirations of the Culturally Handicapped. Completed $7,440. 5-0369 University of North Carolina: Social Factors in Educational Achieve- ment and Aspirations Among Negro Adolescents. $102,370. 1339 Claflin University: Pattern Practice in the Teaching of Standard English to Students with a Nonstandard Dialect. Completed $66,170. 5-0529 Southern University: Relationships Between the Self-Concepts of Negro Elementary School Children and Their Academic Achievement, Intelligence, Interest, and Manifest Anxiety. Completed $17,569. 5-0434 Illinois Institute of Technology: Communication to the Culturally Deprived. Completed. $43,763. 5-1027 University of Chicago: Patterns of Teacher-Pupil Comniunication and Culturally Deprived Children. $122,603. G-020 Tufts University: Negro Self-Concept: Implications for School and Citi- zenship. Completed. $5,460. 908 New York Medical College: Communication of Information in Elementary Classrooms. Completed. $51,214. 878 University of Alaska: Alaskan Native Secondary School Cropouts. Com- pleted. $36,627. 1479 Rutgers University: Elementary Summer Schooling of Migrant Children. Completed. $43,005. 5-0044 University of Pennsylvania: A Summer Pilot Residential Educational Project for Culturally Deprived Youth. $86,085. 5-0312 Greater Washington TV Association: National Demonstration Project Utilizing TV Materials for Formal Education Culturally Disadvantaged Pre- school Children. $205,878. 5-0359 California State College at Los Angeles: Reading Programs for Mexican American Children. $251,767. PAGENO="0038" 30 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 5-0692 Department of Education, Hawaii: Plan for Imparting Bilingual Skills to Monolingual Speakers of Hawaiian Pidgin in the Kindergarten, 1st, 2nd, and 3rd Grades, Through Linguistically Oriented Pedagogical Techniques. $317,257. 5-0698 University of Florida: Inter-Disciplinary Approach to Improving Devel- opment of Culturally Disadvantaged Children. $9,806. 5-0701 University of California: Teaching Preschool Children from Poor Families to Read and the Effect of This Training on School Success. $387,590. 5-0727 Fresno State College: Linguistic Approach to the Teaching of English as a Foreign Language to K Pupils whose Primary Language is Spanish. $27,919. 5-1024 University of Georgia: Development of a Sequential Curriculum in Anthropology for Grades 1-7. $3.30,511. 5-1061 IJePaul University: Montessori Preschool Education. $18,228. 5-1114 University of Alaska: A College Orientation for Alaskan Natives. $65,065. 6-1421 George Peabody College: Research-Training-Demonstration Center for Culturally Deprived Preschool Children. $75,000. 5-8034 New York University: Effect of a Special Program in Literature on the Vocabulary and Reading Achievement of 2nd Grade Children in Special Schools. $9,000. 5-8133 Brooklyn College: Demonstration of Concept and Language Develop- inent in a Kindergarten of Disadvantaged Children. $8,708. 5-8143 University of California: Increasing the Academic Achievement of Culturally Disadvantaged Youth. $7,476. 5-8156 University of Minnesota: Preschool Training Program for Culturally Deprived Children. $7,262. 5-8383 University of Chicago: Effectiveness of Emphasizing Reading Skills in English Course for Underachievers. $8,750. 5-8389 University of California: Teaching of Advanced Mathematical Con- cepts to Culturally Disadvantaged Elementary School Children. $8,686. 6-8107 low-a State University: Study to Determine the Effects of an Ele- mentary School Enrichment Program on the School Achievement of Wel- fare Recipient Children. $9,000. 5-8276 University of Michigan: Socioeconomic Background and Occupational Achievement Extension of a Basic ModeL $45,348. HR-116 University of California: Instruction of Socioeconomically Handi- capped Preschool Children in the Use of Language to Increase Academic Aptitudes. S375.364. ERD-077 Stanford University: Production of a Motion Picture for the Train- ing of Teachers in Problems of Human Relations in Teaching the Socially and Economically Disadvantaged. $14,704. Clearinghouses: 1. New Mexico State University: Small Schools and Rural Compensatory Education. $130337. 2. Yeshiva University: Disadvantaged Children and Youth. $230,106. Mr. BURTON. How do you make available to the State, or local school boards, either one, the fact you have completed such studies or, (two), the findings of such studies? iDo you wait until a request comes to you or do you on your own motion see to it that those areas or sections of the country that might find these studies of some interest get them without having to request them? How do you communicate or pass on the benefit of these studies? Mr. HOWE. Our Bureau of Research has just received authorization to start its own monthly publication which has the exact purpose that you name, to disseminate the results of research. You have put your finger on one of the problems of educational research-the problem of having it done and having the results remain in isolation and unused. We are trying in various ways to move in on that problem. One of the ways we are doing this is by a nationwide system of stor- ing research results in abbreviated form, ified under a series of head- ings which are widely un4erstood in the educational community. Thus PAGENO="0039" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 31 any person v~ho wishes to find significant research of recent years, or going on now, related to the problem of multiethnic material, would be able to request information from this electronically operated system. Mr. BURTON. Let me ask you (1) what State or local school authori- ties have been notified affirmatively that these studies have been com- pleted or, (2) how many State or local authorities have received the report itself? Mr. HOWE. This I can't give you a definitive answer on but I would be happy to look up what mailing we have had and what articles we have written. I am sure there will be a good deal of `dissemination activities related to those projects. , Some of these activities have been conducted by the people responsible for the projects and tests., and some by us. Mr. BURTON. Do you have these reports compiled in any mass form-lithographed, multigraphed, or printed? Mr. HOWE. Most of our reports on our research projects are sub- mitted in a somewhat standard form in multicop'ies and distributed to libraries throughout the country. Mr. BURTON. What is multicopy? How many would you have in one of these, 50 or 5,000? Mr. HOWE. It is in the realm of 200 or 300 copies of a report that we ask `a person operating a research project to send us. These may be 200- or 300-page documents. They are then filed by us in major library centers so they are available to the educational world there. I think the electronic system I was speaking of earlier, which. is in the process of development, will be much more useful. Mr. BURTON. I agree with that but my concern is with your state- ment made earlier that oftentimes research is completed and people are completely unaware of it. They won't ask because they are unaware the study took place. . I do have a worry~ not just about the operational head or an executive secretary (of one of our public educa- tion agencies) but citizens have a responsibility at the State and local levels. I would think the involved leadership at the National as well as the State and local level should be informed that these studies have taken place. We have a lot of citizen groups working on these prob- lems; many of these have no idea you have even completed a study. Mr. HOWE. You are absolutely right. `This is why we are moving on the new publication of the Bureau I mentioned. Mr. BURTON. Do you intend in this regard to include on the mailing list organizations or persons within those civil rights organizations, that may have some affirmative interest in the public field? Mr. HowE. We would have a wide public service of that kind, and I would imagine it would include the areas you mention. Let me say again that system which `allows a person to `acquire all the relevant resea.rch in short and convenient form and ultimately to get the full documentation, if he ne.eds it, is in our view the most hopeful `answer to the problem of information dissemination. `This system is we'll launched. PAGENO="0040" 32 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES (The following was submitted by Mr. Howe:) BUREAU OF RESEARCH CONTACTS (FORMAL) WITH STATE AND LOCAL AUTHORIT~S CONCERNING RESEARCH The Office of Education's Educational Research Information Center (ERIC) is a decentralized nation-wide network of information clearinghouses or research documentation centers, which are coordinated in the Office of Education. ERIC's first major effort was to make available to school administrators docu- ments describing innovative ways to educate disadvantaged children under Titles I and III of P.L. 89-10. Over the past year some 2,000 documents were mailed to the 50 State Departments of Education, 100 major metropolitan areas and at least one school district in each congressional district in the country. In support of P.L. 89-10, ERIC has distributed 1,740,000 document résumes, 24,000 descrip- tions of innovative programs and 500,000 individual sheets of microfiche. This represents a combined distribution in excess of 30,000,000 pages of information. Announcement of the availability of documents has been undertaken on a periodic basis, beginning with the collection related to programs for the educationally disadvantaged. As part of this nation-wide system for disseminating information, 12 clearingS houses have been established across the nation. These clearinghouses or docu- mentation centers are listed below. Clearinghouse and location Document Amount City Universityof NewYork, New York, N.Y University of Oregon, Eugene, Oreg New Mexico State University, University Park, N. Mex. University of California, Los Angeles, CaliL.... University of Michigan, Ann Arbor, Mich Ohio State University, Columbus, Ohio Indiana University Foundation, Blooming- ton, md. Yeshiva University, New York, N.Y Modern Language Association of America, New York, N.Y. Center for Applied Linguistics, Washington, D.C. National Education Association for Excep. tional Children, Washington, D.C. Ohio State University, Columbus, Ohio Preparation of Urban School PersonneL - - Educational Administration Small Schools and Rural Compensatory Education. Junior Coileges Counseling and Guidance Science Education Reading Disadvantaged Children and Youth Teaching of Foreign Languages Linguistics and the Uncommonly Taught Languages. Exceptional Children Vocational and Technical Education $135,405 90,365 130, 337 108, 731 90,903 122, 031 115,855 230.106 198, 045 164,140 253,933 83,030 During the past several years, the Office of Education has published and widely distributed several monographs regarding completed research to pertinent clien- tele across the nation. Examples of such monographs are as foliows: Training the Hard-Core Unemployed. Teacher Influence, Pupil Attitudes, and Achievement. Speed and Power of Reading in High SchooL Mr. BURTON. Let me ask this one final question. Has your depart- ment compiled bibliography or has it authorized or pulled together contributions of Negroes in public life in this country? I am unaware if there is such information all together in one place. There is a need for this. When I use the term "Negro" I can also say we can substi- tute Spanish and Americans of Asian ancestry. I think there is a need to pull together information which appears in this or that or tile other place so you have in some meamngful context the contribution of all groups. This kind of service is needed, in my opinion. Mr. Hown. This kind of compendium is often found in the efforts that I described in my formal testimony, efforts of cities developing materials for themselves. It is partly a research job, a material prep- aration job with good writers involved. We have not to my knowledge authorized a national program to do this for all the etirnic groups which is, I believe, what you are suggesting. PAGENO="0041" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 33 Mr. BURTON. I think it is important to give a historic~d record of the developments of all variety of peoples that make up our land. Many groups face problems of misunderstanding, discrimmation, and what have you. We must develop and pull together whatever fac- tual documentation we can on the contributions these people have made to our society. Today the immediate relevancy is not only in terms of the com- munity itself but in terms of the total community's understanding of the contributions that have been made. I don't know how it is possible to register this unless there is some pulling together of these data. It would be helpful to cite 50 or 60 books that have pieces of that infor- mation. I would like you to write me or the chairman and tell me what steps you intend to take in this specific regard. (The information requested follows:) BIBLIOGRAPHY OF THE EDUCATIONAL MATERIALS CENTER OF OFFICE OF EDucATIoN The Educational Materials Center of the Office of Education compiled an ex- tensive bibliography of materials for the education of the disadvantaged for the National Conference on Education of the Disadvantaged, Held in Washington, D.C., July 18-20, 1966. This bibliography was given only limited circulation. At the close of the conference, the bibliography was updated to reflect all new materials received by the Center through August 15, 196G. The revised bibliography is presently being printed. It will become a part of the regular report series of the Educational Materials Center and will be ex- tensively circulated to teachers, librarians, and others concerned with the prob- leins of educating children of poverty, cultural deprivation, intercultural inex- perience, and other handicaps. When copies become available, they will be forwarded to the Committee for its files. Mr. HOWE. Well, we would be happy to give you a summary of the steps that we have underway, and further steps that we `will be taking. I think you will find that there is a combination of both public and private effort, in this realm. Textbook publishers have begun to move in this realm, as I said in my testimony. They may have only begun to move, but they are beginning `tomove more rapidly. On the public side, cities and school districts are beginning to invest some of their own funds and some of the funds they receive from the Federal Gov- ernment, in this kind of compendium. I would call your attention to the Queens College research enter- prise to explore the impact of biographical and fi~tional materials about the Negro on the learning and retention rates of disadvantaged Negro youngsters. This is certainly an area where we have a concern. We should not get ourselves in the posture of saying, "We in the Federal Government have the authoritative book on this subject, which all school districts ought to use." We ought to encourage a diversity of quality materials, some developed under our auspices, some de- veloped under totally independent auspices, so that the local school district has quality to choose from. I think that this effort to de- velop `a diversity of materials ought to be the thrust `of our movement in this area. Chairman POWELL. Mr. Pucinski. Mr. PUCINSKI. I would like to congratulate the chairman of this committee for raising this hearing. Certainly, it creates a forum for discussion of a subject that has been too long neglected in this coun- PAGENO="0042" 34 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES try, and I think that as we look at the impressive list of book publishers that are going to appear before this committee in the next 3 or 4 days, one can't help but get the impression that these publishers will be made aware of the fact that there is a growing concern over this ques-. tion of excluding the true picture of the minority groups in t.his country. Certainly, I think we can all agree that our strength as a nation lies in our polyglot nature, and yet, as you look at the average history book today, you will find very little about the heterogeneous fibers of America, and it seems to me that these hearings can help focus atten- tion on this problem. I was happy, Mr. Commissioner, to hear you say, however, that you intend to proceed very carefully and cautiously. As commend- able as these hearings are, and I want to make this clear, that I think these hearings are long overdue, they undoubtedly are opening up a Pandora's box-in showing the extent of this problem-the extent to which minority groups have been ignored-in the textbooks of America. My own feeling and hope is that the industry, the publishing indus- try, the local communities, the editors themselves, are going to address themselves to this problem. I would view with serious concern any effort by your office, at this time, to start establishing any standards or criteria, other than provide the leadership for a forum for discussion of the problem. I would hope, though, that someday I could read in an American history book, the fact that way back in 1619, the first real effort to bring equality to this country was staged by a group, a handful of immigrant Poles and Dutchmen. Captain Smith brought these people to work in the first factory down here in Jamestown, Va., the glass- works, and kept them here for 9 years, and didn't give them any right to own land, or vote in elections. Finally, the first sit-down strike in America was created by these brave immigrants, who pointed out that they were just not going to work if they didn't have the same degree of human dignity enjoyed by all the people of that colony. Captain Smith summoned a hasty meeting of the house of burgesses, and a resolution was adopted, giving these people equal rights. I read a great deal about the present demonstrations across America, and I read about various attitudes of the various ethnic groups regard- ing this problem. Yet I have yet to see in a history book in this coun- try the fact that the first institution of higher learning for the Ameri- can ~Negro was created in this country by funds contributed from the estate of Jean Koszciusko. You don't see these things in the history books of America. So it seems to me that these hearings do serve a good purpose. I am hoping that they are going to give the youngsters of this coun- try a better chance to see the neighbors with whom they are growing up. Mr. Ohairman, I merely want to reemphasize that I think you have made a great contribution here by providing a forum for a discus- sion of this problem. I am confident that when the book publishers, who are going to be here in the next few days, leave here, they are going to be made aware of the fact that this is a great country, a lot of people have made it great, and these people ought to get some recognition in the history PAGENO="0043" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 35 book. Then the youngsters of this country can realize what has made this country great. What has made it great? A better understanding among people. We have kind of forgotten that. I think the history books ought to remind us of that. Mr. HowE. Mr. Pucinski, could I say that I used to be a history teacher, but I just learned a couple of things I never knew before. [Laughter.] Mr. PU0INsKI. I am glad the chairman gave* me a chance to get those two strong points out. Chairman POWELL. What I am hopeful of is that Mr. Pucinski will make that same speech in Cicero today. [Laughter.] Chairman Powm~. Mr. Brademas? Mr. Brademas? Mr. BRADEMAS. Thank you, Mr. Chairman. After the elegant remarks by my colleague from Illinois, I am almost moved to say a word or two on behalf of the Greeks. [Laughter.] But I still resist the temptation. Mr. Howe, I was affected by the statement in your testimony on page 2 that a fine textbook has far more impact on the child in the ghetto than on the suburban child, which it seems to me is fundamental to our discussions here today. I would like to ask you just a couple of questions, then if I may. One. To what extent is the Office of Education engaged in support- ing research on books that are especially designed to be helpful to dis- advantaged children? My question, of course, presupposes that we should give attention to books that are specially tailored for disadvantaged, and perhaps you would comment on the second, before the former. Mr. HowE. Well, I think we should be giving major attention to the irrelevance to the disadvantaged child of many books that are used in the schools, and to the preparation of materials which will be di- rectly applicable to his interest and move him onward and upward from where he is. We are definitely interested in this, in our research enterprises. I wish I could give you, in answer to your question, the dollar figure here that would reflect our commitment in this area. We will provide you with such figures. I don't have them on the tip of my tongue. It is a regular area of investment for us, in supporting the develop- ment of materials by groups outside the Office of Education. I think for purposes of general understanding, it might be well to say that typically we invest our research resources in research groups at universities, or in combinations of school and university people, in whom we have confidence. This is not an internal operation in the Office of Education, but rather one in which we seek the best expertise around the country, and then attempt to finish it. (The following was submitted for the record:) BUREAU OF RESEARCH FUNDS FOR RESEARCH AND RELATED ACTIVITIES CONCERNING THE DISADVANTAGED CHILD The dollar amounts which have been obligated by the Bureau of Research to various agencies and organizations for the conduct of research, development, and related activities are organized under the two main headings of "Materials" and "Related Activities." PAGENO="0044" 36 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES Materials Colleges and uni~ersities - $1, 697, 567 State departments and local systems 359, 795 Organizations 161, 591 Related activities Colleges and universities ~5, 878, 518 State departments 2,056,430 Organizations 205, 878 Detailed information concerning individual projects, dollar amounts obligated, and the organizations and educational institutions conducting such projects can be found ~5vpra, p. 40. Mr. BRADEMAS. Now the second question that I have follows on the first. Assuming that we can produce books that are good both in terms of their educational content and fair in their portrayal of minority groups in the United States, how can we effectively encourage the schools of the country to use such books, without the Federal Gov- ernment dictating to local school districts, or State educational au- thorities, what books they ought to be using? I am strongly in favor-which is like coming out in favor of the flag, but I am strongly in favor, as I suppose most of us on this committee are-of first-class textbooks for schoolchildren, and text- books that are fair in the treatment of minority groups, but having said that, we haven't solved the problem of insuring that such books are (a) produced, and (74 effectively channeled into the network of local public schools. While the objective of books that are fair in the treatment of minority groups is one that we can all laud, I think `that we can think of other contents of books that would cause us grave apprehension if it were felt that the Federal Government were trying to encourage particular content, if I make myself clear. I would suppose that this ought to be a matter of particular concern. Mrs. Mink and I were just discussing here, at a time when there are great presures on our country, increasing pressures because we are engaged in :a.n armed conflict, I think that one's imagination need not lead very far `ahead to consider the dangers that might ensue if someone decided that he was going to be sure that a particular policy line' with respect to some great national issue, either of war or peace, or of attitudes on internal domestic problems, were suddenly to become the preoccupation of the people who had to do with putting together textbooks. Have I made my concern clear? Mr. HowE. Yes, indeed, sir. I have several comments. First of all, harking back to some things that were said by Mr. Pucinski and also by Mr. Bell, I think that our first effort in the realm of achieving the kind of textbooks we would like to have in the schools, from the Federal vantage point, should be an effort to get the problem out in the open to have it publicly aired, `and to have knowledge generally concerning the abuses and difficulties which exist. I think, therefore, that the hearings of this coimnittee can be extremely useful, because in a way that no one else can, this commit- tee can call attention to these kinds of problems. I think that this says by implication that our efforts should be efforts to influence the voluntary actions of public bodies that have the responsibility for making curricular decisions by getting good infor- PAGENO="0045" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 37 maiion into their hands, by making them knowledgeable about the issues which do exist, and by no longer allowing these matters to be swept under the rug, as they have frequently been. So I think we need a public hearing, so that decisions which are made by States and by local communities have the benefit of light. There may, therefore, develop in their materials some benefit of truth, which is what we are trying to achieve. I quite agree with your comment about the dangers of the Federal Government, through the Office of Education or through the Con- gress, entering into the prescription of specific viewpoints or specific materials for use in the schools. I think that the protection of academic freedom in the schools resides primarily in the independence of the schools to make their decisions in this realm at the local and State level. I think we need to develop in the elementary and secondary schools the kind of tradition of academic freedom which is typical of our best colleges and universities. The transfer of that kind of academic freedom, and a knowledge of what it means, to the elementary and secondary schools and to those responsible for operating them is the long-range effect weought to have. Mr. BRADEMAS. One other quick question, Mr. Howe, and that is: With, respect to the role of publishers in producing the kind of books that we are seeking here to encourage, has there been any significant resistance on the part of publishers to doing so? Mr. HowE. I don't have the knowledge to generalize about this. I would say a couple of things. I think the publishers respond to the market, to a degree, and necessarily so. And where there has not been the kind of public conversation which influences the market, which hopefully we are having now, there has been more opportunity for publishers to engage in some of the practices which we hare already discussed here-different editions of American history for different sections of the country, and that kind of thmcr. So, without being able to answer your question speci~cally, I make that conunent on it. Mr. BRADEMAS. I just hope that publishers can make a profit and still show a sense of public responsibility at the same time. Mr. HOWE. I think there is considerable evidence that many pub- lishers are moving in that direction. Mr. BRADEMAS. Thank you. Chairman POWELL. YOu mean toward profit? [Laughter.] Mr. Howi~. Toward public responsibility. Chairman POWELL. We will have five publishers here tomorrow. The gentleJady from Hawaii, Mrs. Mink. Mrs. MINK. Thank you, Mr. Chairman. I wonder, Mr. Commissioner, if you could tell us the total value of all textbooks that are published in the United States annually, for elementary and secondary school use? Could you give us a rough estimate what the value would be of this production? Mr. HOWE. I really can't, Mrs. Mink. I don't even know whether they collect this information. I will find out for you. Maybe Dr. McCaffrey of the American Textbook Publishers Institute has an estimate here, but we will try to get this information for you. Mrs. MINK. The reason I ask this question is that we are specifically concerned about a hundred million dollar appropriation under title PAGENO="0046" 38 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES II, and I wondered what percentage of the total production this hun- dred million dollars constituted, in order to give us an idea what the impact of Federal entry into the field of purchase of books under this program might be. Mr. HowE. I can tell you-excuse me. Mrs. MINK. Go ahead. Mr. HOWE. I can tell YOU that a relatively small proportion of the hundred million dollars is going into the books you have described specifically as textbooks. I am sure I am correct in saying that the proportion of total annual textbook expenditure created by the Fed- eral Government is a relatively small proportion of that total expenditure. Mrs. MINK. I noticed in your tables- Mr. CAiu~Y. Would the gentielady yield? Mrs. MINK. Yes. Mr. CAREY. I happen to have that information, beginning with 1961, but I just cite this figure, that in 1964, the total was $508,850,000. So I would have to politely disagree with the Commissioner. The addition to Federal expenditure is about 20 percent of the total being expended for textbooks. This is a marked rise, aside from the State increases in new textbook purchases. The ESEA alone amounts to at least 20 percent of total textbook sales. Mr. HOWE. Well, Mr. Carey, I think there is a problem of definition of what is a textbook here. ESEA provides $100 million under title II, and that would be the 20-percent figure which you cite. Mr. CAREY. Right. Mr. HowE. But that $100 million is expended rather widely for library books, for various kinds of audiovisual materials, for a variety of other items. Only perhaps 15 percent of that $100 million, maybe 20 percent at the most, is going to what you would call regular text- books for use in schools. The terminology will determine your per- centages here. Mr. CAnDY. Well, if the gentlelady from Hawaii would yield fur- ther, I think it more significant that we are talking about elementary and secondary purchases here, under title II, because title II only per- tains to the upper grade levels. The total elementary purchases are $196 million; high school are $129 million. If you diminish your percentage, we must also diminish the large figure which we are using for elementary-secondary purposes. So that it is, I think, a much more significant item of purchasing power under your command than we might be led to believe. I thank the gentlelady for yielding. Mrs. MINK. Yes, Mr. Commissioner, in your tables, it was certainly highlighted that the vast majority of expenditures under title II went for general school library resources. Now is there any explana- tion as to why, in so many of the States, almost nothing, in fact, zero percentage is noted in the area of textbook purchases under title II? Is this a policy developed by the Office of Education? Did staff from the Office make recommendations to the local school authorities, that the purchases should be supplemental and not in the. area of textbooks, so that this is largely left to a determination by the school authorities themselves? PAGENO="0047" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 39 Mr. HowE. It was largely left to the determination of State school authorities, who in turn reflect the requests made of them by local school authorities. The determination reflects in large part the com- plete lack of library resources in a very large number of schools and the desire to build some library resources in those schools. It reflects, at the same time, the fact that the economics of a State school system is adjusted to a certain degree to making basic textbooks available, but not adjusted to providing supplementary materials, library ma- terials, special materials for all sorts of extra uses in the school. Perhaps Mr. Harris would like to comment further on this point. Mr. HARRIS. I think that, as indicated by the Commissioner's state- ment, the paucity of library materials influenced State departments of education in setting the percentages or the relative amounts to be devoted to purchases of library resources, of textbooks, and of other printed and published materials which includes largely the audiovisual materials. With respect to the needs of socioeconomically deprived children, you probably know that as long as 35 years ago, in Hawaii, for in- stance, the child who could not afford to buy textbooks could have text- books provided without charge. That provision exists in almost every State today, whether or not the State has a provision for providing free textbooks generally, throughout the State. So that- Mrs. MINK. I am aware that textbooks are provided in order to have a school in the process, but I wonder if there is any material or re- search conducted by the Office of Education in terms of determining whether the textbooks that are being used are current? What per- centage would be considered obsolete by standards set up by educators? Mr. HARRIS. We do not have such information that I am aware of- any recent study on this particular problem. We do know that there are districts, that there are States in which adoptions are made for a period of years. If the subject matter field happens to be one in which new knowledge is being developed rapidly, it is true that even within a 5-year period the material in a textbook may become obsolete. We know, also, that in some of the poorer school districts textbooks are sometimes hand-me-down textbooks. As was true many years ago, a textbook sometimes is used by an entire generation of children of a family, simply handed down from the older child to the next oldest, and to the youngest, and so forth. This is not as common as it used to be, but we have reason to believe that it does exist in some of the poorer school districts. There probably are school districts in which there are physics books being used which have not discovered the splitting of the atom. There are math books being used which are unaware of some of the more recent developments in the field of mathematics. This certainly is the exception rather than the rule. Mrs. l\IINK. Mr. Commissioner, did I understand your testimony, or perhaps it was a response to a question, that in the whole area of pre- senting of a whole of America in terms of the rich, multiethnic heritage that we have here that supplemental materials are not as adequate as, perhaps, materials that are presented direct to the child through a textbook? Mr. HOWE. No, I don't think I tried to make a judgment about that, Mrs. Mink. I would say that both are inadequate, and I wouldn't know how to make a judgment as to which is more inadequate. I PAGENO="0048" 40 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES think that typically a youngster will have in hand some textual mate- rial, as we have just said, but it is very likely in poorer school districts to find this unaccompanied by any enrichment material, any further reading resources regularly supplied through the school, any collec- tion of interesting additional avenues of exploration,, right within his own classroom, in any numbers. So that I think that the rather large proportion of Federal funds being spent for supplementary materials as opposed to textbooks, under title II, is understandable, and strength- ens a weakness of the schools. I believe that local school officials would so testify. However, I don't. mean to say in remarking this that all textbooks offer a true or proper picture. Many of them clearly don't, and we have cited some evidences of this. I might say that some of my associates brought here today a collec- tion of textbook materials, and we would be happy to leave this with the committee, Mr. Chairman.. These books illustrate some of the more recent efforts to provide multiethnic materials of various kinds, if they would be of interest to the committee or it.s staff. Mrs. MINK. Would you be able to comment, in response to t.hat statement, about what percentage of the total publication in the area of textbooks . do make a concerted effort to present this multiethnic composition of America? Mr..HowE. No, I couldn't give you an accurate judgment on this. Mrs. MINK. In your prepa.red statement on page 4, you cite a para- graph from the Virginia Council on Human Relations, quote- In the case of these dual editions, it is usual for the publisher or his local representative to offer to a school system only the version be thinks will be most acceptable. In your analysis of this statement, or consideration of this state- ment, or use of it in the statement you present to this committee, have you made any determination as to whether this practice is an extensive practice in this country, or have you simply taken this statement to present the problem, without analysis as to its prevalence in the pub- lishing field? Mr. HowE. I think it comes primarily from enough observation of practice to feel that there is some truth in it. It is not the result of an extensive documented survey. Mrs. MINK. Wouid this be so within a school system, not wishing to make any inferences with reference to the Dist.rict of Columbia, but taking the District of Columbia as a hypothetical case, would it, in your study of the situation, be possible that within a school system, such as the District of Columbia, there would be a deliberate distribution prac- tice established, in which certain types of books would go to certain area schools, within the District, and a.nother edition would be pre- sented to another school? Mr. I-lowE. I think this is less likely to happen within the schools covered by a specific local school authority. It would be more likely that you would find that a local school authority would tend to adopt as it.s American history textbook a book which it would use across the board, through all its schools. I think that the most enlightened practice would be to find American history textbooks which have varying levels of vocabulary difficulty to meet the requirements of young people whose verbal skills and powers of generalization differ a great deal. I would argue for a diversity of texts within a school PAGENO="0049" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 41 district, not in terms of the way they presented the story of minority groups, but in terms of the relative difficulty of reading. There are certainly young people in the District of Columbia who ought to be using what we typically think of as college-level material in American history. There are others who may find themselves in the 12th grade or 11th grade, who ought to be using materials adjusted to a 9th- or 10th-grade vocabulary skill. The need is for diversity of materials. If the different materials reflect different approaches to minority problems, that is certainly an abuse, and shouldn't be going on. How- ever, I can't coimnent about a specific city or school district which is engaged in that kind of maneuver. Mrs. MINK. One final question, Mr. Commissioner. Not only is the committee and the Office of Education involved in the area of textbook materials as a result of the Elementary and Sec- ondary Education Act, but in my opinion, we are vitally involved also in the Economic Opportunity Act, and I think in the chairman's state- ment he made reference to other Federal programs in this area. I wondered if the Office of Education had been called upon by the Eco- nomic Opportunity Office to advise it in terms of the kind of text- books that might be purchased and used, for instance, in a Job Corps center, where I realize we have many, many youngsters between the ages of 16 and 21, who come from disadvantaged backgrounds, with only a fifth-grade education, and maybe even oniy a third-grade or fourth-grade reading ability. Has the Office of Education gone into this area, in determining the adequacy of books that are being pur- chased for this other program, which I think is very much a concern of this committee, also? By way of illustration, Mr. Chairman, my concern here is, for in- stance, you take a youngster who is 19 years of age, with a fifth-grade achievement in reading. Is he being presented with what, in your opinion, is adequate material which motivates him properly, and is not simply a fifth-grade textbook at a level of a 10-year-old, but rather, geared to his chronological age of 19, presenting to him accurate mate i mis, in refei ence to his environment, his goals in life, and the type of motivation that we want to stimulate in a youngster of this kind, in a Job Corps center? Mr HOWE I am not aware of specific consultations here in Wash ington between OEO and the Office of Education about textbooks for use in. Job Corps centers. The fact that I am not aware of this does not mean that such consultations, either on a formal or an informal basis, may not have taken place The people who operate Job Corps centers are people who are em- ployed because they are responsible and informed people in education. They have access, through their own training and experience, to good rnformation in this area. Extensive consultation with us may not be, in many cases, as valuable to them as consultation with the State superintendents of schools, where the camps are located, or with cur- ricular authorities in private associations of such groups as history teachers or English teachers. Mrs. MINK. Mr. Commissioner, I would like to differ with you ob- servation in that area. I think this is a totally different problem from one in which the Office of Education would be trying to advise, say, a PAGENO="0050" 42 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES local school district, which is an autonomous entity. This is an entity of the Federal Government, which we have created, and I think that this is an area that the powers, the intent of Congress, and so forth, can be utilized. The dissenmination of available research data, the development of new textbooks, of the whole problem of getting the information out to the field, I think, is a very grave problem. I know this is so in my own State. I am struggling with publishers at this very moment to try to find textbooks which our educators will consider adequate for a young boy aged 19 in our Job Corps Center, and find that there is a very, very minimal amount of material that would be suitable. And I think that this is an area that we, and the committee, and certainly the Office of Education, can become involved in. If there is no involvement, perhaps this ought to be investigated by the committee, to see what we can do to help get the information out. I am sure there are enormous volumes of research being conducted and financed by the Federal Government in this area of remedial reading for the disadvantaged, but somehow, the material is not being sent out to the field, and the publishers have not assumed the responsibiitly of making this information available. Mr. HowE. I didn't mean to indicate, Mrs. Mink, that I thought it would be inappropriate for us to engage in such advice. I quite agree with you, it would. I was simply indicating that I wasn't aware of the extent of this. I will certainly find out for you what our exact rela- tionships have been in this area. It would be quite appropriate for us to engage in any cooperative enterprise with OEO, to fortify the selections made in Job Corps centers, and to make all information we have available. (Mr. Howe submitted the following:) DEPARTMENT OF HEALTH, EDUCATION, AND WELFARE, U.S. OFFICE OF EDUCATION RELATIONS WITH THE OFFICE OF ECONOMIC OPPORTUNITY The Office of Education has cooperated closely with the Office of Economic Opportunity in the planning and implementation of programs such as Headstart and Job Corps. In October 1965, Office of Education personnel assisted exten~ sively in the formulation of guidelines for Headstart. The involvement included suggestions for appropriate books and materials. In addition, the Office's pre- school specialist has Worked closely with OEO officials responsible for the ad- ministration of Headstart. Two joint publications-guidelines for educational programs and guidelines for facilities for programs for children below six- are currently being developed. In addition, OK personnel are developing a "consultant and resource list" for use by all OEO and OK offices. Job Corps-Office of Education liaison was reinforced at a meeting called at the request of the United Planning Organization, Washington's anti-poverty organization. Representatives of the Office of Education and Manpower Develop- ment are presently planning a conference designed to evaluate the learning experiences of Neighborhood Youth Corps and Job Corps enrollees. The reading materials utilized in these two programs will have great bearing on the results of the study. It is hoped that the assessment will lead to improved curricular approaches and curriculum content. Office of Education cooperation with the Office of Economic Opportunity ex- tends to coordination of programs conducted under Title I of the Elementary and Secondary Education Act of 1965 in conjunction with Headstart programs and other programs conducted by local community action agencies. Attached are documents which detail this continuing relationship. PAGENO="0051" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 43 CooRDINATIoN-Coorr~RATIoN; TITLE I, E.S.E.A.-TITLE II, E.O.A. Backgro~und A firm pattern of cooperation and coordination between the Office of Educa- tion and the Office of Economic Opportunity had been established by the time the Elementary and Secondary Education Act of 1965 was signed into law by the President. A formal memorandum of agreement to have a joint staff in education signed by Secretary Celebreze and Sargent Shriver had been effected and functioned (without a formal memorandum of agreement) during the period of April 1964 to the actual signing of the document. The groundwork for a cooperative relationship between the Office of Educa- tion and the Office of Economic Opportunity concerning the Elementary and Secondary Education Act-particularly Title I, was based upon one full year of intensive interchange of ideas, common use of personnel and living through the problems of funding education programs for the disadvantaged. O.E. (DPO) EFFORTS TO COORDINATE WITH O.E.O. At the time the Elementary and Secondary Education Act was signed into law, coordination and cooperation were intensified. 1. Two membei~s of the joint O.E.-O.E.O. unit were detailed to work on task forces, organized to write rules and regulations for Titles I and III. 2. Between early May and late July, 1965, the following actions were taken: (a) Publication and distribution to education leaders of a question and answer document-May 1. (See Appendix "A" and "B"). (b) Development of an "in-house" document which described in detail methods and procedures for the joint funding of projects-July 12. (See Appendix "C"). (c) Memorandum and materials to O.E.O. regional offic~s from the joint unit emphasizing the need for coordination of Community Action programs and those which would be designed under Title I, ESEA-July 23. (See Appendix "D"). 3. On August 5, 1965, Mr. Keppel and Mr. Shriver issued a joint letter to "Head-Start Grantees" which detailed how follow-through efforts for Head-Start graduates of summer 1965 programs might receive continuing help from ESEA and the Economic Opportunity Act, and suggested program efforts that might be funded by each. The letter went on to emphasize the serious need for coordi- nated program efforts in the behalf of the disadvantaged. (See Appendix "E"). 4. On August 25, the Commissioner of Education addressed a letter to each Chief State School Officer drawing attention to the Shriver-Keppel letter of August 5. The letter stressed the importance of the State Department in assuring coordination-cooperation of the two acts and requesting the name of an official who would carry out this assurance. (See Appendix "F"). 5. On August 23, a general meeting was held with key personnel of the field services staff of the Office of Economic Opportunity. These officials were pre- sented with preliminary guideline materials for Title I. (See Appendix "G"). 6. Between August 26 and September 16, 1965, the seven regional offices of the Office of Economic Opportunity were visited by members of the joint unit in order to (a) review a guideline document for review of education programs in CAPS, and (b) emphasize and discuss the problems and potentials in utiliz- ing the combined resources of OEA and ESEA. for common populations. (See Appendix "C"). 7. Extensive opportunity was provided officials of OEO to review and com- ment upon the draft rules and regulations for conduct of Title I (Jule Sugarman, Lisle Carter, Theodore Berry). This was done in person, in writing, and by phone. The same format was used in relation to the draft guidelines first issued on October 8, 1965. Suggestions were considered carefully and a number incor- porated into the documents. (See Appendix "H", "I", and "J"). 8. On September 28, 1965, the Associate Commissioner for Elementary and Secondary Education extended a written invitation to the State Community Action Coordinator (Governor's representative) and the director of each O.E.O. regional office to participate in meetings called to discuss ESEA with State Department of Education officials in Atlanta, October 14-15; Dallas, October 18-19; San Francisco, October 21-22; Chicago, October 24-25; and Boston, October 28-29. (See Appendix "K"). 9. In November, 1965, the Division of Program Operations issued the first in a series of "Information Packets" to Title I coordinators. Materials published by OEO were included. (See Appendix "L"). PAGENO="0052" 44 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 10. In December, 1965, a 76 page booklet entitled "Education: An Answer to Poverty" was issued under the joint auspices of O.E. and O.E.O. 11. On January 11, 1966, a memorandum from the Director, Division of Pro- gram Operations, was sent to each Title I Coordinator stressing the importance of using Title I funds to extend and build upon the benefits to children who were a part of Summer Head-Start projects. (See Appendix "M"). 12. The Description of Program Organization and Administration required of each State Department of Education requests a description of procedures established to insure coordination of Title I programs with Community Action Programs. (See Appendix "N" and "0" for an example of the leadership as- sumed by one State in promoting Title I-CAP coordination). 13. Plans are being made to conduct a joint evaluation of preschool programs. Samples will be drawn from both OE and OEO funded projects and the results of the two types of projects compared and contrasted. 14. A January 15, 1966 Interim Coordination Report on Title I requested of each State the details in the following areas: (See Appendix "P"). (a) Actions taken tO date to coordinate with CAPS. (b) Number of projects in local educational agencies that serve an area where there is an approved CAP. (c) Total amount of Title I money approved for local educational agen- cies where there is an approved CAP. 15. After experience with draft guidelines, OE and OEO officials agreed that the final guidelines should state that a letter from the local CAP must be attached to each project application. This letter should state that the local CAP has seen he proposed Titie I project and concurs or does not concur. Discussions between Division of Program Operations personnel and CAP officials have culminated in agreement on a joint sign-off procedure. Title I project applications will be accompanied by a check sheet indicating local CAP support of the proposed project. A suggested format to document Community Action support is included in the Revised Instructions. (See Appen- dix "Q"). Likewise, CAP proposals with education components will contain a check sheet indicating support of the local Superintendent of Schools. The omission of this check sheet in either case would serve as an alert to State edu- cation officials of O.E.O. regional personnel to inquire as to reasons for its omission. EXAMPLES OF PROBLEMS IN THE FIELD The San Francisco Community Action Agency protested in the form of a tele- gram that the San Francisco Unified School Districts' Title I projects had not been coordinated with them and asked for a hold-up in approval. Telephone con- versations between area desk director, and Director, Program Operations, with Title I Coordinator and the Director of OEO's regional office kept the conifict at the local level. The issue was resolved around a series of events that included (a) temporary delay in approving the projects by the State Department; (b) meetings between representative of school bOard, CAP, and State Department; (c) review of projects by California advisory board for compensatory education with subsequent recommendation for approval to State board; and (d) agree- ment from San Francisco Unified School District that future projects will be worked out in conjunction with the Community Action Agency. San Diego was apparently watching this whole procedure with interest and changed some of its operations as a result of the outcome. The Albuquerque Community Action Organization protested the school dis- tricts' project in applications to the State Department of Education for Titie I funds. This conflict received some newspaper publicity. Members of the Field Services Staff and the Office of Disadvantaged and Handicapped had telephone conversations with State Department personnel, HEW's Dallas poverty coordi- nator, and OEO's Austin office. The issue was kept at the State level for solution when the Chief State School Officer and the Governor's technical assist- ance coordinator for poverty matters met. The Chief State School Officer sub- sequently issued an appeal and hearings procedure on Title I applications. To our knowledge this is the first action of this kind. We are also in receipt of a copy of a letter from Mr. Ben Zimmerman, Execu- tive Director of the Syracuse Community Action Agency, directed to Sargent Shriver for a specific definition of coordination and cooperation as used in 89-10 and also ask why one federal agency requires involvement of the poor in program planning while another administering legislation which affects the poor makes PAGENO="0053" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 45 no such requirement. A carbon of the letter was sent to Commissioner Keppel, and Mr. Zimmerman subsequently sent a telegram asking why the Commissioner had not responded to his inquiry. TITLE I GUIDELINE REFERENCES TO COOPERATION WITH COMMUNITY ACTION AGENCIES-PAGES 2 7-28 In general, the base for this section is in 205a(7) of the Act and the language of Senate Report 143, pages 12-13, that cooperation of Title I projects with O B 0 efforts means contmuous and genuine working relationships during the period when programs are being planned and developed as well as when they are being carried out. The Guidelines state that cooperative efforts seek to insure that (a) programs are tailored to the interest of each act; (b) that what is proposed under one art reinforces programs proposed under the other; and (c) that a broad conceptual look be taken at program efforts including other resources in the federal government rather than slices or bits and pieces. OVERALL ASSESSMENT In general, coordination-cooperation efforts are of high quality. Federal level activities are current and based on established working relationships of over a year and a half duration. State level feed-in from January reports indicates that legislative stipulation and congressional concern~ as expressed in the Senate report are being taken seriously by the State departments of education. At the local level the concept and requirements are only in the beginning stages of understanding. However, OE has received complaints from CAP's in only three cities-San Francisco, Albuquerque, and St. Louis. The point at issue is one of planning. At the present time the maximum community overlap for OE and OEO programs is probably 400. The size and intensity of coordination problems may rise dramatically as O.E.O. moves closer to its fiscal year 1906 goal of 1200 to 1500 funded CAP's and OE progresses as rapidly toward the involvement of 20,000 school systems. When that day arrives all plans must be firm and appeal systems and procedures agreed upon. APPENDIX A DEPARTMENT OF HEALTH, EDUCATION, AND WELFARE OFFICE OF EDUCATION Some Questions and Answers About Title I of the Elementary and Secondary Education Act of 1965 (Public Law 89-70) 1. Q. Who will provide the data to make the allocations for the basic grants? A. The number of children aged 5-17, inclusive, in families with an annual income of less than $2,000 will be provided by the Bureau of the Census from computer tapes based on the 1900 Census of Populations. The Secretary of Health, Education, and Welfare will provide the figures on the number of children in families receiving more than $2,000 per year from payments under the Federal program of Aid to Families with Dependent Children (AFDC). Deductions will be made for children in the low income category for whom payments were made under P.L. 874, Title I, for the preceding school year. The above information will be furnished at least by counties, and, if possible, by local school districts. The State educational agencies provide the necessary data to the U.S. Office of Education to determine the average per pupil expenditure in the State. 2. Q. For what year will these data be provided? A. The most recent satisfactory Census data related to family income are for 1959. The AFDC data under the law must be for the most nearly comparable year to the Census data. The law requires that the 1963-84 State average per pupil expenditure be used for the first year of the program (1965-06). 3. Q. How soon will school districts know their entitlement under Title I? A. We expect that County data will be available about July 1, 190,5. Data are not available in most instances to enable the U.S. Office of Education to make allocations for individual school districts. Therefore, allocation of funds to districts within counties will ordinarily be done by State departments of educa- tion under criteria to be prescribed by the Commissioner. PAGENO="0054" 46 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES The PS. Office of Education will give to the State departments all the informa- tion it can assemble that may assist the States to make the allocations within counties. 4. Q. Will all school districts be eligible to receive basic grants under Title I? A. No. When satisfactory data are available to the Commissioner on a district basis, a local school district will be eligible to receive a grant only if the number of children aged 5-17, inclusive, from families having an annual income of less than $2,000, together with the AFDC children, is at least 100 or equal to 3 percent or more of the total number of all children aged 5-17, inclusive, in the district whichever is less, except in that it shall in no case be less than 10. When satis- factory data are not available on a district basis the county must have at least 100 eligible children. Regulations will cover those cases involving districts located in more than one county. 5. Q. May local educational agencies join together for the purpose of carrying out programs under Title I? A. Yes, if each local educational agency is otherwise eligible and they wish to do so. 0. Q. Is there a maximum limitation on the amount of basic grant funds to a school district? A. During fiscal year 1906 (school year 1965-66) a basic grant to a school district may not exceed 30 percent of the local educational agency's current expense budget. 7. Q. Why is there a limitation on the maximum basic grant to any local educational agency in the first year of the program? A. The establishment of a maximum amount of funds payable under the basic grant program during the first year to 30 percent of the local school agency's budget is included as a prudent expenditure safeguard. Local educational agencies would probably not have an adequate opportunity to plan, establish, and carry out a program of greater magnitude than this within the amount of time available before the effective date of Title I. No such maximum is applied for subsequent years inasmuch as greater planning time will be available. 8. Q. Will there be coordination between education programs under Title I and community action programs sponsored by the Office of Economic Opportunity? A. Yes. The law requires that local school boards develop Title I programs in cooperation with the public or nonprofit agencies responsible for community action programs in their locality. Genuine working relationships should be established both during the planning and development phase and during the period of pro- gram operation. 9. Q. How does a school district qualify for a special incentive grant? A. Title I provides for making special incentive grants during fiscal years 1967 and 1968 to school districts which are eligible to receive basic grants for those years. The special incentive grant would be provided to each school district which is eligible to receive a basic grant for those years and which has endeavored to improve the education it provides as measured by increases in per pupil expenditures for education within the school district during fiscal years 1965 and 1968. 10. Q. How may incentive grant funds be used? A. Although the amount of the incentive grant would be based on increases in the per pupil expenditure for all students in the district, incentive grants, like basic grants, may be expended only for programs or projects designed to meet the educational needs of educationally deprived children. 11. Q. Must a child be in a school attendance area with a high concentration of low-income families in order to receive benefits under this Title? A. Yes. The intent of the Title is to focus attention upon the problems of low- income areas and to concentrate the programs in such areas. Any other approach would be general aid-which is not the intent of this legislation-or would lead to the undesirable labeling of individual children scattered throughout the school district. There can be more than one area of concentration of impoverished children in a single school district. 12. Q. Are program benefits limited to children of low-income families? A. No. Once the attendance area and schools have been selected on the basis of concentrations of children from low-income families, educational deprivation factors will be used to determine who participates in the program. If, for example, the program is to improve reading performance, all persons in this attendance area needing such help could participate. 13. Q. Who is an educationally deprived child under this Title? PAGENO="0055" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 47 A. An educationally deprived child under this Title is one whose educational achievement is below normal expectancy for his age and grade and who lives in poor social and economic conditions. The term also includes those children who are handicapped because of physical, mental, or emotional impairment. Studies made in recent years have shown a high correlation between low educational achievement and low family income. We know also that there is a strong correlation between low income and conditions of juvenile delinquency, high dropout rates, and destructive home environment; Low family income is, therefore, one broad indicator of educational deprivation and will be the basis for the designation of target areas for which programs will be developed to meet specific educational deficiencies. 14. Q. Will the Commissioner of Education prescribe programs which local districts may adopt? A. No. Subject to the approval of the State educational agency, the local edu- cational agency is given wide latitude in the selection of programs that meet the requirements of the Act and the regulations of the Commissioner. The programs must be designed to meet the deficiencies of educationally deprived children and must show promise of educational success. Examples of the types of programs which local agencies might adopt were given in the testimony and Committee Reports on the Act, but they were not intended to place a limitation on the range of choice which a local agency will have. Emphasis will be placed on local innovation and initiative. 15. Q. There has been much recent discussion of the learning potential of the young child. Can the money in Title I be used for preschool programs? A. Yes. Preschool programs are specifically authorized under Title I, Section 201, but local educational agencies are not expected to concentrate on this approach to the exclusion of all others. There are a number of reasons for not doing so: (1) these programs require specially trained teachers who are in short supply; (2) it would be inequitable to igi~ore the millions of children now in the educational system when there are programs which can help them; and (3) the effect of good preprimary programs might be lost if the child is later placed in a substandard regular program. A balanced program within the limits of available funds may offer a better possibility for ultimate success in countering the effects of economic and educational deprivation. 16. Q. Is it mandatory that every school district receiving funds under Title I provide programs for the benefit of the educationally deprived children in non- public schools? A. The law states that "to the extent consistent with the number of educa- tionally deprived chidiren in the school district of the local educational agency who are enrolled in private elementary and secondary schools, such agency [must make] provision for including special educational services and arrange- ments (such as dual enrollment, educational radio and television, and mobile educational services and equipment) in which such children can participate; . . 17. Q. Does Title I authorize the use of Federal funds for the payment of salaries of nonpublic school teachers? A. No. The use of funds for this purpose is prohibited. 18. Q. May Title I funds be used to transport nonpublic school pupils to public schools in order that they may participate in shared time or dual enrollment programs? A. Yes, if necessary to provide for the participation of children in nonpublic schools. 19. Q. Can the Title I funds be used for construction of school buildings? A. The Act is not designed to relieve present or anticipated classroom short- ages. Where lack of minimum classroom facilities is the major obstacle to con- ducting educational programs for low-income children, limited classroom con- struction could be carried out under Title I. 20. Q. Can funds under this Title be used to raise teacher's salaries? A. Title I funds cannot be used for a program of general salary increases. However, salary increases may be justified under certain circumstances to meet the needs of educationally deprived children in areas of high concentration of children from low-income families. For example, if a school board believes that certain teaching. stations demand higher salaries because of the concentra- tionof need there, then salary increases for those jobs might well be part of the school district's plan. 21. Q. How will the degree of success of the programs be determined? A. This legislation breaks new ground in education by requiring that reports on the educational achievement of students under approved programs be made PAGENO="0056" 48 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES at least annually. This will provide an. opportunity for evaluation at the local, State, and Federal levels. A special National Advisory Council on the Educa- tion of Disadvantaged Children will be appointed by the President to provide an annual review of the operation of Title I and to make recommendations for improvement. Objective data will be required from the very beginning of the programs in order to assure adequate benchmarks for measuring improvement, or lack thereof. 22. Q. Tinder what circumstances can the Commissioner withhold funds from a State educational agency? A. Title I authorizes the Commissioner, after notice and opportunity for a hearing, to withhold funds from the State agency, if he finds that the State has failed to comply with its assurance to the Commissioner. 23. Q. May funds under P.L. 89-10, Titles I, II, and III be used as State or local matching funds for other Federal programs such as NDEA and Vocational Education? A. No. P.L. 89-10 funds may not be used as matching funds for any other Federal programs which require State or local matching. However, P.L. 874, Title I, funds are an exception and can be used for matching other program costs. APPENDIX B ADVANCE NOTICE TO THE EDUCATIONAL Co~rMuNITY CONCERNING THE ELEMENTARY AND SECONDARY EDUCATION ACT OF 1965 On April 11. 1905, President Johnson signed into law a bill which represents the greatest single commitment ever made by the Federal Government for the im- provement of education in the elementary and secondary schools of this Nation. The u.S. Office of Education and State educational agencies w~ill be busily en- gaged during the next few months in developing administrative procedures which will start the wheels of action in this program. In the meantime, the Congress will be considering the appropriations for the fiscal year beginning July 1, 1965. The purpose of this notice is to give the entire educational community informa- tion explaining what it should be doing until the benefits of this Act become avail- able at the local school level. TITLE I Under this title, a local public school district may use funds granted to it through the State department of education for a wide variety of purposes and projects which will assist in meeting the needs of educationally deprived chil- dren. A local school agency, then, should begin to develop survey procedures whereby the needs of such students can be accurately determined. Additional activities which should be considered are: 1. Obtain as much information as possible resulting from studies or pro- grams conducted for the educationally deprived children. 2. Determine the most vital needs of educationally deprived students in the community. 3. Determine how programs under this title could be coordinated with other Federal programs including the Economic Opportunity Act and such other programs as may be in operation in the community. 4. Develop plans and projects for meeting the needs of educationally deprived children. 5. Determine how the benefits of this title, through such special educational services and arrangements as dual enrollment, educational television, or other plans, may be made available to educationally deprived students in non- public schools. TITLE II Title II provides funds for the purpose of making library resources, textbooks, audio-visual, and other printed and published instructional materials available for use of children and teachers in public and private elementary and secondary schools. Such materials are made available to the local educational agencies through the State department of education or some other such public agency. Local educational agencies consulting with State departments of education may wish to: 1. Survey the community as to the availability of and need for library resources for children and teachers. PAGENO="0057" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 49 2. Determine the extent of, and assign priorities to, the need for textbooks in the schools. 3. Survey the availability of and need for other printed and published instructional materials. 4. Consider possible alternatives for making available textbooks and mate- rials acquired under this title to the children and teachers in the State. TITLE III Under `this title, grants are made by the U.S. Commissioner of Education to a local public educational agency or agencies. A grant may be used for: `(1) plan- fling and other preliminary steps leading to the development of programs for supplementary educational activities and services; and (2) the establishment, maintenance, and operation of programs, including the lease or construction of facilities and the acquisition of equipment, such as teaching machines, audio- visual aids, and scientific apparatus, designed to provide such services and ac- tivities. Examples of eligible `services would include guidance and counseling, exemplary educational programs, specialized instructional assistance and adult education. Provision must be made for equitable distribution of assistance within each State based on `the relative needs within the State. Activities in which local educational agencies may wish to engage in prepara- `tion for this title are: 1. Survey the educational needs of the school district or districts to deter- mine where `such funds may `be most appropriately applied. 2. Determine Which educational activities and services would be most ap- * propriate `to concentrate on first. 3. Determine the new idea's of teaching, learning, and school activities and services which would be worthy of investigation and placing in operation. APPENDIX C CooRDINATIoN OF THE ECONOMIC OPPORTUNITY ACT AND THE ELEMENTARY AND SECONDARY EDUCATION ACT No two pieces of major legislation have more in common or have goals which are more in accord with one another and with national policy. There is no ques- tion that when any `two programs contain the potential for complementary activ- ities, they also contain the potential for unhealthy competition,' waste and duplication. The potential for insuring coordination and concentration of resources exists within the wording `and intent of `both Acts. At the Federal level steps have `been taken to insure that efforts and resources `will not be wasted-through, for exam- ple, the creation `and u'se of a joint OE-OEO unit established to serve `both `agencies. But both Acts `depend first upon local initiative and `direction, and second upon the `States' commitment to effectively enforce provisions tha't `strengthen the com- plementary administration of each Act. Considering Title II of the EOA, ,Oommunity Action Program's, there appears to be precedent and legislative in'tent to `avoid duplication and `overlapping. From the beginning, CAP was intended to `support activities and services `n'ot `support- able un'der `exi'sting legislation. Certainly this concept will be extended to legis- lation passed subsequent `to `the passage of the EOA. It will always `be the respon- sibility of each level `of government to avoid duplication `between these two Acts, a's well as other Acts. , A `healthy working arrangement between `the local' CAP and `school system, already started in many communities, will help to create a climate in which these two agencies, as well as others, can fashion and shape their respective programs to complement and supplement. one `an'other. Each `should design programs to reinforce the work of `the other, and in many communities this will be done with great imagination. The effort `should be `backed `at the State,' regional and Federal levels by requiring evidence `of such imaginative planning in proposals or plans wh'ic'h are submitted for funding. This can be done in `several ways: (1) by requiring th'at programs be tailored to the interest of each Ac't (2) by requiring that programs proposed under one Act be dovetailed to fit with complementary and reinforcing programs permissible under the other (3) by requiring that programs `be submitted with comprehensive plans that show how the local `authority is taking advantage of available legisla- PAGENO="0058" 50 BOOKS FOR SCHOOLS AND TREAT~NT OF M~ORITIES tion by working with relevant sister agencies to attack the problem along conceptual lines rather than institutional lines. The language of the EOA specifically limits supportable programs to "special remedial and other noncurricular educational assistance" (Section 205a), and then only as part of a comprehensive community action program in some, but certainly not `all, of the poorest communities of the land. These supplementary activities in the war on poverty must be closely coordinated with programs under the ESEA aimed at strengthening systems of general education. The benefits of improved general education can be multiplied many times if, through careful planning and coordination, the local communities make certain that the same children and families which are the object of the ESEA receive essential health, welfare and other services. The ESEA. will enable the schools to meet what should be their regular com- mitments to all the young of this nation. Title I of the Act provides the begin- ning of an answer to the great need for strengthened general education in low income areas. Title III, although not directed to a particular economic group in the country, nonetheless will provide a valuable addition to the war against pov- erty when the supplementary education centers are accessible to the poor. It goes without saying that the provision of vitally needed'textbooks and the expan- sion of library facilities under Title II will also result in an improvement in the educational services available to `the poor. Educational programs supportable under CAP are generally supportable under the ESEA if sponsored or administered by the public schools. In those districts where both Acts will support educational programs, the best use of funds would seem to point to an emphasis on curricular, in-school funding by the ESEA and extra curricular and out-of-public school funding by OEO. Those efforts which are primarily educational in nature, such as reduced class size; improved facili- ties or new or additional curricula materials should be supported under Title I of ESEA. Other efforts, of a more supplementary nature, such as health and nutritional services and family involvement, could more feasibly be supported under the EOA. Commissioner Keppel and Mr. Shriver are suggesting to Chief State School Officers, for example, that preschool efforts continue to be financed under the EOA, assuming that the majority of the resources under Title I of the ESEA will be used to support efforts for those children already part of the pub- lic educational system. It is expected that as the programs envisioned under the ESEA get underway, communities may depend less upon the EOA for assist- ance to their remedial activities. This would enable OEO to divert its limited resources. now committed so heavily to remedial education programs, to other sorely needed activities in the war on poverty. LOCAL COORDINATION It would seem that the most effective coordination would come at the local~ level. State criteria for programs under the ESEA, and therefore the Com- missioner's criteria for the States, will have to encourage and even force this coordination. The wording under Section 205(a) (7) provides the opening wedge, requiring that local boards develop programs in "cooperation" with the public or private nonprofit agencies responsibile for community action programs in their locality. Cooperation here means continuous and genuine working relationships during the period when programs are being planned and developed, as well as when they are being carried out. This section should in no way be construed as giving the local community action agency a veto over Title I programs: it does require that local educational agencies develop their programs in coopera- tion with local community action agencies. Similarly, it is expected that when a local community action program is planned, cooperation will be sought with the local educational agencies. Only in this way can both programs hope to achieve the objective of serving the needs of educationally deprived children. Since the CAPs in many areas will be underway by the time planning for Title I programs is begun, it is expected that the local school agency would take the initiative in making contact with the local community action agency to determine whether the community action project or projects have a bearing upon the school agency's plans. If the community action project is school re- lated, then the local school agency will already be actively involved. STATE COORDINATION In order to further assure cooperation, lists of approved CAPs should be provided to each State educational agency which could then notify affected local PAGENO="0059" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 51 school agencies, where the CAP has a component of concern to those agencies. To further assist in this cooperaition at the State level, each State has established a State Technical Assistance Agency under the Governor designed to coordinate State agency support of OAPs in that State. The State educational agency is a part of the State Technical Assistance Agency. Under this plan the SEA will have a current list of all approved CAPs in its State. It should therefore be able to ascertain whether the local educational agency's proposals for programs or projects under Title I have been worked out in cooperation with the local community action agency, where components of the latter agency's program may affect the local educational agency's program for the disadvantaged. Once programs proposed under the ESEA are established, the community action agencies funded by the OEO will check with the local school agencies in their area before proposing any program with educational components. Lists of ap- proved local programs for the disadvantaged will be provided to the responsible approving authorities under the OEO so that they, too, could avoid duplication or overlap of a program already established under Title I. While the State educational agency will have final authority to approve each local educational agency program under the ESEA and the same authority lies with the OEO with respect to CAPs, the existence of current comparable lists of approvals should provide a basis for checking whether the "cooperation" provision is being enforced. In cases where it is abused, the Commissioner of Education may withhold funds under Section 210. In areas where there is a strong similarity of interest and approach between the local educational agency and the community action agency, dual funding may be used to establish a program which not only will avoid any overlapping of effort but allow in many cases the establishment of a program which could not be managed separately. NOTE.-ThIS statement was compiled from a selection of statements and memoranda concerning the coordination of the OEO and ESEA. APPETcDIX C (a) COORDINATION BETWEEN OFFICE OF EDUCATION AND THE OFFICE OF ECONOMIC OPPORTUNITY [Taken from S. Rept. 146, pp. 12, 13, and 14, Elementary and Secondary Education Act of 1965] Paragraph (a) (7) of section 205 of this title is designed to provide for con- sultation between the local public educational agency and the agency conducting a community action program pursuant to title II of the Economic Opportunity Act of 1964 so as to avoid any duplication or overlap in the programs. The committee is concerned about the fact that many local community action programs under the Economic Opportunity Act of 1964 (Public Law 88-452) already focus attention upon the special educational needs of children of the economically disadvantaged. Testimony before the Education Subcommittee has demonstrated that the educational needs of children of low-income backgrounds outstrip the available resources of local communities and require assistance both under title I of this act and from the Office of Economic Opportunity. However, the committee wishes to insure that the programs to be established under title I and related community action programs under the Economic Oppor- tunity Act will work in harmony at local, State, and Federal levels to meet these needs and will not result in overlapping or duplication. Special efforts will be necessary to achieve a good working relationship, and these efforts must be made, for it is only by the cooperative efforts of all that the needs of the children can be met without waste or friction. Responsibility for carrying out the programs authorized under title I of this act is lodged with local boards of education. Section 205(a) (7) of the act requires that local boards develop these programs in "cooperation" with the public or private nonprofit agencies responsible for community action programs in their locality. Cooperation here means continuous and genuine working re. lationships during the period when programs are being planned and developed, as well as when they are being carried out. This section should in no way be construed as giving the local community action agency a veto over title I pro~ grams; it does require that local educational agencies develop their programs in PAGENO="0060" 52 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES cooperation with local community action agencies. Similarly, it is expected that when a local community action program is planned, cooperation will be sought with the local educational agencies. Only in this way can both programs hope to achieve the objective of serving the needs of educationally deprived children. We are informed that such cooperation is emphasized in the guidelines of the community action program issued by OEO. These guidelines call for inclusiOll of a representative of the local educational agency on the governing board of the community action agency. It is the committee's judgment that the OEO should also take affirmative steps to see that the community action efforts do not duplicate education plans under title I. The committee also wishes to stress that cooperation between educational and community action agencies at local and State levels is not alone sufficient if economical and efficient programs are to develop. Close working relationships must also be achieved at the Federal level. Section 611 of the Economic Oppor- tunity Act of 1964 already, in fact, requires such coordination. Pursuant to this direction, the Office of Economic Opportunity and the Office of Education have established a joint unit on the education of the disadvantaged. This unit is funded jointly and works day to day to assure that the education components of community action programs are kept in step with other programs administered by the Office of Education. The unit also assures that Office of Education and OEO activities reflect the lessons learned in local programs. The committee expects this joint unit to continue in being and to provide an administrative framework for cooperation at the Federal level in developing and utilizing title I programs and community action programs to meet the educational needs of the poor. Neither program can do the job alone. Since a primary purpose of title I is to advance the educational opportunities of the disadvantaged, programs instituted or contemplated under this title will offer an opportunity for OEO resources to be constructively employed in other programs envisioned by the Economic Opportunity Act. We have been assured by the Director of the Office of Economic Opportunity that community action assistance will not be devoted to efforts which compete with or duplicate those mounted in any given community under title I. Rather, as programs under this act get underway. community action agencies will concentrate their resources on those needs which will not be met by the elementary and secondary school systems. For example. an educational agency might choose to devote all resources available to it under title I to meet the needs of children of school age. Having made that decision, the community can look to OEO resources to support school readiness programs for younger children. A school board may have sufficient funds to support only an "education"-oriented, preschool program. But the community may also wish a more comprehensive preschool program that includes not only education but health and social services, parental activities and nutri- tion as well, when they are not being provided under title I. These additional services could be made available through the community action program under the Economic Opportunity Act. It is the committee's view that arrangements under title III will be w-orkecl out similarly as directed heretofore for title I. APPENDIX D MEMORANDUM JULY 23, 1965. To: OEO regional staff. From: Stanley Salett and J. William Rioux, assistant directors, Office of Pro- grams for Education of the Disadvantaged and Handicapped. Subject: Relation of educational legislation and poverty legislation coordination of OE and OEO programs. Because coordination of the Economic Opportunity Act and the Elementary and Secondary Education Act is both desirable and essential, as w-ell as required by law, it is imperative that OEO regional staff, particularly analysts, acquire familiarity with the ESEA, as well as other pertinent educational legislation and their relation to poverty legislation. The materials included in this packet and the supplementary materials which will follow periodically will help serve this function. PAGENO="0061" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 53 Several members of our staff expect to visit the OEO regional offices in August. At that time we would like to discuss the coordination of OE and OEO programs and would hope to consider questions that have arisen from your study of packet materials. We are looking forward to our visit with you. APPENDIX B OFFICE OF ECONOMIC OPPORTUNITY Washington, D.C. Dear Headstart Grantee: We wish to offer our sincere appreciation for your efforts this summer in Operation Headstart. The response of your community and of comunities throughout the country reaffirms our faith in the ability of this Nation to meet the most pressing ch~allenges of our time. Young children in poverty now have hope of breaking the poverty cycle. However, impressive as it is, Headstart is only a beginning. Headstart "graduates" will need continuing and ndditional help; other young children of the poor who are not yet in school need help. We urge that you plan follow- through programs for the children who are in the Summer 1965 Headstart, and that you continue with programs for children who are below school age. Both the Economic Opportunity Act and the Elementary and Secondary Education Act can be used to finance such programs. These two Acts are complementary to each other. Both offer substantial potential for improving the quality of education efforts for disadvantaged children. Foflow-throngh programs Follow-through programs should be available to Head Start children, and other first graders, who may require special services, more special teachers, improved facilities, new or expanded curricula, social services, medical and nutritional serv- ices, and programs of family involvement. Support for programs which involve educational activities as a part of a regular public school program should be sought under the Elementary and Secondary Education Act; support for non- educational activities, such as medical and other supportive services and work with families, under the Economic Opportunity Act. Other activities, not part Os the regular school program, should also be supported under the Economic Op- portunity Act. We do not intend of course by this suggested pattern of financing to foreclose the flexible use of either Act, within the limits of law, based on the availability of funds. General guidelines for Community Action Programs are en- closed, note pages 23-25. In the near future you will receive guidelines for pro- grams under the Elementary and Secondary Education Act. Early childhood programs Either Act can be used to finance full-year programs for children of the poor, who are too young for grade school, except that the Education Act is limited to programs under the administration and control of public educational agencies. But to make the most effective use of the two Acts there must be a high degree of mutual cooperation and coordination between the Community Action Agencies and local school systems. Local, state, and federal units each have roles in making sure that coordinated programs autlally develop. We therefore want to set forth procedures to assure such cooperation. 1. Effective coordination is, in part, the product of planned and thorough inter- change of ideas and efforts between the groups in each community responsible for maximum utilization of all program resources. Thus, in communities served by an approved Community Action Agency, the responsibility for program coordination falls both on those responsible for community action and on those respnsible for public education. Any application or proposal from such communities will include a description of the working relations, the procedures and specific activities under- taken by each to develop programs cooperatively. Cooperation here means con- tinuous and genuine working relationships during the period when programs are being developed, as well as during project operation. The Office of Economic Op- portunity will continue to look for evidence that local community action organiza- tions have effectively involved school officials in those phases of community action planning and operation which relate to educational programs. 2. Each Act defines state authority relating to local programs. It is also the Congressional intent that the financial resources authorized under each Act be used without waste and duplication and that programs serve common goals in PAGENO="0062" 54. BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES complementary. ways. A letter is being sent to all Chief State School Officers re- questing the name of the official. responsible for assuring that each local educa- tion agency ,program proposal under Title I of the Elementary and Secondary Education Act of 1965 is coordinated with approved Community Action Programs. The relevant portion of the Act provides that an application for assistance can be granted only upon determination by the state educational agency "that wherever there is, in the area served by the local educational agency, a Community Action Program approved pursuant to Title II of the Economic Opportunity Act * * * the programs and projects have been developed is cooperation with the public or private nonprofit agency responsible for the Community Action Programs." 3. The Office of Education and Office of Economic Opportunity in 1964 estab- lished a joint unit in education to assure that the educational components of Community Action Programs are well designed, and well coordinated with other educational resources. With the passage of the Elementary and Secondary Act of 1965, the responsibilities of the unit are being enlarged to make certain that programs proposed' under the new Act are coordinated with work currently being done under the Economic Opportunity Act. The joint unit will have the responsibility for reviewing programs to make certain that Congressional con- cern for cooperatively developed and executed programs is effectively carried out. The unit will continue to review `Community Action Program proposals which contain educational components to verify that such components have been de- veloped cooperatively with the schools and fit within the total community effort to attack poverty through education. Thank you for your contributions to all children and especially to the children of the poor. We look forward to other combined efforts in the future. Sincerely, FRANCIS KEPPEL, U.S. IJomrnissioner of Education, Department of Health, Education, and Welfare. SARGENT SHElVER, Director, Office of Economic Opportunity. APPENDIX F INDIVIDUALLY ADDRESSED TO CHIEF STATE ScHooL OFFICERS; SUPERINTENDENT, DISTRICT OP COLUMBIA; GUAM; VIRGIN ISLANDS; PUERTO RIco;. AND AMERICAN SAMOA. Attached is a letter that I, jointly with Sargent Shriver, addressed to school superintendents who have been responsible for administration of Head Start Projects. Please note particularly paragraphs 2 and 3, page (2) which deal with steps being taken by the Office of Education and the office of Economic Opportu- nity in carrying out the expreSsed intent of Congress that coordination be achieved in administration of programs of the two Offices. The role of the State Department of Education in assuring coordinated efforts. at the State and local level is a vital one, and is crucial to success of "follow- through" programs outlined on page (1) of the attached. To complete the link of communication between coordinated efforts at the Federal level and those at the State level, I will greatly appreciate designation of an official of your de- partment with whom this Office should deal specifically and directly on problems that will arise. The principal responsibility of such a designee would be to assure this Office that applications proposed to your department under Title I of the Elementary and Secretary Act of 1965 have been developed cooperatively with community action organizations supported by the Office of Economic Opportunity. Time is short in this instance, so seemingly it is in all affairs these days, and I therefore am hoping to hear from you as to a designated official by September 7. With sincere thanks. Sincerely yours, FRANCIS KEPPEL, U.S. Commissioner of Education. PAGENO="0063" BOOKS FOR SCHOOLS AND TREATMENT OF MINQRITIES 55 APPENDIX G O.E.O. Personnel present at August23 meeting: Office of Operations, Community Action Programs: William Bozman, Deputy Assistant Director. David Grossman, Director, Program Management Division, and others. APPENDIX H DEPARTMENT OF HEALTH, EDUCATION, AND WELFARE, OFFICE OF EDUCATION, Washington, D.C., November 12, 1965. Mr. Jura SUGARMAN, Office of Economic Opportunity, Washington, D.C. DEAR JULE: I wonder if you have had time to look over the first draft of the Guiclelines for Title I, ESEA yet? This would be a particularly crucial time to get your suggestions for improvement because we are in the process of re-writing the Guidelines for re-issue. As you may remember, I sent you a copy on October 13, airmail, from Atlanta. It was the second copy I could get my hands on-the first copy I received the day before I used it to prepare for our road show which started in Atlanta on the 13th. These draft Guidelines were (and still. are) scarce around here. It was our desire .to ge.t you a copy of the draft as soOn as possible. The tremen- clous pressure for an early release of the Guidelines made necessary the writing of them in a half dozen different places in the Division The parts were brought together and rushed to the printer the same day. Three d.ays later I saw the whole document printed, in the draft form I sent you. The same day your copy was sent, Bill Rioux, of our joint unit, got a copy. We hope that we can hear from you seen so that the pressure of time on this second, and we hope final, draft will not preclude careful consideration of your comments and suggestions for Improvement. I. know. how busy you are and I would be happy to meet you `at your office, whenever you suggest, in order to receive your comments Sincerely yours, JAMES B. MAUCH, Acting Director, Programs Branch. APPENDIX I OFFICE OF ECONOMIC OPPORTUNITY, Washington, D.C., November 26,1965. Memorandum: To: Dr. James B. Mauch, Chief, Programs Branch, Division of Program Opera- tions, U.S. Office of Education. From: Jule M. Sugarman, Acting Associate Director, Community Action Pro- gram. Subject: Guidelines for Administration of Elementary and Secondary Education Act of 1965. I am impressed with the substantive content of the guidelines. The tone and the objectives set forth are generally good. There is one major policy with which I do disagree (I understand, informally, that Commissioner Keppel may also have raised the same objection). This is the notion that the funds should be distributed evenly among all the poor children in the community. The state- ment first appears in Part A, Chapter 1(b), but is repeated at numerous points throughout the guidelines. This policy, I think, would greatly dilute the value of the program, and is not at all consistent with what I understand to be GE's emphasis on quality. Following is a list of other points which I think worth noting: 1. In Part B, Chapter 1(c) there is a discussion of project approval by state agencies. I regret that there is no way in which a local community can appeal an arbitrary decision by the State Board of Education. If it is not possible to do so formally because of legal strictures, I would hope that the Office of Educa- PAGENO="0064" 56 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES tion will maintain a good network of informal communication. Information obtained through that can then be used as a part of the program reviews con- ducted by the Division of Program Operations. 2. On page 8 the limitation of the amount of grant to 30 percent of the amount budgeted by the local education agency, may adversely affect communities with large parochial school systems. Is there no way in which an account can be taken of their expenditures. 3. The discussion in the first full paragraph on page 10 takes what seems to be to me an unrealistic view by assuming that poverty's children will always be concentrated in specific classes. My belief is that in many communities, virtu- ally all programs will have significant participation by non-poor children. I think that this is programatically desirable because it helps to avoid economically segregated programs. I also think the problem would be particularly acute in rural areas. 4. The discussion on page 15 indicates a preference for spending money evenly among the grades. I am not at all sure that this is programatically sound. It may very well be that it is more effective to concentrate efforts at certain age levels. While the wording would certainly permit this, I think it unduly discourages it and I would shift the emphasis away from distributing evenly. 5. The discussion of types of activities and services beginning on page 16 does not specifically deal with such items as renovation and repair of facilities, purchase of major equipment and rental of space. These categories are all alluded to in other parts of the guidelines, but never in any very specific way. 6. Part (g) on page 18 discusses the relationship of title I to other titles of the Elementary and Secondary Education Act. There is no mention of other Federal Legislation which might be appropriate. I think there should at least be a reference to this legislation. Perhaps this could be included in an appendix. 7. Pilot projects (i)-page 18 have some problems, if there is not a warning that highly expensive pilot projects may never be capable of replication because of financial limitations. Communities should understand that there are some constraints. 8. The discussion of sub-professional personnel on page 20 is basically good. I would add a word of caution against using subprofessionals in purely menial tasks. There should be an emphasis on creating career ladders for subprofes- sionals. I would also emphasize the use of volunteers from outside the neighbor- hoods as being extremely helpful. 9. The discussions of pre-school projects on page 20 imply that Head Start programs are for five-year olds. In fact, the minimum age limit is three. 10. In the discussion of relationships to Community Action Programs at the top of page 29, I would add an item (4) as follows: "Programs are meshed with other Federal legislation such as the Manpower Development and Training Action, Community Mental Health Programs and other pertinent programs." I would also include at the end of the section on page 30 a sentence to the effect that "Persistent disagreements between CAA's and LEA's might be the subject of joint inquiry between the State Education Agencies and the State Technical Assistance Agencies." _______ APPENDIX J MEMORANIYUM DECEMBER 13, 1965. To: Jule M. Sugerman, Acting Associate Director, Community Action Program. From: James E. Mauch, Chief, Programs Branch, DPO. Subject: Guidelines for Administration of Elementary and Secondary Education Act of 1965. Thank you very much for your comments on the guidelines dated November 26, 1965. I have gone over them very carefully and I can see that you spent a good deal of time on the guidelines and your comments are very astute and perceptive. Jack Hughes and Mike Kirst both read your memo and would, I am sure, agree. As you know, we have been reviewing the guidelines almost constantly since they first came out in order to try to make them as valuable as possible. For this reason some of the points that you raised have already been taken care PAGENO="0065" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 57 of in our revision of the yellow covered booklet. This revision is based on our own assessment of the inadequacies of that yellow covered booklet as well as, and perhaps more importantly, the assessment made of that booklet and by the people who will administer the program in the States. I will now try to go over each point in the order raised by you so that it will be easier for you to see how we have responded. I am also enclosing the latest draft of the guidelines typed on Saturday. Within the next day or two these will be sent to DPO for a large scale printing. Part A, Chapter 1(b) deals with the statutory formula for distributing funds under Title I from the national level to the State and local level. The formula is, of course, the number of children from low-income families multiplied by one half the State per pupil cost. There is a misunderstanding which arises from time to time that the method of distribution of funds to counties and local educational agencies should be followed when funds for services are dis- tributed to children. This, of course, is completely false. I know of no one here who has ever maintained that our policy should be to distribute money or services evenly among all poor children in the community. In fact, just the opposite. To my knowledge, the Commissioner never raised objections to such policy because such policy never existed and does not exist now. Whether the guidelines can be misinterpreted to indicate or advocate a policy of even distribution is another question and one which probably you could try to answer after reading this latest version for us. 1. The local community can appeal an arbitrary decision by the Board of Education in the State. According to Section 205(b) of Public Law 89-10 the State educational agencies shall not finally disapprove in whole or in part any application for funds without first affording the local educational agency rea- sonable notice and opportunity for a hearing. In addition, of course, an appeal can always be made to the Commissioner of Education. Much more informally we try to maintain very good communications with local educational agencies. I might add that sometime we hear the kind of information we should hear most quickly through other channels, the local community action agency being one. We hope you will help us to keep this channel of communication open. As you know, we have already worked on some thcipient problems because communication has been good between Stan Salett and myself or Bill Rioux, and we hope to see Dr. Goff more and more. 2. This is an excellent point and one which very few have seen. The reason for the 30% limit is statutory. Unless it is added next year it is a limit only for the present year. The reference is Section 203 (a) (3) and the reason for it is quite good. It would be difficult for any local educational agency to spend in l~ss than~ one year's time more than 30% of its current budget for current ex- penditures especially since in the vast majority of cases the LEA can not spend its money throughout the school district or in any way it sees fit but must spend the money on meeting the special educational needs of educationally deprived children in rather limited poverty related target areas. As it turns out perhaps, we need not be too worried about this point. Most of the LEA's with large pa- rochial school systems will not bump against this 30% limit at all. In fact the school systems that will be most affected will be the relatively poor system's of the rural South, especially those which tend to be smaller in numbers of children. Most of the school systems affected, therefore, will not have large parochial school systems. 3. Again you raise a very good point and there is little I can say except that we dropped out the paragraph to which you objected. I agree with your objections. 4. The discussion on page 15 was not intended to indicate preference for spend- ing money evenly amount the grades and such a preference does not exist on our part. It was therefore changed somewhat. I hope that the way it reads now will not encourage an even spending throughout the grades. 5 I think you will find in the copy of the guidelines enclosed that we have dealt with point 5 in the section called Program and Project Design. This was another of your points which was helpful for us. 0. There is now under Section I (Administration and Finance) a part that deals with related statutes. Also we added your suggestion, raised in point 10, which seems to be similar to point 0. 7. The wording you have suggested is now included. 8. The ideas you have suggested are now included. 9. The section on pre-school was changed to take into account your suggestion. 10. See point 0. 71-343&--66-----5 PAGENO="0066" 58 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES.. The. section on relationship with community action has been changed to add the sentence you suggested at the end of your name. We have also added the point raised by you in conversation with Jack Hughes-a letter from the CAA to accompany the LEA project application Again Jule thank you for your time and effort in making these suggestions and please let us know if you have any other suggestions We value your comments. APPENDIX K DEPARTMENT OFHEALTH, EDUCATION, AND WELFARE, * OFFICE OFEDUCATION, BUREAU OF ELEMENTARY ANDSECONDARY EDUCATION, Washington, D.C. MEMORA~ DUM To: State Community Action Coordinator, Office of Economic Opportunity, Office of The Governor. From: Arthur L. Harris,Associate Commissioner. Subject: Regional Meetings, Title I, The Elementary and Secondary Education Aetofl9O5. The Office of Education will hold five regional meetings during October to discuss programs under Title I, Public Law 89-10, the Elementary and Secondary Education Act of 1965, with representatives of State educational agencies. These meetings are designed to acquaint State agency personnel with specific requirements of the Act and Regulations, the forms and procedures to be used in the development and administration of the Title I program by the State agency and the Guidelines for developing and operating programs of scope and quality under this Title. Enclosed is an agenda for the meetings and a schedule indicating the place, time, and the States invited to attend. Each regional meeting is scheduled to last two days and will be sponsored by the Office of Education. In order to provide for the exchange of information and to coordinate the administration of programs which have many common objectives, we are inviting a representative of your office to attend these meetings. Will you kindly advise us of the person who will attend each meeting so that we may complete the neces- sary arrangements. Any inquiries regarding the meetings may be addressed to Mr. Robert A. Crummel, Acting Director, Field Services Branch, Division of Program Opera- tions, U.S. Office of Education, Washington, D.C. 20202. (Telephone area code 202 962-1003) [Enclosures] OFFICE OF ECONOMIC OPPORTUNITY REGIONAL OFFICIALS ATTENDING OFFICE OF EDUCATION REGIONAL MEETINGS RegioneZ office at- Officia' attending San Francisco . James C. Goodwin. Austin . None. Atlanta . John W. Forrest. New York George Nicolau. Kansas City . Kenneth R. Rashid. Chicago None. Washington - Harry E. Seyler. Rebecca Ann Silverman. Also: Mr. Stephen J. Cornett, Regional Economic Opportunity, Coordinator, Dept. of HEW, Region III, Charlottesville, Virginia, and Mr. William H. Hender- son, Economic Opportunity Coordinator, Dept. of HEW, Region VI, Kansas City, Missouri. PAGENO="0067" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 59~ STATE OFFICE OF ECONOMIC OPFORTUNITY OFFICIALS ATTENDING REGIONAL MEETINGS Alabama - D L Howell Martin Lavor. Alaska Michael Valentine. Arizona None. Arkansas R. S. Edwards. California Lloyd M. Adams. James 0. Goodwin. : : Colorado Samuel R. Martinez. * ~ Connecticut None Delaware Daniel J MeKenney District of Columbia Harry E Seyler Florida . Harry A. Green. Georgia Frary Elrod Hawaii . Paul T. Nakamura. Idaho Arvel C. Stafford Illinois L S Botts Indiana None Iowa, - John B. Mackey. Kansas None - Kentucky None. Louisiana B. B. Davis, Jr. Maine None. - Maryland None. Massachusetts David J. MeKenney. Michigan James B. Jacobs. - Minnesota - George R. Holland. M155155]ppi None. Missouri None. Montana None Nebraska None Nevada None. New Hampshire None. New Jersey Bod Kelley New Mexico None. New York Astrid Gray. North Carolina None. North Dakota None. Ohio Clifford 0. Cox. Oklahoma Tom Eppler. Robert L. Oregon None. Pennsylvania Peter F. McNeish. Herman L. Moten. Rhode Island Anthony J. Agostineffi. . Ellen 0. Cotter. Jack Thompson. . South Carolina J. J. Bullard. South Dakota None Tennessee None. Texas Bob Allen. - Utah - None. Vermont `Gerald Goldman. . Virginia None. - Washington None. West Virginia Elizabeth DePaulo~ Eugene D. Thoenen. Wisconsin Carl J. Olien. `~\Tyoming - None. Guam None. Puerto Rico None. Virgin Islands None. American Samoa - None. Trust Territories None. 28 States represented. PAGENO="0068" 60 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES APPENDIX L DEPARTMENT oi~' HEALTH, EDUCATION, AND WELFARE, OFFICE OF EDUCATION, BUREAU OF ELEMENTARY AND SECONDARY EDUCATION, WashIngton, D.C., N&vember 1965. To: State Title I Coordinators. From: James E. Mauch, Acting Director, Programs Branch, Division of Program Operations. Subject: Information for Title I Coordinators. We would like to send you pamphlets, brochures, and other information from time to time to help keep you informed and up-to-date. This will be an informal, unofficial service we are happy to be able to offer. It entails no obligation on your part. We are therefore sending only a single copy of each item. Extra copies, when needed, should be requested from the source indicated on the ma- terial unless we specify that we have quantity amounts available. Our criteria for selecting items is that they be related to the job of administer- ing Title I, and will in no way represent our policy. Occasionally the material will be controversiaL We shall send such items in the spirit of information, feeling that you would like to be kept informed. We shall welcome any suggestions for improvement. If the service seems useful, we will continue this practice within our limited capabilities. APPENDIX M DEPARTMENT OF HEALTH, EDUCATION, AND WELFARE, OFFICE OF EDUCATION, BunEAu or ELEMENTARY AND SECONDARY EDUCATION, Washington, D.C., January11, 1966. To: State Titie I Coordinators. From: John F. Hughes, Director, Division of Program Operations. Subject: Headstart Follow-up. May I ask you to stress the importance of helping the young children who par- ticipated in last summer's Head Start programs keep the "Head Start" which they obtained. I know you feel as I do that it is important that Head Start children receive continued help through education programs, medical and dental services, and family service programs. It should be clear to local educational agencies that Title I funds can be used to preserve the gains made by children in Head Start and other pre-school programs for deprived children. Also, part of the funds which the Office of Economic Opportunity has earmarked for Head Start from their Fiscal 196(3 budget can be spent for this same activity. Requests for this money would have to come from a local Community Action Program and be sent to the Office of Economic Opportunity. Head Start follow-up services could also be jointly funded by Title I of the Elementary and Secondary Education Act and Title TI-A of the Economic Opportunity Act. The new Title I guidelines indicate that the funding of such joint projects could be provided on a pre-arranged formula basis. In any case, the progress which these children have made is too precious to allow it to slip away. Would it be possible for you to alert your local education agencies to the importance of this opportunity? We may be interested in some of the details later on. Thank you. APPENDIX N DESCRIPTION OF STATE PROGRAM ORGANIZATION AND ADMINISTRATION (TITLE I, PUBLIC LAW 89-10) Administration I. Briefly descirbe the unit or units within the State agency responsible for the administration of the Title I program. Attach a complete organization chart of the State agency showing the relationship between this unit or units and the rest of the agency. PAGENO="0069" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 61 II. Provide information which will reflect the cooperative relationships that will exist between the State agency Title I administrative units and other State agencies, organizations or institutions in the State concerned with educational programs for the educationally deprived. Specifically, provide information-which will describe procedures to be followed by the State level to coordinate Title I programs with Community Action Programs. Describe arrangements made with the State Technical Assistance Program, financed under the Economic Opportunity Act of 1964 and appointed by the Governor, to exchange project and program information to the end that each office is fully informed and its activities are coordinated with the other. III. Describe the steps taken by the State agency prior to the approval of its applications in geting the program underway, including: A. Use of State employees and consultants; B. Pechiiieai assistance provided to local schools-be specific; C. Meetings and Conferences; and D. The development of instructions, guidelines, policies, and materials relevant to program implementation. Please enclose coplea IV. List by name the officers in charge or designated to perform the following functions: A. Over-all program administration; B. Approval of projects; C. Measurement and Evaluation including State evaluation and assist- ance to local districts on spectifieprojects; D. Liaison with the State technical assistance program, Office of Eco- nomic Opportunity (see section' 205 (a) (7)); E. Reports to the `State educational agency and to the Commissioner o~ Education; F. Acquisition and `dissemination of research and other information to assist applicants in planning rind operating projects; G. Receipts and custody of Federal funds under this program; and H. Authorization of payments to local educational agencies. V. List by name and position title all personnel to be engaged in administering the program at the State level, `including those who will provide technical services in program development, fiscal, statistical and evaluation activi- ties: (Indicate by asterisk (*) the titles representing new positions.) A. Name Title Percent of `time to be devoted to program Program operation I. Describe any State policies, requirement or standards for approving and rejecting projects with respect to: 1. Selection of project areas; 2. Identification of special educational needs in the project area; 3. Size, `scope, and quality; 4. Provisions for children enrolled in private schools; 5. Procedures for `evaluation including objective measures of educa- tio'njal `achievement; 6. Coordination with `local community action programs approved under the Economic Opportunity Act; and 7. Procedures for acquiring and disseminating information relevant to the planning, and operation of projects `for educationally deprived children and for the adoption of promising practices. II. Cite any State statutes, regulations or Attorney General's opinions governing the relationship of local educational agencies to children enrolled in pri- vate schools. III. Describe the basis used for determining maximum basic grants to local edu- cational agencies. (See Regulations 116.4, 116.6 and 116.33) Attach, a list of all of the local educational agencies in the State showing the maximum grants allocated to each agency. IV. What arrangements will be made for the participation of State technical specialists and for consultants to provide assistance to State and local educational agencies for: A. Planning and development of programs for educationally deprived children, including handicapped children within the State. B. Evaluation of programs and projects approved including objective measurements of educational achievement. PAGENO="0070" 62 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES APPENDIX 0 THE UNIVERSITY OF THE STATE OF NEW YORK, THE STATE EDUCATION DEPARTMENT, Albany, N.Y., January 10, 1966. To: City, Village, and District Superintendents of Schools; Supervising Princi- pals; Directors of Community Action Agencies. From: Ersa H. Poston, Director, New York State Office of Economic Opportu- nity, Irving Ratchick, Coordinator, Title I, ESEA. There are numerous programs Which may be funded under either Title I of the Elementary and Secondary Education Act, or under the Economic Opportunity Act through community action programs. The publication, "Education, An An- swer to Poverty"-school programs which may be eligible for federal aid, jointly published by the U.S. Office of Education and the Office of Economic Opportunity, Washington, D.C.. gives a number of examples of projects where funding by either agency is possible. Included are programs pertaining to health and wel- fare services. pre-school education, auditory, language and reading development, summer programs, after school, parent education, migrants, cultural enrichment, special college orientation, work study programs and many others limited only by the imagination and creativity of the schools and the community action groups. Congress very Wisely mandated in the passage of the Act that whenever there is a comrrnmity action program approved under the Economic Opportunity Act of 1964, the programs and projects have been developed in cooperation with the public or private non-profit agency responsible for the community action program. It is relatively easy for one group to tell the other group how to use its funds. The community action program agency may feel that since its funds may be limited through the Office of Economic Opportunity that the local educational agency should use its funds to carry on a Project Heaclstart program; the local educational agency may feel that in the assessment of the needs in his area that funds under Title I should be used in other ways. There is bound to be in some instances a difference of opinion as to who should spend what. When two groups have common objectives and limited funds to carry on activ- ities there must be continual involvement and communication between the two groups. Priorities have to be established, exchange of information must be maintained, meetings should be conducted on regular bases to review the present status and recommendations for the future to insure harmonious coopera- tive working relationships. Confidence in one another and respect for each other are the hallmarks of working together. If the local educational agency has not contacted the community action pro- gram office. then the community action program director should contact the chief school administrator. If the community action program director has not contacted the chief school administrator, then the chief school administrator should contact the local community action program director. Communication is essential! Both the State Education Department and the State Office of Economic Oppor- tunity realize that if real progress and sound working relationships are to he had. they will be done so basically at the local level. With that in mind, there is being planned a series of regional meetings which will involve school administra- tors. community action personnel on a state and local level and State Education Department personneL to review common objectives and concerns and to deter- mine how the needs of children of ~s-outh can best be met. We hope that during this new year we can forge ahead with greater under- standing of the contributions which both agencies can offer to help meet the needs of children and youth in today's society and in the future. APPENDIX P DEPARTMENT OF HEALTH, EDUCATION, AND WELFARE, OFFICE OF EDUCATION, BUREAU OF ELEMENTARY AND SECONDARY EDUCATION, Washington, D.C., December 13, 1965. To: State title I coordinators. From: John F. Hughes, Director, Division of Program Operations. Subject: Evaluation reports. Enclosed are instructions and outlines for the preparation of the Interim Evaluation Report on Title I. This is a one-time report and must be submitted PAGENO="0071" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 63 on or before January 15, 1966. A recurring Annual Evaluation Report on Title I is not due until November 1, 1966. The instructions and outlines for its prepara- tion will be sent to you in draft form later this month in order to indicate the types of baseline data you wiineed to start gathering now. INTERIM EVALUATION REPORT ON TImE I, ELEMENTARY AND SECONDARY EDUCATION ACT OF 1965, DUE JANUARY 15, 1965 PART I-STATE ADMINISTRATION OF TITLE I This section should indicate specifically what you have done thus far to' imple- ment Title I, and your reactions to the administrative problems. A. Operation and Services-In a few paragraphs, indicate the types of. serv- ices' (cite visits, regional conferences, consultant, etc.) that have been provided ,to local educational agencies. B. Publications-If your State has printed State guidelines or disseminated other publications for implementing Title I programs, please enclose five copies of each. 0. Dissemination-Describe `State plans and arrangements for disseminating information on promising educational practices. Describe how data from local projects is being disseminated to the State level and/or throughout the local agencies. D. What types of assistance and guidelines have States provided to local offi- cials for evaluating Title I projects? List and classify all staff (including consultants) involved in the process. E. Major Problems-In approximately three paragraphs, describe the major State problems involved in administering the Title I program. Include sugges- tions for revising the legislation. You may wish to outline this section under the following headings: reviewing proposals, operation and service, and evalu- ation. F. How are funds from Title V being used to assist in the implementation of Title I? Be specific in terms of staff and services. `Include any recommendations for changes at the national level that would facilitate a more effective use of Title V to reinforce Title I administration. G. What action has been taken at the State level to insure coordination and cooperation between Title I applicants and community action agencies at the local level (include relationship with State Technical Assistance Agency)? PART Il-PROGRAM DEVELOPMENT AND DESCRIPTION A. Comprehensive Data: 1. What is the number of approved projects as of December 31, 1965? 2. What is the total amount of funds approved as of December 31, 1965? 3. How many projects are pending (received by State agency for considera- tion) as of December 31, 1965? 4. What is the total amount of funds in pending projects as of December 31, 1965? 5. What is an unduplicated count of public school children involved in approved programs' (number of children participating in all projects less estimated number deduction for double counting)? 6. What is an unduplicated count of private school children participating in Title I projects (eliminate double counting)? 7. Number of projects in LEA's that serve an area where there is an ap- proved Community Action Program. 8. Total amount of Title I money approved for LEA's where there is an approved Community Action Program. B. Indicate the number of local educational agencies for which Title I appli- cations have been approved in the following classifications (see instructions for definitions of classifications). PAGENO="0072" 64 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES Classification A-Large City or Cities within Standard Mctropolitan Statistical Areas. Classification B-Secondary Cities of 50,000 or more, or "older secondary cities" under 50,000 within Standard Metropolitan Statistical Areas (see in- structions for definition of "older" secondary city). Classification C-Outlying rural and urban areas, under 50,000 within Standard Statistical Areas. Classification D-Middle Size Cities-2,500-49,999 outside of Standard Metro- politan Statistical Areas. Classification E-Rural Areas. C. For each of the above classifications, answer separately each part of this section. 1. Indicate the principal problems local officials encountered in implement- ing projects (be specific-e.g., if lack of personnel is a problem indicate what types of personnel). 2. List particularly innovative projects or programs that include new activities or approaches for that classification of local educational agency (please specify project number). One criterion in selecting an innovative project is whether it merits dissemination to other local educational agencies with similar characteristics. 3. Describe briefly the types of approved projects or programs that are least likely to increase educational attainment. (Such projects satisfy the legal requirements but in your judgment are not likely to be effective.) 4. Describe briefly the types of approved projects or programs that are most likely to increase educational attainment. 5. Summarize the methods local educational agencies are using to develop or increase staff for use in Title I projects. D. Evaluaton of implementation of section 205. 1. Describe the types of projects that were disapproved on the basis of size, scope, and quality. (This can include projects that were revised sub- stantially and then approved.) Include any misconceptions that local educa- tional agencies had concerning the purposes of Title I and the requirements for size, scope, and quality. 2. Describe difficulties and successes encountered in securing Community Action Agency-Local Educational Agency cooperation. Describe the inter- relationships of the two programs at the local level with particular stress on the extent to which the two act are used in a reinforcing manner. Include any suggestions for legislation to enhance cooperation. P. What steps have been taken to encourage local initiative in contacting pri- vate school officials? G. Interrelationships of the Elementary and Secondary Education Act of 1965. 1. How do State plans for Title II relate to Title I (be specific using local educational agency examples)? 2. List local educational agencies that are using or plan to use Title I funds in conjunction with Title III projects. APPENDIX Q [From Revised Instruction Booklet for Application for Title I, ESEA) 4. Coordination with Community Action Projects: (a) Relationships with CAP Projects: (b) Support of Community Action Agency If the Community Action Agency has failed to approve a statement such as the attached, describe the efforts that the applicant LEA has made to cooperate with the Community Action Agency and to obtain a statement of support. STATEMENT OF CAA SUPPORT OF PROJECT UNDEB TITLE I, PUBLIC LAW 89-10 Name of Community Action Agency: Address: Post Office: County: State: Name and Title of Principal Officer: Telephone: A.C./Number: PAGENO="0073" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 65 Area of jurisdiction of Community Action Agency (Name of county(s) or parts of county(s)) : OEO Identification (CAP grant no.) CG: Comments by Community Action Agency: Was the Community Action Agency consulted in the planning of the project en- titled proposed 1w (Brief title of Project appearing in Part II, Section A, Item I) for funding under Title I of P.L. 89-10? Yes (Name of LEA) No . Other (please explain) : Does the Community Action Agency agree that the proposed project will comple- ment on-going and projected anti-poverty programs in the community and be effectively coordinated with the administration and operation of the Commu- nity Action Agency's programs? Yes . No . If "No" please explain: Does the Community Action Agency recommend that the proposed activity be fin- anced under Title I of P.L. 89-10? If "No" or "Other," please explain: Other Comments: Signature of Principal Officer of Community Action Agency: Date: Chairman POWELL. Before the committee stands adjourned until 2 o'clock, Dr. Mathew, do you have a question? Dr. MATTHEW. Commissioner Howe, I would like to ask you about the statement which you made on page 2 of your presentation. It is a statement here that says- As is shown by the recent survey on Equality of Educational Opportunity, con- ducted under the mandate of Title IV of the Civil Rights Ast of 1964, a fine text- book has far more impact on the child of the ghetto than on the suburban child to whom quality is not a novelty. And my question has to do with whether or not there is sufficient evi- dence in this study to establish that the suburban child is really a kind of genius, who is not affected by a poor school, or the lack of a good textbook. This is one of the conclusions that seems like a Moynihan report thing, that t.he suburban child can do no wrong, would have no difficulty in learning. I wonder, if we really looked at suburban chil- dren, we would find that we are up to snuff in what we do with and for them. Mr. HOWE. I think this is a very good comment, and I am glad you have given me a chance to comment on it. I think we have got to watch out for some of the broad generalizations which even I make sometimes about this study. The study does indicate that in terms of verbal skills, and mathematical skills-and these are the learning skills to which it addressed itself and which were measured in the course of that study- such things as changes in class size, changes in text materials which are being discussed here, and changes in teacher skills have less effect on the advantaged child than on the disadvantaged child. But I don't think this should be pressed to argue that, let's say, we should therefore offer the advantaged child a second-rate science curriculum, or spend less funds on quality education in suburbia. I think that the large message which comes through from this study is not in the realm of textbooks, and is not in the realm of school organization, particularly, but rather, in the realm of the people who go to school together. What the study has as a single central message, in my view, is that it points clearly to the fact that the most powerful lever we have in improving the learning of young people PAGENO="0074" 66 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES in verbal skills and mathematical skills is the opportunity for disad- vantaged young people to go to school with those who have had more advantages than they. The models that are somehow created in the process of interassociation apparently make a great deal of difference in the achievement of the disadvantaged young people, more differ- ence even than good textbooks. This observation of mine in the testimony is correct, in the sense that the disadvantaged child responds more to changes and improve- ments in the typical ways we improve the school than does the advan- taged child. Both respond some. So it is a relative kind of state- ment. Is this helpful in your analysis of the problem? Dr. MATTHEW. I. am going to say somewhat, Commissioner Howe, I am still not completely convinced. I think that the evidence in that report deals with, well, with physical properties, and does not get sufficiently into the ways in which teachers function with children, so that we can really see what ought to happen with both suburban youngsters and youngsters in the disadvantaged district, so that they can learn, in spite of their poor homes, and in spite of the number of children in the classroom, and so on. I think our history in education in this country has been such that there were things that were accomplished with children from non- suburban, from poor backgrounds. Why it is so difficult in 1966, I think, is still one of the questions we have to ask ourselves. Mr. HowE. The point you make is the very reason that I said in my introductory letter to that report, in transmitting it to the Congress, that we didn't believe this report was the last word on the subject because, honestly, we don't. Chairman POWELL. Before the committee stands adjourned, the chairman would like to announce that the gentlelady from Hawaii led a special study group in the Pacific Trust Territories. We note that in your report American Samoa hasn't gotten one penny, and we are spending billions of dollars in southeast Asia to try to save democracy there. Wha.t about the areas under the U.S. flag? The gentlelady from Hawaii raised the point about the chairman making a special study of those areas. We will meet at 2 o'clock, and the first witnesses will be two gentle- men representing the Harlem Parents Committee, Mr. Robert Wash- ington and Mr. Isaiah Robinson, who also, incidentally, represent "black power." Following them will be the commissioner from the State of Kentucky, and that will conclude the hearings for today. Two o'clock. (Whereupon, at 12:15 p.m., the subcommittee recessed, to reconvene at 2 p.m., the same day.) AFTER RECESS (The committee reconvened at 2 p.m., Representative Adam Clay- ton Powell, chairman of the committee, presiding.) Chairman POWELL. The committee will come to order. Testimony will be taken with two committee members present. I would like to ask Mr. Washington and my good friend Isaiah Robinson to come forward and make yourselves comfortable, identify yourselves and your organization. We welcome you. PAGENO="0075" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 67 STATEMENTS OP ISAIAH ROBINSON, CHAIRMAN, HARLEM PAR. ENTS COMMITTEE, AND ROBERT WASHINGTON, ADMINISTRA- TOR, HARLEM FREEDOM SCHOOL Mr. ROBINSON. I am Isaiah Robinson, chairman of the Harlem Parents Committee. Mr. Chairman, we are indeed happy to be here and it is a privilege for us to have an opportunity to testify before this committee. We are hoping, however, that this is only the beginning and that a real investigation takes place into the educational genocide that is taking place in the black communities. Today, we are discussing the treatment of minority groups in text- books and I have to take issue with certain phrases with respect to the educationally disadvantaged child which seem to have set the tone and character of the present-day philosophy, which is an exten- sion of the past. We prefer to characterize him as the educationally exploited child .based on the evidence we have at hand in our own community. Reviewing the textbooks in the elementary schools of New York City, we find that most of them seem to perpetuate the history and philosophy based on racism in education in the United States. I am not reading from the text that we prepared. I must apologize, because I only found out yesterday morning we should prepare one; so our statements are very sparse. I am speaking more from the opinions gathered from information we have received and witnessed in our community. Chairman POWELL. Without objection your statement will be in- cluded in the record at this point. (The statement referred to follows:). STATEMENT BY ISAIAH RoBINsoN, OHAIRMAN, HARLEM PARENTS COMMITTEE, ABS ROBERT WASHINGTON, ADMINISTRATOR, HARLEM FREEDOM SCHOOL THE AFRO-AMERICAN IN TEXTS AND LIBRARY BOOKS A famous author has characterized the Afro-American as the "Invisible Man." When we look at the `texts used in our educational institutions, we find this characterization `true in one respect and false in another. For example, when something of value, such as the contributions to this country's development, is needed, we are the Invisible Man. Yet in order to maintain the myth of white superiority, disparaging material i.s found in great abundance in `the texts and libraries and is carried to even greater heights through `the major communica- tions media for more lasting psychological impact. Therefore, this prodigious process of "Brain Washing" for all segments of the population reinforces the myth of `black inferiority. Since we are interested in the position of the Afro- American, we must conclude that he is, in fact, the Invisible Man. Positive Afro-American visibility in our texts,. libraries and `body politic is the sine quo non for the `birth of real democracy in the U.S.A. `and indeed in. the world. It strikes at the heart of our so-called Judeo-C'hri'stian ethic, interna- tional, intergroup and inter-personal relationships upon which our country has masqueraded as champions of the free world. ~It would explode the highly cher- ished myth of white superiority. It would liberate the 200 million citizens of the U.S., to really enjoy, for the first time, Life, Liberty and the pursuit of Happiness. The institution that is charged with the responsibility for initia'ting and promul- gating `the norms an'd values of our society is the public school. So it is quite logical that we look .to the public `school for leadership in changing the misguided attitudes of the country, *by placing in true perspective the worth `of `all its citizens. This can be accomplished by outlawing the history, philosophy and practices of `public educa'tion that is `based on racism. Then replace the missing pages of PAGENO="0076" 68 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES world history in order to develop and promulgate a new history and philosophy based on worth. Because it is obvious that now it is based on lies. For in order to lie, distort and omit one segment, it was necessary to lie and distort the rest. This has contributed to the country's schizoid condition. For example, the Afro- American is always the observer or the observed, the reviewer or reviewed, the outsider but never the participant. He is the object but never the subject of life's drama. Is his identification to end with being the object and never the subject? Textbooks have been criticized for years because of this. Since they are pur- chased, by and large, with taxpayers' money, all taxpayers should get a fair return for the tax dollar. Reviewing most of the texts used in our schools, racial has is Obvious, and the spreading of prejudice, even through carelessness, seems to be the rule. Too many textbooks have a pure white aspect and their treatment of the non-white has been historically dishonest. They are downright derogatory and lacking in any portrayals of life as lived by the non-white population. This kind of portrayal is responsible for the warped attitudes rampant in our society. Many books currently in use in the N.Y.C. school system perpetuate the per- vasive technique of "brain washing" of elementary school youngsters. For example, in "Looking Ahead" printed by Houghton Muffin Co.-tlie story "Jeremiah's Black Lamb" is replete with attitudinal development statements such as-"We don't want a black sheep anyhow," said Granny. "Everyone knows how much trouble a black sheep can make." "You can always be sure that a black sheep will get into trouble." "But everybody goes to the state fair, and what if Midnight really did win the blue ribbon and the cash prize." "What if pigs could fly," said Granny. "He's a good enough lamb, indeed," said Uncle Hiram. "It's too bad that he's black. The judge may refuse to give a prize to a black lamb." A social studies text entitled "Here is New York City" does not admit to the existence of Harlem. These are just examples of the thousands of books that are perpetuating the racist philosophy for the country through our public school system. A few courageous pioneers are trying to change this cycle and reverse the trend in text books. One such pioneer is Bank Street College, New York City. They have made a real and substantial contribution to the education of all chil- dren in their new series of basal readers. The breakthrough has been made. The task now is to force public acceptance. Our major obstacle is racist attitude-"a vicious cycle." Mr. ROBINSON. There are many social studies books about New York City. One such book is called "Here Is New York." Perusing this book, we find that Harlem is visibly absent from this book. Another social studies book dealing with the work, t.he transportation in New York, and other things also overlooks Harlem completely. There is another social studies book about New York that displays the minority members, particularly the Negro group, as all being clients of the welfare department. There is no real achievement or positive contribution made by Negroes, so far as these books are concerned. We have cited in our statement one example of a. reader used in the elementary school and we think it is typical of many readers because there are stories in each of these with the pervasive attitude of white superiority or black inferiority. I cite in my statement.few examples from this book called, "Looking Ahead," one of the new books from Houghton Muffin Co. in the schools. The story is about Jeremiah's black lamb. There are state- ments throughout that seem to build this kind of racist attitude. One such statement, "We don't want a. black sheep anyhow," says Granny, "everyone knows how much trouble a black sheep will make." "You can always be sure that a black sheep will get you in trouble." "But everybody goes to the State fair and what if Miduight really din win the blue ribbon and cash prize." PAGENO="0077" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 69 Granny replied, "What if a pig could fly." "He's a good enough lamb, indeed," said Uncle Hiram. "It's too bad that he is black. The judge may refuse to give a prize to a black lamb." This in itself seems to be very innocent, but I think it begins the process of establishing a kind of attitude that people take in this country, there is the built-in assurance of developing another genera- tion of people to carry on the same kind of racist philosophy. I think this approach, attacking the textbook, will get at the basic causes of the attitudes developed, perpetuated, and promulgated in our educa- tional institutions. I think attacking these kinds of myths of black inferiority and white superiority is the beginning of establishing, once and for all, true democracy in this country. We have, without the benefit of large funds, established a freedom school which many youngsters of different backgrounds and colors have attended. Mr. Washington, here, has been the administrator of that school and he can tell you of sOme of the findings of changes in the attitudes of youngsters, that we have been witness to. Mr. WASHINGTON. Mr. Chairman, I too am happy to be here with you today for this hearing, you and your whole committee. As I look over there I think I recognize a statue of George Wash- ington, I said to myself, "My name is Washington, too, I wonder how I became last when Washington was the first President of the United States." I will try to add to what Mr. Robinson has said about the im- portance of Afro-American history in changing the racial attitude. We at the freedom school, as he said a few minutes ago, are very proud of the school because it did quite a bit for all children regardless of race, creed, or color who attended that school. I must open by saying that the best way to debase a race of people is to take away its history and culture. I am reminded of the history of Aesop, how he once saw the statue of a lion and a man. He saw this man using his bare hands to pull this lion's jaws apart. He was troubled. He knew a lion is stronger than a maii. He walked around,, studied and studied. The answer finally came. He said, "I know. The lion didn't make the statue. Man made the statue, to make man ruler over all." This is why we have been saying over at the Harlem Freedom SchOol that we are going to replace some of the missing pages of history that have been taken out. Then these can be used by all people who can be shown the various contributions that the Negro or Afro- Americans have made. Since the end of colonization in Africa, the Negro in America has become more and more aware of the contribution the Negro has made in these United States and that an African heritage should be a source of pride, not of disparagement. Many of the adults in the Negro community have been surprised by the fact that their history is not something to be denied and repressed, as they have for so long believed, but rather a source of pride and identification. Out of a strong desire to not allow their children to grow up with the traditionally disparaging view of Negro history and culture, PAGENO="0078" 70 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES attempts at educating the Negro youth in a more realistic picture of Negro history have been made. These programs have gone under various names, but the predominant one recently has been "Freedom School." However, it should not be assumed that every program that bears the name "Freedom School" is such an educational program, as there are a wide variety of programs which go by that name. First, let me stop reading on this particular one. In the Harlem Freedom School we have gotten together with teachers who were dedicated to the cause to show the image of those who have given some- thing to this country for many years. This was not found in the his- tory books and in this document, which I would like to have placed in the record, you will find the rea~I meaning we have in our school. (The following was submitted by Mr. Robinson:) THE IMPORTANCE OF AFno-AMImICAN HIsToRY IN CHANGING RACIAL ATTITUDES The best way to debase a race of people is to take away its history and cul- ture. I am reminded of the story of Aesop, how he saw a statue of a lion and a man, with the man using his bare hands to pull the lion's jaws apart. Aesop was troubled at this until he found the answer by saying, "Oh! the lion didn't make the statue. Man made it for his glory over all." Therefore, we must replace the missing pages of history in our textbooks to be used by all people. FreedeniscliOOZ In the past few years, especially since the beginning of the end of colonialism in Africa, the Negro in America has become more and more aware of the con- tributions the Negro has made to the United States and that an African Heritage should be a source of pride, not of disparity. Many of the adults in the Negro community have been surprised by the fact that their history is not some- thing to be denied and repressed, as they have for so long believed, but rather a source of pride and identification. Out of a strong desire to not allow their children to grow ~p with the traditional disparaging view of Negro history and culture which they have had, attempts at educating the Negro youth in a more realistic picture of Negro history have been made. These programs have gone under various names, but the predominant one recently has been "Freedom School." However, it should not be assumed that every program that bears the name "Freedom School" is such as educational pro- gram, as there are a wide variety of programs which go by that name. The first contemporary attempt at a massive education of the Negro youth to Negro history took place in Boston in the winter of 1963. This took the form of a school boycott, the students meeting in churches and various other build- ings forone day to be instructed in Negro history. The first pernianent, long term program of this nature is taking place in Harlem this year. The Freedom School under study was founded by the Harlem Parents Com- mittee for two basic `purposes: 1. "To teach our children to reclaim and proudly identify with their history and culture." 2. "To teach all people that the heritage and culture of the American Negro is not a barren one.". There are five curriculum areas: 1. African History in Antiquity. 2. Modern African History. 3. History of Negro Slavery (including Freedom Movements During Slavery). 4. Current Civil Rights Movement and Events. 5. Contributions of the Negro and Other Minority Groups to America. In relation to the negative self-attitudes of the Negro youth there are five purposes: 1. To disspell negative self-images in Negro children. 2. To change the image of Negroes in the minds of whites. PAGENO="0079" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 71 3. To give the children a knowledge of a culture to identify with in a positive way. 4. To analyze the system of American society to determine why the Negro is in the position he is in. 5. To teach the Negro children a pride in their ancestors. The Freedom School was dedicated on November 16, 1963. However, the school informally convened on October 19, 1963. Subjects The Freedom School is composed of three groups: an adult workshop, teen- agers, and children from 8 to 12. There are approximately 50 chiklren attending the Freedom School. They will be used as subjects for the study. Basically they are of middle class and lower middle class origin and have parents inter- ested or involved in the civil rights movement. Hypotheses Participation in the Freedom School will have effects in four areas: (1) atti- tudes toward the self; (2) attitudes toward Negroes; (3) attitudes toward whites; and (4) attitudes toward civil rights. It is hypothesized that the self-attitudes and the attitudes toward Negroes will become more favorable and a greater solidarity will be felt with other Negroes. The reasons for this can be seen in a dissOnance modeL Through socialization and the development of the "self" the Negro child learns that he is a Negro and is considered inferior and undesirable by society. This is in dissonance with a desire to think well of himself. In such a dissonance situation there are two alternatives, to change his perceptions of reality or to change his perceptions of himself. In the past the Negro child learned that the way society viewed and treated him could not be changed. This left him with no compelling reason for not accepting the officially sanctioned negative evaluation of himself, and his dissonance was balanced by accepting the belief that he was, in fact, inferior. However, society today is beginning to show signs that the treatment of the Negro will be changed. Correspondingly, the Freedom School, by teaching a pride in being a Negro and by giving the child a knowledge of the positive aspects of the Negro heritage to counterbalance the negative stereotypes projected by society, gives the child a basis for rejecting society's evaluation and a basis for a belief in his own personal worth and value. This process will be supplemented by pro- viding a knowledge of outstanding Negroes whom he can respect, identify with, and use as models. The self-attitudes and the attitudes toward Negroes will, therefore, become more favorable and a greater solidarity will be felt with other Negroes. An increased knowledge of Negro history and a corresponding identification with the Negro culture should lessen the effects of the glorification and privileged status of whites in our society. The socialization effects which cause the prefer- ence for being white by telling the Negro child that it is better to be white, will be reduced by a more favorable attitude towards his own race. A clearer under- standing of how the Negro was placed in his present position should have an un- favorable effect upon attitudes toward whites. For these reasons it is hypothe- sized that the attitudes toward whites will become more unfavorable. A sounder knowledge of the civil rights struggle, a historical perspective of the civil rights movement, an admiration for historical and contemporary civil rights leaders, and the exposure to the deeply committed attitudes of the teachers and staff towards the civil rights movement should result in a more action oriented and committed involvement in the civil rights movement. Although the causal relationship has not been proven, the results of this study indicate that groups within the Negro community which (1) emphasize a posi- tive view of Negro history or (2) actively work to change the status of the Negro in America, can have and hold positive attitudes toward Negroes. At the same time, the results indicate that of the two activities, the emphasis upon Negro history produces more positive attitudes toward Negroes than does the participa- tion in the civil rights movement. It was also found that the attitudes toward whites of the two samples studied differed, those Negroes emphasizing Negro his- tory perceived whites less positively than Negroes while those Negroes active in civil rights perceived whites to be equal to Negroes. It may be concluded that one of the major tasks of society is to change the negative self-attitudes of Negroes in order to bring them into the "main-stream" of society. Two possible methods are pointed to in this study. The first is teach- ing Negro history. The second is involving all Negroes in action programs such PAGENO="0080" 72 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES as the civil rights movement. Since this latter alternative is not very easily implemented, it is the author's opinion that the institution of Negro history in the American education system would be the most effective and rapid way to change the self-attitude of the American Negro available. It should be noted, however, that this study does not prove that such classes would be effective, it only indicates that Negro children and teenagers involved in a Freedom School which teaches Negro history have developed positive attitudes toward Negroes. Study made of our Freedom School by Dr. David J~ohnson, sponsored by the Institute of Urban Affairs Teachers College, Columbia University. Mr. ROBINSON. Why did the Hariem Parents Committee found the Freedom School? It was founded on two main purposes: One, to teach our children to claim and to proudly identify with their history and culture; two, to teach all people that the heritage and cult.ure of the Afro-American Negroes are not barren. There are five curriculum areas: First, we cover African history in antiquity; second, modern African history; third, history of Negro slavery, including freedom movements during slavery; fourth, cur- rent civil rights movement and events; and fifth, contributions of the Negro and other minority groups to America. Then we went on to say in relation to the negative self-attitudes of the Negro youth that there are five purposes: 1. To dispel negative self-images in Negro children. 2. To change the image of Negroes in the minds of whites. 3. To give the children a knowledge of a culture to idc.ntify with in a positive way. 4. To analyze the system of American society to determine why the Negro is in the position he is in. 5. To teach the Negro children a pride in their ancestors. The Freedom School was dedicated on November 16, 1963. How- ever, the school informally convened on October 19, 1963. I am rather sad to say it was dedicated in memory of the six kids that were killed in the church in Alabama. We have had a lot of help from those who the Board of Education of New York City and responsible people thought were good educators. We have had good help from these people. We were also lucky enough to have a study made of the Freedom School. We had a study done by the University of Columbia in New York City. These documents were drawn up. I will send you one when we get back to the city. The d~ument shows the fact the children attend- ing the Harlem Freedom School-Negro, white and oriental-changed in their attitudes. It was an amazing thing. They found that many Negroes did quite a bit for this country. Then in your hands I think you also have a copy of one of the image builders we are using. We are going to have many of these. We are not going to name all the persons we know. We do know some per- sons whose names never have entered the history books, but these are the people who have been pushing forward. We are going t.o work image builders on them. (Mr. Robinson submitted the following paper:) PAGENO="0081" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 73 [Sample of Materials Developed for Harlem Freedom School: Image Builders} THE AFRICAN CHIEF Chained in a foreign land he stood, A man of giant frame Amid the gathering multitude That shrunk to hear his name- All stern of look and strong of limb, His dark eyes on the ground- And silently they gazed on him As ona lion bound. Vainly, but well that chief had fought- He was a, captive now; Yet pride that fortune humbles not Was written on his brow. The scars his dark broad bosom wore Showed warrior true and brave; A prince among his tribe before, He could not be a slave. -William Cullen Bryant JOsEPH CINQUE, FIGHTER FOR LIBERTY The Africans were ready! In the middle of night Cinque gave the signal and he and his men, shouting war cries, attacked the ship's crew. After a terrible fight, the Africans won and the slave ship was theirs. They were free at last. Who was this Cinque, this man of courage who led his people to freedom? Joseph Cinque, the son of a Mendi chief in Sierra Leone, West Africa, was sold into slavery in 1839. After being shipped to Havana, Cuba, he and fifty other Africans were bought by two Spaniards and placed on board the Amistad for shipment to Puerto Principe, Cuba. After capturing the ship, Cinque set the sailors adrift in open boats and ordered the ship's owners to set sail for Africa. But the Spaniards steered the ship northward. They sailed for sixty-three days, back and forth across the ocean. After ten Africans had died of thirst and lack of food, the Amistad arrived off the coast of Long Island in August, 1839. The Africans had found rich clothing and gold on the ship. They dressed themselves in their new garments and went ashore to buy food and fresh water. Word soon spread throughout the `land that a fierce band of Africans was sailing the seas off the east coast of America. An American Navy vessel sighted the strange ship and sent a party of men aboard. Surprised to find only the Africans in charge, the Americans ordered all hands below deck. Facing the guns of the sailors, Cinque and some of his men dived into the ocean to escape. They. swam toward the shore but were captured and brought back to the ship. The Amistad was escorted to New Haven, Connecticut. There, Cinque and the other Africans, except for three small girls, were accused of murdering the Amistad's captain. They were placed in jail to await trial. The Africans spoke a language which no one in New Haven understood. But they made many friends among the townspeople. The three. little African girls began to learn English words'. Professor Josiah Williard Gibbs of Yale Tlniver- sity was able to learn a few words of their language by speaking with them. After a long search, he located a Mendi sailor, named James Covey, aboard a British ship in New York harbor, who could serve as an interpreter for Cinque and his men. Through James Covey the story of Cinque and Amistad was revealed and American newspapers were filled with stories about them. Persons who did not believe in slavery came to their aid. They said that the Africans had been kidnapped from their homes and had the right of free people anywhere to fight for their freedom. When the trial began, there was great excitement in the country. People talked about the case and took sides. Southern politicians wanted to give the 71-368-66-------6 PAGENO="0082" 74 BOOKS FOR SCHOOLS AND TREATMENT OF M~ORITIES Africans back to the Spaniards who had bought them. The trial lasted all winter. In court, Cinque made a wonderful speech in his own language, telling the story of how he and his men had fought to be free. After that speech, the court ordered the Africans to be set free. Cinque and his men were sent to school to be educated and were found to be very intelligent and quick to learn. Meanwhile, the two Spaniards and the Spanish government appealed to the United States Supreme Court to have the Africans returned to them as slaves. The friends of Cinque and his men asked John Quincy Adams, the former Presi- dent of the United States and a great lawyer, to speak for the Africans. On March 0, 1841, after Adams had spoken, Chief Justice Taney of the Supreme Court ruled that Cinque and the others were to be freed. After that, Cinque continued his schooling, and in 1842 he and his men returned to Africa. This noble fighter for Freedom died in 1879 in the land of his people, a man whose life had taken him to two continents, through many dangers to final victory. BIBLIOGRAPHY From the Schi omb urg cohlectioa "Argument of John Quincy Adams. Supreme Court, re: the Amistad (Schooner) ", Adams. John Quincy, 1767-1848. "Yale and the Ministry," Bainton, Roland Herbert, p. 152-155. "Argument of Roger S. Baldwin of New Haven before Supreme Court re: the Amistad (Schooner)", Baldwin, Roger Sherman, 1793-1863. "A History of the Amistad Captives", Barker, John Warner. "Negro Builders and Heroes", Brawley, Benjamin, p. 54-59. "Mutiny !" Fuller, Edmund, p. 332-354. "Intelligent Negroes" (Edinburg, W. and R. Chambers, 1846). Appendix: "A View of the Action of the Federal Government in Behalf of Slavery," Leavitt, Joshua, p. 94-112. "The Amistad Claims," McClendon, Robert Earl, Vol. XLVIII, No. 3, September, 1933, Quarterly of the Academy of Political Science. Owens, William A. Slave Mutiny, New York; John Day Company. 350 pp. Hughes, Langston and Milton Meltzer. A Pictorial History of the Negro inAmer- ica. New York; Crown Publishers. 316 pp. Negro Digest, New York; July 1964, pp. 71-74. "Black Mutiny," John H. Hewitt. "Amistad Committee," The Negro in the Civil War. Benjamin Quarles, p. 121. FOR THE TEACHER 1. Suggested Motivating Questions: (a) Who is your hero? (b) Why did you choose him or her as a hero? (c) How do different people become heroes? 2. Suggested use of poem as a motivating device: (a) Developing image of the hero: Have children read poem silently to themselves trying to develop an image in their minds of what Cinque looked like. What indications are there that he may be a heroic figure? Call on some children to describe him in their own words. Others may describe the scene in their own words but as Bryant sees it. Some may want to draw a picture of this scene. After the children have developed their image of this heroic figure show them the enclosed photo- graph. (b) Choral reading: Use technique of choral reading to recite poem. Half of class may alter- nate reading two lines with other half of class. This also may be done with boys alternating with girls. Pay careful attention to expression of descrip- tive phrases. 3. Social Studies Skills Related to this Unit: (a) Locating bodies of land on a map: Have the students locate the continent of Africa on a world map. Have them locate the independent nation of Sierra Leone and the two neighboring nations. Locate and identif~' the island of Cuba, Long Island, New York and the state of Connecticut. PAGENO="0083" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 75 (b) Tracing a route on a map: On an outline map or a map of the world drawn by the students, have the children trace Cinque's journey from Sierra Leone, West Africa, to Cuba, to Long Island, New York, to New Haven, Connecticut and back to Sierra Leone. (c) Locating information in an encyclopedia: Have the students look up the word "Mendi" or "Mandingo" in a good encyclopedia. This will give more information about Cinque's background. 4. Reading Skills Related to this Unit: (a) Looking up in a dictionary the following words from the text: shipment leadership weapons courage coast vessel escorted interpreter kidnapped Mr. ROBINSON. Let me again say I am happy to be here with you today. If you will go through our document, you will find many things that will aid in teaching African and Afro-American history in our American schools. Then you will see a change of attitudes among people in this country. Chairman POWELL. You mentioned there were white children in attendance in the Freedom School? Mr. RoBINSoN. Yes; there are. Chairman Po~vELr1. You believe that the teaching of the children concerning any ethnic group is of value to all groups of the United States? Mr. ROBINSON. It is of tremendous value. They begin to look at each other in a different light. Chairman POWELL. Harlem Parents Committee, about how large a group is that altogether? Mr.. ROBINSON. It is difficult to say because it is not confined to Harlem. We have members as far west as Colorado, a few in Wash- ington, D.C., some in New Jersey, Harlem, Brooklyn, the Bronx, all over. The bulk of the membership is in Harlem, between 4,000 and 5,000 paid members, active participatnts, real activists who believe in the cause. Mr. WASHINGTON. It is integrated, also. Chairman POWELL. You referred to a publication by Houghton Muffin. Do you know what year that was? Mr. ROBINSON. 1 am not certain, offhand, but it is one of the latest books placed in the schools. Most books are placed in the schools by the principal. There is a screening committee of about 15 people. They are called together once a month to screen books and to give their approval. I have met the people on the committee. It is a "hail-fellow-well- met group." They look at the books a bit. There is no inquiry into the content of a book. It is approved and then placed on the list. Then the principal has the option to select the kind of book lie wants in his school. There is no program to bring about teaching of minority history. This would be a farce because there are no books that can be used in the public schools as texts. These books then may be sought outside in the ghetto because the parent association is asking for them. The study of these books is PAGENO="0084" 76 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES not part of the regular curriculum for the Freedom School. It is extra., like once a week for the study of Negro culture. Other than that there is no attempt to integrate the text, put the missing pages back and give a view of what is missing. We also found the texts most used in the public schools are texts that are edited or authored by principals or administrators within the school district and, naturally, their books would the first ones called. We have characterized this-we think, but don't know-as a conflict of interest. It does not necessarily spell quality because an administra- tor wrote it. Chairman PowEn~. Have you any proposals for this committee to consider that would, to use the general phrase, "Stop the educational genocide"? Mr. ROBINSON. That would go beyond the texts. We would have to apply the enforcement powers in title VI, which has to do with the availability of Federal funds to aid in bringing about democratic edu- cation where, at the present time, in New York anyway, it is aiding in bringing about undemocratic education.. We are aiding the growth of segregation and in some instances aid- ing the development of parochial and private schools, it seems to us. This is the approach or recommendation we would have in looking into this situation because New York, to us, has one great industry that is never described as such, that is, education, where approximately 86,000 people are employed. WThereas the proportion of Negroes, Puei~to Ricans, and orientals involved in education in New York City as students is about 40 percent, we don't find that kind of representa- tion anywhere along the line, not among the teachers or at the policy- making levels. So the approach to curing or ending this educational genocide would have to take place on a broader front than just the text. The text seems to get at the `attitude of the young and perhaps a few of the older children, if they are not too far brainwashed. We feel the ap- proach through textbooks has its validity. We agree, too, that changes are needed in the public relations media such as books, novels, TV shows, and movies, as well as in the philosophy of public edu- cation. Chairman POWELL. Mr. Daniels? Mr. DANIELS. This Freedom School you talk of; it was formed by the parents? Mr. ROBINSON. Yes. Mr. DANIELS. The membership for that group, is it confined to New York or is it nationwide? Mr. ROBINSON. It is not considered a nationwide organization, we have just found that the publicity about the group has brought about applications for membership outside the State and city. Mr. DANIELS. It is purely a volunteer group which is interested in uplifting the educational standards of the Negro in Harlem? Mr. ROBINSON. It's interested in education for all children. Mr. DANIELS. The student body of the school is composed of Negro and white children? Mr. ROBINSON. And oriental and Puerto Rican. Mr. DANIELS. This has been functioning since 1963? Mr. ROBINSON. Yes, and after school and 1 hour on Saturday. PAGENO="0085" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 77 Mr. DANIELS. This does not interfere with a boy or girl going to a public or private school? Mr. ROBINSON. No; it does not. Mr. DANIELS. It supplements their education. Mr. WASHINGTON. We also give help where it is needed m home- work. Mr. DANIELS. Now, with. respect to the teaching staff, will you en- lighten the committee more about that phase of your operation?. Mr. ROBINSON. Most of the teachers are licensed teachers in the pub- lic school system. However, the most influential and most inspiring to the students were lay people, some people whom we look to as being authorities in Negro history and culture but who don't seem to~ hold the degrees and share the expertise and variety of some others, like John Clark, Richard Moore, and Kenneth Baird, who have done a lOt of research and work. We also had at one time J. A. Rogers to come in. We have had many other people come in from time to time like Malcolm X, and others who had something to contribute toward building a positive image. We were not hampered by the kind of thing you discussed this morning. We had educational liberty. We were not hampered by political persuasion, because we were not teach- ing politics. We felt, although we had professional teachers, they had the least influence. Mr. WASHINGTON. If I may add, we had a large number, I would say, we had up to 30 teachers who were teaching in the school system. They came to learn about Negro and Afro-American history. They said they were not able to teach this subject, because they did not know. So they came to school, and they got a liberal education there. They were then able to come in and teach. Mr. DANIELS. As a result of opening this school for the past 3 years, is there anything concrete you can pass on to this committee .that you believe will be most helpful in eliminating these problems that exist and also directing our committee into better race relationships? Mr. ROBINSON. We have three levels, the primary, the junior high, and high school and adult level. The adult level was instrumental in opening the dialog between people while learning to discuss current issues and ancient history. An evaluation of the school was made by Mr. Johnson, who was writing his thesis. We have one copy, which you may have. We have only one here. I think the tools used to evaluate the school and the study, which was done in two stages, were good. At the beginning of the year an inves- tigative team came in, and at the end of the year they came back to compare the results. They found in order to get the right kind of response they had white investigators investigate white youngsters and Negro investigators with Negro' youngsters. They found that in the beginning a Negro student would not open up with, a white person. The other way the child felt freer and began to come alive and to state his feelings. A lot of the children were warped, but at the end of the period, when the reevaluation took place for both groups, the white or black groups, the investigators found that the attitudes had changed more toward a healthy group than before. Mr. DANIELS. Mr. Chairman, could we have any studies they have inserted in the record? PAGENO="0086" 78 BOOKS FOR SCHOOLS AND TREATMENT OF ~flNORITIES Chairman POWELL. Without objection, so ordered. Mr. RoBINsoN. We have these studies, if you would like to run them off. (The studies referred to appear. in the subcommittee files.) We had also, along with Mr. Johnson, Dr. Deutsch, as investigator. We had quite a few of the professors from Columbia University* who worked on this document. We were very pleased with it. Chairman POWELL. Mr. Bell? Mr. Brn~. Thank you, Mr. Chairman. I just want to welcome you both to the committee and I have one question. I am wondering, do you approve of this kind of book, "Around the City"? Mr. ROBINSON. We have most of them. That is the Bank Street series, which we felt was a step in the right direction. We did not place on our list the Detroit series because it seems to have gone to the other extreme. They are another group doing the same thing- painting white faces black. A drawing of a Negro, without even shading it, is recognizable as a Negro. That is the thing we were looking at in evaluating textbooks. We were also looking at the hind of attitude building in stories. We found the Bank Street series was the best of all we reviewed. Chairman POWELL. What is the name of the series again? Mr. ROBINSON. Bank Street Readers. Mr. BELL. In some cases I am wondering whether or not it is a sheer lack of understanding and thinking on the part of many of our educational organizations and publishers. I am wondering if this committee or whomever you would suggest for getting more informa- tion, including views of elementary and secondary schools abroad could be helpful? Mr. RoBn~soN. In discussing it with the educators during the last few years, we find that there is not a lack of knowledge. There is a lack of commitment to changing the philosophy. I was listening this morning to the intricacies and involvements in changing things in this country. It had to do with whether we are willing to attack the premise of racism which this whole country seems to be flounder- ing around and dying off. The commitment has to be changed. It has nothing to do with the expertise and doing the jobs. It is changing the attitudes of the edu- cators. I can't say all, as a general thing, are suffering from this malady. Some have ~escaped. as witnessed by Bank Street Readers. The group that seems to see the light is less vocal in the dialog ta.king place. The others who cherish the old business are the most vocal and seem to be the most influential on all levels. Mr. BELL. I certainly agree with what you said a few minutes ago that this matter has to `be met on a broader basis, including title VI and so on. One thing that disturbs me, and I hope you won't interpret this as anything except a feeling that I am concerned about is what might come afterward when you have the Federal Government moving into changing the schoolbooks at the local levels. That is all right for the problem you and I are concerned about, but how much further canyougo? This gets to a control of the Federal Government over textbooks, materials, and so on, to a point someday where we might all regret it- PAGENO="0087" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 79 where the Federal Government would step in and say what books, what curriculum will be taught, and so on. This is one thing, I think, we have to watch. I want to say, strictly on that basis, I am concerned. I am also fully concerned with the problem we are talking about. I am concerned a little about how far you go. Mr. ROBINSON. We also are concerned with individual liberties. They have been our sole concern for as many years as I have been alive. I don't think our approach to the problem has to do with Federal controls or restrictions in so much as it has to `do with Federal enforcement of laws that `are already a part of our body politic. That is the only thing we are concerned with. I would be the last to bring about or discuss censorship, but at the same time we do censor certain things in our schools. There is not really academic freedom as we would like to believe. We have to start thinking about where we are going. What values are we as a nation inculcating in the youth? I think the Federal Government in placing tax dollars in the arena of education has a responsibility to set the moral tone, goals, norms, and standards. Mr. BELL. I ju'st `wanted to point out that the area of textbooks and curriculum is a particularly sensitive area. They disturb some people.' I fully concur and agree with where we should go in this direction, but I am concerned about what other factors we get into when we reach this stage. Actually the Elementary and Secondary Education Act itself specifically tries to limit the Federal Govern- ment in this particular area of textbooks. It is primarily left up to the local schools, State offices, and State boards. Mr. `ROBINSON. But guidelines could be established by the funding organizations as to what specifications- Mr. BELL. I was getting at the question of on what basis do you `think this could be done? How can we show that the intent of Congress is to move in this direction, but yet not have the Federal Government moving in and ordering what books schools should buy? Mr. ROBINSON. Certainly guidelines are as far as the Federal Gov- ernment should go. Establishing the rules should be as far as they should be. Guidelines are established but they are not enforced. 1 am not in favor of stepping in and saying, "This is what you will use," but the overall intent of changing the climate of the country toward something we have not had, democracy, should be the approach of the bills on education. Mr. BELL. I think we are in an agreement. Chairman POWELL. The gentleman from California, Mr. Hawkins. Mr. HAWKINS. Mr. Robinson and Mr. Washington, I would also like to commend you on the contribution you have made to this hear- ing. In reading your statement I get the impression you are `some- what critical of the textbooks currently being used in the New York City system? Mr. ROBINSON. By and large. ` Mr. HAWKINS. I was rather surprised at such criticism coming so fast on what I thought last night was new knowledge after reading the statement of the Board of Education of the City of New York which was issued October 1962, and which was updated for this hear- PAGENO="0088" 80 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES ing July 29, 1966, in which they had indicated what appeared to me to be a `very exelient policy statement with regard to treatment of minorities in textbooks. In view of the fact that the testimony you have given is somewhat in conflict with the policy statement, at least as it is being administered in the city of New York, I am wondering whether or not any efforts have been made to use this policy statement as a means whereby some of the textbooks you have referred to could be at least eliminated from that particular school system. Have you had any particular experi- ence at all, in view of this excellent policy statement, of challenging the use of those textbooks that you have referred to as upholding a racist philosophy? Mr. RoBINsoN. In every area we have characterized as educational genocide, we find the board has excellent policy statements all the way down the line. In actual practice, I doubt if you could find any implementation of any of these policy statements for the past 20 years. Mr. HAWKINS. What you are saying is that some of these statements have not been implemented and that all of your efforts to obtain the elimination of unsatisfactory textbooks have failed? Mr. ROBINSON. Insofar as practice within the classroom, yes. Mr. HAWKINS. Now, with respect to another subject. I think you were present. Congressman Bell also referred to it-Federal control in censorship. We keep hearing the excuse being given by individuals who refuse to enforce existing Federal laws that they wish to avoid censorship or exercising Federal control. I would like to have your views on that subject inasmuch as it seems to be a rationalization on the part of individuals who refuse to enforce Federal mandates and commitments to fundamental principles, always with the great con- cern that we cannot censor nor can we exercise any type of Federal control over certain areas of education. I would like to get your reaction to some of those statements that were made. Mr. ROBINSON. I don't know if this is a good analogy or not but when we give contracts of large sums of money in competition for supersonic bombers we specify the goals and the needs. Within that stated context, people begin to work and come up with something ap- proaching the ideal for which we have asked. I think in the field of texts, in the field of public policy, in the field of philosophy that we intend to live by and under our Constitution, we can also establish goals and specifications. Within that framework boards of education, educators, and textbook publishers can respond. I think it would be clear to them what is expected. The intent of Congress would be spelled out then within certain specifications. It is not a restriction but it is stating what the goals are to which you are to measure up. Mr. HAWKINS. Are you really saying people always find ways to do what they really want to do and not to what they don't want to do? Mr. RoBINsoN. That has been my experience, specifically if the out- lines are nebulous. They say we didn't know that was the intent. But not if it is spelled out that this is the goal and these are the criteria for which money will be available. Chairman Pow~. Will the gentleman yield? PAGENO="0089" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 81 Mr. HAWKINS. Yes, Mr. Chairman. I would like to point out that there is censorship, censorship of textbooks which include minority peoples. Chairman POWELL. The gentleman from California, Mr. Bell. Mr. BELL. I hope my good friend was not referring to my question being involved in any way as an excuse for getting around a problem that we know has to be solved. Mr. HAWKINS. No; I did not mean that as criticism. I think you and I agree on this question of censorship. I just happen to be a little sick and tired of that being used as an excuse. Mr. BELL. I just wanted to make it clear that it was not in my mind to use it as an excuse. I think it should be done but there is a point that we have to watch, and that is how far we want to go. Mr. HAWKINS. If censorship is to be used, it seems to be imposed by a minority group against the status quo rather than the other way around. If it were equally applied, I would agree; but when it is unequally applied, this is the thing that makes it morally wrong and destructive. Mr. BELL. I think the gentleman knows my record in this area. Mr. HAWKINS. I do. Chairman POWELL. The gentlelady from Hawaii. Mrs. MINK. I would like to commend the two gentlemen for their contribution and this is an area where I have a great deal of interest. I think it is one of the most serious problems facing education today. We talk about our problems and racial tensions, and so forth, and yet so little is done to present to the schoolchild the concept of the America we feel it is, where there is an opportunity for people of all races, a land of opportunity,and so forth. We can't really find this philosophy in so many of our textbooks today. I am also equally troubled by the manner in which you responded that you really cannot expect the Federal Government in its power and authority to reach a point where it shall mandate the kind of textbooks to be used. This area gives me a great deal of concern. You talked of guidelines, I am also troubled by that aspect too. While you stated the policies established by the New York Board of Education are commendable, that they reflect truly the philosophy of this country, the problem in New York is the philosophy has not been implemented in the classroom. This is a problem in New York that the stated philosophy is good but it has not been implemented. To what extent can the philosophy established by Congress be estab- lished in the guidelines at the local level of the school systems? Mr. ROBINSON. I am sorry if I gave the impression the New York policy statements are the kind we would like. They are not. They are the same kind of policy that pervades the country. I am saying for publication and public relations that the policy statements give the impression that they are moving toward democracy. But the practices of the board of education are the same as 1866. Mrs. MINK. In the area of the concerns of Congress you have ad- vocated the establishment of strong guidelines reflecting the necessity of this kind of moral education for our youngsters in America. Once these guidelines are established, how will we implement them? Mr. ROBINSON. I think we started to move into trying to establish some kind of guidelines in the establishment of a National Teachers PAGENO="0090" `82 BOOKS FOR SCHOOLS AND TREATMENT OF M~ORITIES Corps. I think at the same time while we' are trying to do something about the problem throughout the country, I think the Federal Gov- ernment is guilty of doing the same thing we are talking about when we characterize youngsters as culturally deprived so that they are set aside as something less than. We are trying to organize programs to lift them out of this if pos-. sible~ What the Government itself is doing is a part of the same thing. It becomes a vicious circle; The approach toward the Federal level establishing standards seemed to begin when we were aroused by the first sputnik as to "why Johnny can't read." We do move about and, therefore, there should be a standard throughout these United States that all school boards should measure up to. There should be some kind of standard curriculum leading toward the goals we aspire as a nation that all schools lead up to. `The frills could be left to the local boards to .do as they please, but for the salvation of the Nation, there should be standards. Chairman POWELL. Will the gentlelady yield? Mrs. MINK. Yes. Chairman POWELL. For years we tried to get the House to consider the National Defense Education Act and no consideration in this com- `mittee, of which I was a member and have been for 22 years, was `given at all. When sputnik went up, it `was passed overnight. It has been an excellent act, it has been added to and amplified many times since. Mrs. Mixu. No further questions. Chairman POWELL. Dr. Matthew? Dr. MATTHEW. Mr. Robinson and Mr. Washington, I would just like to ask a question that strikes me as sort of necessary due to the fact that we have in New York City such a desperate situation as you described, educational genocide, beautiful policies, poor implementa- tion, and the necessity for you to set up a Freedom School outside the system so youngsters can get some notion as to who they are. Is there anything else that you are attempting to do in the New ~York area to set the public schools straight or to do something to pro- vide public education that is what it should be? Mr. RoBINsoN. Yes; we have learned that' everyone believes in motherhood as everyone believes in integration of the schools. It was the responsibility of the Supreme Court to make policy state- ments. The new policy would lead one to believe in a reorganized structure and that we are moving toward that when, in fact, we are not. Our dilemma at the present time~ is either we are becoming a democratic mtegrated society where the black man is m the main stream, or Federal control of schools. We put this to the board last week. . They said it was illegal. We recognize what is happening now is illegal, the laws state it is so. There is no commitment to the legality facing them. Yet, we see the people suffering from this genocide and we see no reason why they should not step in and take charge of their own destiny and estate. Therefore, we seek a community board who would have complete charge, even, physical responsibility for educating the youngsters in Harlem. Chairman POWELL. What about the planning board? I think in District 10 in Harlem is there not one? PAGENO="0091" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES :83 Mr. ROBINSON. That is basically housing. They ha~ve not given us much support or dialog in the schools Chairman POWELL. According to the laws of New York they can. Mr. ROBINSON. We will look into that when we get back. Chairman POWELL. I think you will find witnesses and others who have buttons with the words I coined, "Black Power." Would you tell the conunittee what "black power" means in the field of education? Mr. ROBINSON. I think we have described that. `` Chairman POWELL. Thank youso much. We wjll now hear from Mr. Triplett, director of the division of textbooks, Kentucky Board of Educaition, as our last witness this afternoon. STATEMENT OP ISHMAEL TRIPLETT, DIREciTOR~ DIVISION OP TEXTBOOKS A1~D INSTRUCTIONAL IV[ATERIALS, KENTUCKY DEPARTMENT OP EDUCATION Chairman POWELL. We are happy to see you. Please identify yourself for the record. Mr. TRIPLETP. My name is Ishmael Triplett, director of textbooks and instructional materials. , Mr. Chairman and `members of the subcommittee, I aim glad to come before you and to try t'o answer the best I can any questions you may ask. I might say in the beginning that this report I have is brief and is more or,less a composite report of the opinion of different provisions of `the' Department. My chief work has been on the administrative side and to try to get materials that are selected and approved to the schools. My State board of educa'tion has one Negro member On it. Our State textbook commission that selects and approves books for adop- tion has one Negro on `that group. Then we have `a gentleman in the department of education, coordinator in civil rights education, who has been doing that type of work for several years with the minority groups. We have two committees now working on material that is selected and approved, more or less what they call integrated materials for the public schools of the St'ate. Consequently, I say this report is more or less the situation. The department added to it. It endeavors and hopes, with the use of the materials on hand and procurement of ma- terials in the future, to implement the program as set forth. Now I attempted here on page 1, an adaption to the statements in the letter I received and tried to treat each question in `a very `brief way. This report purports `to deal in a limited way with the text and library books used by the Kentucky public schools in relation to the minority groups. The following aspects o~ the textbook and library program are treated r,ather briefly: (a) The treatment of the minority groups as to book use; (b) The creation of favorable attitudes toward minority `groups; (c) The selection, djstri'bution, and assignment of the text and library books for school use; (d) The utilization of the provisions of the Federal educational legislation in supplying textbooks and library resources for school use; PAGENO="0092" 84 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES (e) The continued need for this type of Federal support for the text and library books; and (f) The proportion of the total budget for texts and school library use in the form of Federal `assistance. Before entering into the discussion of the above facets of the report, it may be advisable to state that book discrimination, as a whole, is prohibited in the Kentucky schools by statutory laws and regulations of the State board of education. Treatment and adverse attitudes textbook use by pupils: This is not put in there as a~ factual statement. The position of Kentucky's school system relative to the school use of books by the minority groups is very commendable. As to the use of books, all the schoolchildren are accorded equitable treatment by the Kentucky school system. Textbook efforts by educational authorities: State and local educa- tional authorities endeavor to provide for all schoolchildren textbooks with favorable attitudes toward minority groups. Multiethnic edi- tions of textbooks are listed by the State textbook commission for adoption by the local school districts. Frequently classroom teachers use library books and other materials with the texts, if necessary, to rectify adverse attitudes toward the minority groups. This statement was based on reports of the supervisors of the State.. Library books: Special bibliographies are prepared by librarians ap- pointed by the State supervisors of `school libraries relative to the treat- ment of minority groups in books for schools. It is believed that. the provision of books by and about members, of the minority groups help to change any adverse attitudes which may exist. Book select~om, distribution., and assignment, free textbooks: Text- books for the pupils in the elementary grades, 1 through 8, are fur- nished by the State. Textbooks for the high school grades, 9 through 12, are purchased by the pupils. Also, books with large type are pro- vided to the children with impaired vision in the elementary grades. A statement was made this morning by the Commissioner that was very interesting. It was about how many States provide free text- books. I think a good number of them, as I understand it, provide them or make provision for textbooks. However, Kentucky does not provide books for Mg~h school children. Textbook adoptions: For textbook adoption the subjects in the State course of study are arranged in four adoption groups. Adoptions are for a 4-year period. Adoptions for the subjects in one group are made each year. From the publishers' bids, the State textbook commission may approve and list as many as 10 books for each subject per grade. *From this approved multiple list of textbooks, the local school dis- tricts may adopt as many as three books for each subject per grade for use in their schools. Textbook requisitions and purchases: From their adopted lists school districts file with the State department of education their textbook requisitions. Orders are prepared and placed with the publishers. The publishers in turn ship the books directly to the school districts. Libra;ry books: All library books for the schools are selected from professional lists prepared by authorities and specialists in their fields who review and evaluate these materials and make recommendations for purchase. Library books are purchased at the local level froni these sources for the school libraries. PAGENO="0093" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 85 Federal legislation: You may like to make a note that this refers to title II. The provisions of this Federal legislation are used to provide textbooks, library books, and other instructional materials. The allo- cation to Kentucky, for example, was used approximately as follows: ~50 percent for library books, 35 percent for audiovisual materials, and 15 percent for textbooks. That has been discussed in some ither reports. Continued school needs: Kentucky schools need and shall continue to need for many years, in my judgment, Federal aid in similar form to that provided by titles I and II, the National Defense Education Act and other Federal support that is now available to the Schools. Many Kentucky school districts do not have sufficient wealth to pro- vide the essential instructional materials for the teaching and learning process. Now, the last statement I have in regard to the budget is the best estimation I could ascertain from directors of some of these agencies. Icentucky has around 660,000 pupils in daily membership. Chairman POWELL. Does that reflect the elementary as well as sec- ondary schools? Mr. TRIPLETT. Yes. Chairman POWELL. It reflects the total number? Mr. TRIPLETT. I will clarify that. Of this number about 500,000 are in the elementary grades and 160,000 are in grades 9, 10, 11, and 12. For school accreditation the State board of education requires the local school districts tO appro- priate $1.25 per elementary pupil and $1.50 per high school pupil. The following is the school budget for the purchase of textbooks, library books, and other instructional materials in a summary form: (1) State appropriation for elementary textbooks $2 400 000 (2) Local expenditure for library books 865,000 (3) Local expenditure for audio-visual aids 750,000 (4) NDEA local contribution for books 1,375, 000 Subtotal 5,390 000 (5) NDEA. Federal aid for books 1,375,000 (6) Federal title I 1, 500, 000 <7) Federal title II 750, 000 Subtotal 3,625,000 Total 9,015,000 Items (2), (3), (4), and (7) are estimations. In addition to the budget as listed above other expenditures are made by a good many of the local school districts. Of the $9,015,000, the State expenditure is around 60 percent and the Federal aid is about 40 percent. Mr. Chairman, that finishes the report that I have. Mr. DANIELS (presiding). With reference to the budget on page 4, for what year is that budget applicable? Mr. TRIPLETT. I beg your pardon? Mr. DANIELS. To what year does that budget apply? Mr. TRIPLETT. 1965-66 school year. I think this year a local appropriation for elementary children has been increased to a dollar and a half and for high school children $1.75. Mr. DANIELS. For the next school year that will be proportionately higher? PAGENO="0094" 86 BOOKS FOR~ SCHOOLS AND TREATMENT OF MINORITIES: Mr. .Tuiprn~'r. Yes. Mr. DA~1ELS. What has it been in the past,. say, .1960. to 1965? Mr. Tiw~iacrr~ In respect to this? .. . Mr~ DANIELS. Prior years? Mr. TRIPLETr. Well, the $1.25 and $1.50, as I recall, has been. pretty well in effect since along about 1958. I think that is correct. We estab- lished what we call a minimum foundation program and this pretty well followed that program. Mr. DANIELS. As I understand your testimony, the State school board makes recommendations to local boards of education as to what books it recommends to the school authorities for use in the public schools? Mr. TmriErr. Well, the State Textbook~ Commission selects from the bids received from publishers lists and approves as many as 10 books for each subject in a grade, providing that many are bid and are considered suitable. Then it is up to the local districts to make their selection from the State multiple lists. They can. select as many as three different texts for each subject in any grade. Mr. BELL. Mr. Chairman, I didn't quite understand that answer. You speak of multiple lists. Who are those people making the multiple lists? . i Mr. TRIPLETr. `it is a commission that is appointed by the State board Of education upon the recommendation of the superintendent of public instruction. The commission is divided roughly this way: five members are elementary teachers, two members are either superinten- dents or supervisory, and one member represents higher institutions of learning wherethey have a teacher-training program. Then the superintendent of public instruction by law is a, member by virtue of his office They are appointed for a term of 4 years. Two terms expire each year and two are appointed or reappointed, most times reappointed. * Mr. BELL. Are they typical of the general view of the Congress that these bóóks should describe American life in a fair manner? Mr. Tmrr~rr. I believe they are. We had a meeting this past Sat-~ urday and that problem was discussed. So far as I Imow they are. I think they are `trying to find materials that would meet those con- ditions. Mr. `BELL. They understand that is the intent of the Elementary and Secondary Education Act? Mr. TRIPLET2. That is my impression. * Mr. DANIELS. You believe these textbooks meaningfully describe minority racial views and gives a broad comprehensive view of Amen- can life? Mr. TRIELETT. I presume that the Commissioner of Education an- swered that probably better than I could, Mr. Chairman. 1 have not made too much study of this, but my impression of the publishing peo- ple is, that it is the trend to make the books so they give the minority groups more recognition. At least, we think we are doing that. Mr. DANIELS. Could you furnish this committee with the names of some of the textbooks utilized in your schools, the elementary as well as the secondary grades? Mr. TRIPLETI'. I can do this when I go back to the office. We have social studies up for adoption which includes the histories for elemen- PAGENO="0095" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES. 87 tary and the high schools, government, geology, and other books fol- lowing in that category. We are tabulating those. As soon as I get, that list made, I would be happyto mail a copy to you. Mr DANIELS In addition to those subjects, the committee is also interested m the other textbooks Mr. TRIPLETT. I can send you a list .of the others right now, all 12 grades. Mr. DANIELS. That is very important. The young child, a child of 5, 6, or 7, is in the formative years and we want to make sure we give him the right impression Mr TRIPLETT I will be glad to fuinish copies of these I can fur nish the social studies for the past 4 years. V~Te have copies of those on hand We are just now making the new list and I can furnish what we have done. Mr. DANIELS. Would you say what percent of the schools in Ken-* tucky are integrated? Mr TRIPLLTT I don't know any of our public schools th'it `ire not, offhand * Mr. DANIELS. In other words, you state to this committee that the schools in Kentucky are fully integrated? Mr. TRIPLETT. Fully? Mr. DANIELS. Yes.' ` , Mr~ TRIPLETT. That is a relative term. I say if `there is a school that any group can't attend, Idon't know about it. Mr. DANIELS. I was `part of the committee that originally con- ducted hearmgs on integration of the southern schools If I recall correctly Kentucky was one of the States where they had ~separate schools for white and black. It was only by virtue of recent action by the courts that the process had changed, if it has changed at all. Are you sure some progress has been made in that area? Mr. TRIPLETr. That was true in the past but in the last 2 or 3 years I think all have conformed to the Supreme Court decision. Mr. PERKINS. Will my colleague yield for just a moment? Mr. DANIELS. Yes. Mr. PERKINS. Let *me congratulate my good friend, Mr. Triplett, from Kentucky. I did not know you were scheduled to testify until the chairman called me a `few moments ago after you were on the stand `and' informed me you were down here. Mr. Triplett was reared in the same county, a few miles from where I was born and reared. Not only were we good ,friends as children but' our parents before us were good friends going back for 75 or 85 years. Mr. Triplett has been working with the State `department of educa- tion for many years I don't know in what c'ipacity except I do know that he has been with the department for many years and enjoys' a wonderful reputation throughout east Kentucky. In connection with the integration of the schools, I personally know something about that problem not only in eastern Kentucky but throughout the whole State. I make the statement because as a southerner I have always supported the civil rights legislation. I feel' we have to do the right thing and, by and large, in Kentucky now the schools are integrated. ` In fact, there may be a school in one community or an isolated com- munity that is not integrated, but all the schools I know of in east PAGENO="0096" 88 BOOXS FOR SCHOOLS AND TREATMENT OF MINORITIES Kentucky are integrated at the present time. This has come about in recent years. Commencing with the Governor back in 1948, great progress has been made toward integrating the schools. Right down since it has been a gradual thing since 1948. If there are any schools down there not integrated, I certainly hope that Kentucky will comply with the law of the land at the earliest possible moment. I am very confident, knowing Mr. Triplett as I know him, that he feels the same way about the problem. I do want to state though, that if you go down there and look at the schools that are integrated, it will surprise you how well the schools have been integrated in Ken- tucky and how well integration has worked out in Kentucky. Mr. DANIELS. My good friend and colleague from Kentucky knows of my record and of the respect I have for him. I accept your state- ment that there has been substantial compliance. I was merely bring- ing out the statement that the chairman of our committee made re- garding how the foundation for the subject of integration was laid under the auspices of the House Education and Labor Committee. I am happy to learn from you, and your statement is sufficient for me, that there has been substantial compliance and if there is non- compliance, it is just an isolated case here or there. However, we would like to see all of the schools 100 percent in full compliance. Mr. Tiupr~rr. Mr. Chairman, as Congressman Perkins said, there may be some isolated cases in some school districts due to geography, and so on. There may be a few exceptions so far as individual schools are concerned, but so far as the policy in the 2~00 school districts we have, so far as I know, they have all endorsed integration. Do you know any exception? Mr. Prn~INs. No, not in recent years. We had school superintend- ents years ago who didn't believe in it. Mr. TRIEI~rn~r. I shall be glad to check on that, Mr. Chairman, and write you if we have some. That is, to the best of my knowledge. (Mr. Triplett's supplementary statement follows:) SUPPLEMENTARY STATEMENT OF ISnMAEL TRIPLETT When I appeared before the Committee on Educaltion and Labor, House of Representatives, August 23, a question was proposed concerning the progress of integration made in education in Kentucky. I asked to defer answer to this question so that I might be able to check a reliable source of information. I give you this report in supplement to my statement. The dual system of public education in Kentucky has been almost terminated La the 12 years since the Supreme Court decisiOn. I confirm this statement by quoting some statistics for the school year 1965-66, the last information of which we have record. All of the 200 local districts in this State are integrated. Thirty- four of the 200 districts had no biracial or multiracial population during the school year. However, these districts have adopted board of education orders providIng for complete integration if there should occur in the future a biracial nature of the population. During the school year, there were 56,269 pupils of Negro extraction enrolled in the public elementtry and secondary schools of the State, grades 1-12. In this number of pupils, 51,694 or nearly 90 percent of the total were enrolled in integrated classes of the elementary and secondary schools. There were about 1,400 teachers of the Negro race serving in all types of schools and positions during the year. Of this 1.162 were serving on integrated staffs alom with white teachers. The number serving on integrated staffs represents 83 percent of the total. There were 31 remaining schools wherein both the pupil personnel and the teaching personnel were all-Negro. These were the carry-over of the separate PAGENO="0097" BOO~S FOR SCHOOLS AN~ TREATMENT OF MINORITIES 89 schools and the only ones remaining of 348 such schools that existed in the State atone time. These schools were located in 19 school districts. HOwever, of the total number of 25439 Negro pupils enrolled in these 19 districts there were only 5,575 pupils in these 31 all-Negro schools. There were 20,864 pupils in integrated classes in these districts. Again I call your attention to the fact that these statistics were for the last school year ending June 30, 1966. The present school year, now getting under- way, will show almost complete integration in all of the districts. The U.S. Office of Education has provided vigorous leadership during the year to the State De- partment of Education and the local school districts wherein the dual system of public education had not been completely terminated. The leadership given by the officials in the. U.S. Office of Education has been very effective and productive. Mr. DANIELS. Does the gentleman from California have any questions? Mr. BELL. One statement, Mr. Chairman. I would like to thank Mr. Triplett for his statement. 1 hope you will do all in your power to encourage this bringing out of the better part of America in the text- books, by telling the true story about all of Our country's citizens. I hope you encourage all the people on this commission to move in this direction as rapidly as possible. Mr. TRIPLETT. So far as I know, Congressman, the whole State de- partment of education feels that way. They are lending all the help they can toward that goal. It is not as satisfactory as we would like to have it but we are trying to implement this as best we can. Mr. BELL. I think it is much better to have the States do it, if they will do it, than have the Federal Government step in. Mr. TRIPLETT. A lot of us feel that way. Mr DANIELS We have the gentleman from California, Mr flaw kins. Do you desire to ask any questions? Mr. HAWKINS. In your prepared statement, there was only one statement that confused me a little bit. On page 1 at the `bottom of the page, you made the statement The position of Kentucky's school system relative to the school use of books by the minority groups is commendable. I was not so sure you were referring to the use of the books, the con tents of the books, or the authorship. Would you clarify that? Mr. TRIPLETT. I was referring to the use of the books and the per- sonnel in charge. Mr. JL&wKms. Personnel and the use of the books? Mr. TRIPLETr. Yes. And the personnel added from the minority group, not the content of t.he text. Mr. HAWKINS. I just thought that should be clarified, thank you. Mr. DANIELS. One further question. You indicate on the last page of your statement that 15 percent of the budget was appropriated for the purpose of buying textbooks. Is there any intent on the part of the State to increase that appropriation in the future? Mr. TRIPLETI. You mean for texts? Mr. DANIELS. Yes. Mr. TRIPLETT. As I understand it. But before I answer, I might say the guidelines along that line probably came from the U.S. Office of Education. The coordinator of title II there, as I understand it, is following them. Now, personally, I would answer your question this way: I would like to see it increased. Mr. DANIELS. So would I. I know on page 3 of your statement you said 50 percent was allocated for library books, 35 percent for audio- T1-368---66--_7 PAGENO="0098" 90 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES visual materials and only 15 percent for textbooks. I think there is much good that could be accomplished in the educational area for our young children if the amount of money contributed or appropriated for textbooks were to be increased. Mr. Tiin~nrr. In my judgment in Kentucky on the high school level we have children, maybe two, three, or four of them from one family in high school and it is a pretty big problem to buy books. Mr. DANIni~s. They buy them themselves? Mr. TR1PLETT. Yes, sir. Mr. DANIELS. Onlythe elementary level has books furnished? Mr. TRIPLETT. The State furnishes texts for grades 1 through 8. Mr D.ANIELS. Thank you very much. It is a pleasure to have you here. (The following list was submitted by Mr. Triplett:) THE STATE MULTIPLE LIST OF TEXTBOOKS FOR THE PUBLIC ELEMENTARY AND HIGH ScHooLs OF KENTUCKY, THE 1963-1967 PERIOD FOR ADOPTION Gaom' I GRADES 1 THROUGH 12 From this Multiple List of Textbooks approved by the State Textbook Commis- sion, County and Independent School Districts and the Model and Practice Schools are to make their textbook adoptions for the subjects by grades as listed in Adoption Group One. Adoptions shall be made in accordance with the regu- lations listed below: 1. County and Independent School Districts: "The board of education of each county and independent school district shall, upon the recommendation of its superintendent and not later than April 1 of any adoption year, select from the State Multiple List one book for each subject and grade to be used as a basal text in its school system for a period of four years."-KRS156.440 2. Model and Practice Schools: Model and Practice Schools of the State Col- leges and the University of Kentucky were authorized by an act of the 1960 General Assembly of the Commonwealth of Kentucky to niake textbook adoptions. The Board of Regents of the State Colleges and the Board of Trustees of. the University, upon the recommendations of their Presidents, may make textbook adoptions from the State Multiple List of Textbooks for a period of four years. 3. Adoption and Filn.g Dates: All textbook adoptions for the subjects in Adoption Group One shall be made not later than April 1, 1963. A certified copy of the adoptions shall be filed with the Superintendent of Public Instruction not later than April 15, 1963. PAGENO="0099" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES ~OO~oO U~,-4~ C~C~C~ CO~C~ C~-4~I~ ~ c~c~t'-t--~ ~e~cQe~c~ c~coc~c~ c~c~e~c~ c~c~ ~ ~ ~ ~ c~c~c~ ~ ~ 91 PAGENO="0100" ELEMENTARY GRADES 1 THROUGIl 8-Continued HISTORY (4-6, 8) S Lowest Lowest Grade Subject, publisher, and title Author Copyright date List price wholesale price price exchange price, 3 years 11 8 8 4 8 8 ii 4 5 6 8 8 6 Rickard & Ray Discovering American History Story of Our Country West & West American Book C'o. A History of the United States AldenMage1~s Ginn & Co. Trail Blazers of American History The Story of Our Heritage Mason~Cartwright Winther-Cartwright Harcourt, Brace & World, Inc. Casner-Gabriel Story of the American Nation IIarr Wagner Publishing Co. America's Story D. C. Heath & Co. Devereaux History on the march series: Pioneer Children of America Makers of the Americas, 2d edition Builders of the Old World, 2d edition - America, Land of Freedom Emerson, ot al Lansing, et al 1-Iartman, et al do Hought on Mifflin Company al This Is America's Story Wilder, Iroquois Publishing Company SouthworthSOUthWorth Long -Ago in the Old World..-_- 1961 1960 1962 1961 1962 1962 1961 1959 1959 1959 1961 1961 1959 $4.24 5.56 5.60 3.24 5.24 5.32 4.40 3.28 3.88 3.88 5.48 5.60 3.96 w ______ 0 0 (`7 l~1 $3.00 4.05 4.09 Cl) 2.37 3.83 3.83 3.20 2.39 2.83 2.83 4.00 0 4.09 Cl) 2.89 $3. 18 4.17 4.20 2.43 3.93 3.90 3.30 2.40 2.91 2.91 4.11 4.20 2.97 $3.82 5.00 5.04 2.92 4.72 4.79 3.96 2.95 3.49 3.49 4.93 5.04 3.56 PAGENO="0101" 4 5 6 8 5 6 8 4 5 6 8 1 2 3 4 5 6 Eibling, et al do do do McGuire do McGuire-Portwood 1961 1961 1961 1962 1962 1962 1962 1961 1961 1961 1961 2.12 2.44 2.59 3.82 ~ 0 0 2.90 ~ 2.90 w 3.86 0 2.16 06 2.63 C~::i 2.63 ~ 3.85 0 0 2.80 2.48 L~i 3.10 3.12 0 2.83 ~TJ 0 1.55 ~-l 1.66 ~ 1.90 LTi 2.19 w 2.19 2.19 .Laidlaw Bros.,!Inc. Laidlaw history series: Great Names In Our Country's Story... Our Country's Story Our Beginnings in the Old World Our United States Lyons & Carnahan America's Frontier America's Old World Frontiers Freedom's Frontier The Macmillan Co. They Made America Great, revised edition The Story of American Freedom, revised edition Background of American Freedom, revised edition Our Free Nation, 2d revised edition Clark, et al Clark-Beeby - Clerk, et al 2.88 3.32 3.52 5. 20 4.00 4.00 5.32 2.96 3.60 3.60 5.28 5.08 2.16 2.49 2.64 3.90 2.59 2.99 3.17 4.68 3.00 3.00 3.99 3.60 3.60 4.79 2.22 2.70 2.70 3.96 2.66 3.24 3.24 4.75 Prentice-Hall, Inc. 8 The Growth of America Liebman-Young 1959 3.81 4.57 Rand McNally & Co. 4 5 6 History of Early Peoples History of Young America Cordler-Robert do 1961 1961 1961 3. 40 3.60 3. 84 2. 55 2. 70 2.88 3. 06 3.24 3. 46 History of World Peoples do Silver Burdett Co. 4 5 6 Old Ways and New Ways Todd-Cooper New Ways in the New World do World Ways do 1954 1960 1960 3.40 4.24 4.28 2.55 3.18 3.21 3.06 3.82 3.85 6 The Steck Co. Your Old World Past Bettersworth, et al 1961 3. 84 2. 88 3. 46 RELATED SOCIAL STPDIES (1-6) Harper & Row, Publishers, Inc. : Once Upon a Time, primer It Happened One Day, 2d reader After the Sun Sets, 3d reader It Must Be Magic, 4th reader They Were Brave and Bold, 5th reader These Are the Tales They Tell, 6th reader Huber et al do do ~_ Huber-Salisbury Huber et al do 1962 1962 1962 1962 1962 1962 2. 12 2.28 2. 60 3. 00 3. 00 3. 00 1.59 1.71 1.95 2.25 2.25 2.25 1.91 2. 05 2.34 2. 70 2.70 2. 70 5 Iroquois Publishing Co. Our Country and Canada et al PAGENO="0102" 94 0 C) 0 z p BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES ~ ~ c~c~ ~ ~ 0 00 0 0 `-4 t~-t- -44 -0 C~ CO COO -44-44 00 00 PAGENO="0103" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 95 f~? cc~5c~d~ ,.~ O~C~ COCCCOC~ ~,-4 C0~~0~&~00 ~ cV~ ~ ~ ~cb~ ~0~V00 ~ 0000 00~ ~ 00~4~O 0~O~ ~ c~t~.00 ,-~CQ ~ ~4 ~ 00 t~. ~ 2F~i~ F~ C~C~ C~C~ C~ C~ g~ 0~&V~Vc~0~ C~C~ c~.V~liV~ V u~ ~ ,~ ~oodooo ~ .~ E~ ~-~3 ~ ~9 o ~ ~ 0?~ ~ C0~ ~L ~I oooo ~ ~ 0 ooo `~ ~ o ~ ~ ~ P~ .~ 0~ ~o o 0 - ~ 0? o~ - cO ~ ~ oo ~ 4 0? S ~ to ~ ~ ~ .~ `~ ~ ~ 0 V~ t~ ~ ~ V o~ V ~ ~ ~ ~ ~ ,~ ~ ~ ~ ~ ~ WCti ~ ~ 0)00E~~0~00 0000 0).~-~~-VV-V- ~ ~ ~ oo ~ oo'P V V0~ i ~ ~ ~ ~V)$~V~Q ~V V ~ ~ ~ ~ ~ .~ `S~°~o 3'o ~~0) ~ -olO ~ ~~+) ~ ~ ,oo ~o ~ Q 0) , ~ ~ ~ ~ *~ .~ V,~ ~ . °ZV V V~ ~ ~ 0Z0~ ~ ~O ~ ~ tV0~c0b0 ~ ~ ~ ~0 ~ b-4i-4 L)0) ~) ~ ~ ~ ~ V ~ . ~ bO ~ ~ ~ ~ bO ~ ~0 ~ ~ 0100 ~ 00)0-00 CO CO ~V 0000 ~ 0000)0- 0000) ~ 00)00)00 ~4 0400 00 00 t~- t~- PAGENO="0104" CITIZENSIHI' (0) Align & Bacon, Inc. Building Citizenship- 0mm & Co. Your Life as a Citizen, revised I-Iarper & Row, Publishers, Inc. Building Our Life Together, 7th odition Ilarr Wagner Publishing Co. Building Our Democracy 1). C. heath & Co. The American Story With 1961 Supplement Laidlaw Bros., Inc. Living in Today's World The Macmillan Co. Civics for Americans, 2d revised edition Scott, Foresman & Co. Living In Our Communities WORLD GEOGRAPhY (9-10) Align & Bacon, Inc. 0 Our World and Its Peoples 10 Global Geography Gina & Co. 9-10 World Oeography,revise~edItlon Lowest exchange price, 3 years W ___ 0 0 ff2 $4. 72 $3. 83 4.68 3.80 3.92 3.18 3.78 3.05 5.18 4.20 4.28 3.50 4.46 3.47 4. 57 3. 708 5.29 4.29 112 5.15 4.17 5.22 4.23 HIGH SCHOOL GRADES 9 THROIJGH 12 Grade Subject, publisher, and title Author Copyright date List price Lowest wholesale price Retail price 0 9 9 0 9 9 9 9 McCrocklin Tiegs-Adams Arnold et al Devereaux Gavian-Ilamin Roth et al Clark, et al Quillen-Krug Kolevzon-Heine VanCleef-Finney Bradley $5. 24 5.20 4.36 4.20 5.78 4.76 4.96 5.08 5.88 5.72 5.80 1901 1061 1960 1961 1959 1960 1961 1954 1960 1959 1960 $3. 93 3.00 3.27 3.15 4.32 3.57 3.72 3.81 4.41 4.29 4.35 PAGENO="0105" 9-10 9-10 9-10 9-10 9 10 Holt, Rinehart & Winston, Inc. World Geography Today The Macmillan Co. The Wide World: A Geography, revised edition Rand McNally & Co. Geography and World Affairs, II South-Western Publishing Co. World Geography, 6th edition ANCIENT-MEDIEVAL HISTORY (9) Silver Burdett Co. Ancient and Medieval History - MODERN HISTORY (10) .Allyn & Bacon, Inc. A Global History of Man Silver Burdett Co. Modem History WORLD HISTORY (10) Allyn & Bacon, Inc. The Making of Today's World American Book Co. A History of the World Ginn & Co. Our World History Harcourt, Brace & World, Inc. Men and Nations: A World History D. C. Heath & Co. The Record of 10 10 10 10 10 10 Israel, et al James-Davis Jones-Murphy Pounds-Cooper Magoffln.Duncalf Stavrianos, et al - Becker McCrocklin Magenis-Appel - Black Mazour-Peoples Roehm, et al 1962 1962 1962 1961 1959 1962 1958 1962 1961 1962 1961 1961 5.80 5.80 5.32 4.80 5.56 6.20 5.40 6.20 5.92 6.08 6.00 5.96 4.35 4.35 3.99 3.60 4.17 4.65 4.05 4.65 4.44 4.56 4.50 4.47 5.22 5.22. 4.79 4.32 5.00 5.58 4.86 5.58 5.33 5.47 5. 40 5.36 4.23 4.23 *W 0 3.88 0 3.46 0~ 0 4.06 4.52 3.94 4.52 0 4.33 4.44 4.32 rrs 4.35 PAGENO="0106" HIGH SCHOOL GRADES 9 THROUGH 12-Continued D.C. Heath & ~Jo. United States Ilistory with 1961 supplement~ - Oavian-Ilamm Grade Subject, publisher, and title Author Copyright date List price Lowest wholesale price Retail price Lowest exchange price, 3 years 10 10 10 10 10 11 11 11 11 Holt, Rinehart & Winston, Inc. Story of Nations Houghton Mifflin Co. The history of Our World Laidlaw Bros. Inc. World History: The Story of Man's Achievements The Macmillan Co. Past to Present: A World History - Prentice-Hall, Inc. Our World Through the Ages, 2d edition TJ.S. msToRy (11) American Book Co. United States History, LUY~U Glnn & Co. Our Country's History, new edition Harcourt, Brace, & World, Inc. Rise of the American Nation Harper & Row, Publishers, Inc. The American People: Their History - Rogers, ot al I3oak, et al Habberton, et al Zebel-Schwartz Pratt-Drummond Wirth 1952 1961 1962 1960 1961 1961 1961 1961 1961 1960 $5. 96 6.20 0.32 5.96 5.60 5. 60 5.96 5.96 5.96 5.96 $4.47 4.65 4.74 4.47 4.20 4.20 4.47 4.47 4.47 4.47 $5.36 5.58 5.69 5.36 5.04 5.04 5.36 5.36 5.36 5.36 w 0 0 $4.35 ITJ 0 4.53 4.65 4.09 4.09 4.35 4.29 4.35 4.35 Todd-Curti Ver Steeg 11 PAGENO="0107" 11 11 11 11 11 12 12 12 12 12 12 12 12 Bolt, Rinehart & Winston, Inc. Story of America Houghton Muffin Co. The Making of Modern America Laidlaw Bros., Inc. Our Nation's Story The Macmillan Co. History of a Free People, 4th revised edition Webster Publishing Co. This is Our Nation PROBLEMS OF AMERICAN LIFE (12) Align & Bacon, Inc. Today's Problems Ginn & Co. Problems of Democracy Harper & Row, Publishers, Inc. Challenges to American Youth, 6th edition B. C. Heath & Co. American Problems Today, 2d edition Laidiaw Bros. Inc. Solving Our Problems in A Democracy J.P. Lippincott Co. Youth Faces American Citizenship The Macmillan Co. Goals of Democracy: A Problem Approach McGraw-Hill Book Co., Inc. Challenge of Democracy, 4th edition Harlow-Noyes Canfield-Wilder Augspurger-McLemore Bragdon-McCutchen Boller-Tilford Pullen-Reeci - Dunwiddie-Kidger Arnold-Philippi Rienow Bossing-Martin Alilunas-Sayre McCutchen, et al Biaich-Baumgartner 1961 1962 1960 1961 1961 1962 1962 1958 1958 1956 1960 1962 1960 5.80 5.96 5.40 5.96 5.96 5.60 5.96 5.32 5.60 3.80 5.48 5.32 5.96 4.35 4.47 4.05 4.47 4.47 4.20 4.47 3.99 4.20 2.85 4.11 3-99 4.47 5.22 5.36 4.88 5.38 5.36 5.04 5.36 4.79 5.04 3.42 4.93 4.79 5.38 4.23 4.35 w 0 3.97 4.35 4.25 4.08 4.35 Lzj 3.88 4.09 0 4.35 PAGENO="0108" HIGH SCHOOL GRADES 9 THROUGH 12-Continued Grade . Subject, publisher, and title Author Copyright date List price Lowest wholesale price Retail price Lowest exchange price, 3 years $5. 56 4.48 12 12 12 12 12 12 12 12 12 $4.17 3.36 $5.00 4.03 Rand McNally & Co. Facing Life's Problems The L. W. Singer Co., Inc. Understanding Our Times AOVANCED GOVERNMENT (12) Allyn & Bacon, Inc. Magruder's American Government American Book Co. Problem Solving In Our American Democracy, 50-State edition Oinn & Co. Understanding Our Government Harper & Row, Publishers, Inc. Government for Americans, National edition D.C. Heath & Co. American Government in Today's World, 2d edition Laidlaw Bros., Inc. Government In the United States J. B. Lippincott Co. Our American Government The Macmillan Co. Government in Our Republic Hanna Walker, et a) MeCienaghan Hall-Klinger Bruntz Posey-Huegli Rienow Flick-Smith Dimond-Pflieger Brown-Peltier 1955 1961 1962 1961 1961 1959 1962 1956 1961 0 0 ci) ~rj 0 $3.28 4.14 ci) 4.09 4.09 3.80 4.15 3.65 4.00 CI) 3.88 5.68 4.20 5.11 5.60 4.20 5.04 5.60 4.20 5.04 5.20 3.90 4.68 5.68 4.26 5.11 4.96 3.72 4.46 5.48 5.32 4.11 3.99 4.93 4.79 12 1960 PAGENO="0109" 12 Prentice-Hall, Inc. Our American Government Today Scott, Foresman & Co. 12 Our Living Government ECONOMICS (11-12) Ginn & Co. Today's Economics Harcourt, Brace & World, Inc. Our American Economy: New printing Lyons & Carnahan Economic Problems of Today McGraw-Hill Book Co., Inc. Economics for Out Times, 3d edition South- Western Publishing Co. Applied Economics, 6th edition SOCIOLOGY (11-12) Allyss & Bacon, Inc. High School Sociology Ginn & Co. Social Living, 3d edition 11-12 11-12 11-12 11-12 11-12 11-12 11-12 B. C. Heath & Co. 11-12 Our Changing Social Order, 4th edition J. B. Lippincett Co. 11-12 Living in Social Groups INTERNATIONAL PROBLEMS (11-12) Holt, Rinehart & Winston, Inc. 51-12 Two Ways of Life Starratt-Lewenstein Haefner, et al Goodman-Moore Lindholm-Driscoll Llein-Colvin Smith Dodd, et al Cole-Montgomery Landis Gavian et al Quinn Eb~nstejn 1958 1960 1960 1962 1959 1959 1962 1959 1961 1953 1962 1962 5.24 5.68 4.80 4.64 4.60 5.64 4.48 4.84 4.96 4.80 5.40 3.60 3.93 4.26 3.60 3.48 3.45 4.23 3.36 3.63 3.72 3.60 4.05 2.70 4.72 5.11 4.32 4.18 4.14 5.08 4.03 4.36 4.46 4.32 4.86 3.24 3.83 4. 146 3.50 3.34 3.34 4.12 3.23 3.53 3.62 3.50 3.94 2.63 PAGENO="0110" _____ 0 0 w 0 0 HIGH SCHOOL GRADES 9 THROUGH 12-Continued Grade Subject, publisher, and title Author Copyright date List price Lowest wholesale price Retail price Lowest exchange price, 3 years SOCIAL P5Yc510LOOY (11-12) 11-12 11-12 11-12 Harcourt, Brace & World, Inc. Psychology: Its Principles and Applications, 3d edition McGraw-Hill Book Co., Inc. Psychology for Living, 2d edition Prentice-Hall, Inc. Psychology and Personality . NATIONAL AND REGIONAL HISTORY (11-12) Eagle Sorenson-Maim . Phillips-Gibson 1957 1957 1957 $5.12 5.88 4.88 $3.84 4.41 3.66 $4.61 5.29 4.39 $3.69 4.29 3.56 ~ 11-12 B. C. Heath & Co. The American Pageant, 2d edition, A History of the Republic Bailey 1981 9.06 0.80 8. 16 6.62 PAGENO="0111" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 103 Mr. DANIELS. This concludes the hearing for today. The committee will meet at 10 a.m. tomorrow morning to continue hearings on this subject. (`Whereupon, at 3 :30 p.m., the hearing recessed, to reconvene at 10 a.m., Wednesday, August 24, 1966.) PAGENO="0112" PAGENO="0113" BOOKS FOR SCHOOLS AND THE TREATMENT OF MINORITIES WEDNESDAY, AUGUST 24, 1966 HOUSE OF REPRESENTATIVES, AD Hoc SUBcOMITTEE ON DE FACTO SEGREGATION OF THE COMMITTEE ON EDUCATION AND LABOR, Washington, D U The subcommittee met, pursuant to notice, at 10:15. a.rn., in room 2175, Rayburn House Office Building, Hon. Adam, Clayton `Powell' (chairman of the committee) presiding Present: Representatives Powell, Daniels, Hawkins, `and `Reid. Also present: Dr. Eunice S. Ma'tthew, education chief and Charles W. Radcliffe, special education counsel for minority. Chairman POWELL The committee will come to order We are happy to welcome today representatives of the textbook publishers We have here Dr Austm McCaffrey, executive director of the American Textbook Pubhsheis Institute, Mr Craig T Senft, presi dent of the Silver Burdet Co , Mr Darrel Peterson, president of Scott, Foresman & Co.; and Mr. George Manuel Fenoliosa, vice presi- dent, director, and executive committee member, of Houghton Muffin Co. ` First, we will hear from Dr McCaffrey STATEMENT OP AUSTIN J. M'ccAPPREY, EXEGIJTIVE DIRECTOR,' AMERICAN TEXTBOOK PUBLISHERS INSTITUTE C'hairman POWELL. Please give your name, title, and organization to the reporter. Dr. MCCAFFRE'Y. My name is Austin J. McCaffrey. I am executive director of the American Textbook Publishers Institute, which is the trade association for publishers of educational materials. The in- stitute has a membership of 110 firms which produce more than 95 per- cent of the instructional materials used in the schools, including textbooks and workbooks for elementary, secondary, and college stud- ents; encyclopedias and other reference works; maps and globes; standardized tests and classroom periodicals. We are pleased to have the opportunity to testify before this sub- committee and report to you developments within the industry relat- ing to the socioeconomic factors affecting education and instructional materials. My presentation includes three separate areas of educa- tional publishing in which I think the subcommittee will be particu- larly interested: ` 105 PAGENO="0114" 106 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES (1) Activities of the institute with regard to broader repre~ sentation of minority groups in textbooks. (2) Expenditures for school text materials. (3) Methods of selection of school text materials. Educational publishers, through the institute, have become in- creasingly aware of the changing trends in education and the dramatic challenges which are facing the schools of today. The curriculum studies of the National Science Foundation and the U.S. Office of Education; the research projects of private educational organiza- tions; and reports of leading educational spokesmen all tended to emphasize the cross currents in American life which were giving rise to innovative thinking in all areas of education. At the same time, conferences and meetings which the publishers held with educators, authors, and editors made it clear that new devel- opments were occurring in education that would require new instruc- tional materials. Realizing that if new materials were to be forthcoming there must be continuing contact between `the educators and publishers, the in- stitute began scheduling conferences between various organizations concerned with the schools such as the Great Cities Research Coun- cil for School Improvement, the U.S. Office of Education, State departments of education, and the Urban League. At these meetings participants discussed in great detail the wide areas which could benefit from new materials of instruction. The first major conference to explore the recent developments which would necessitate a new approach to education and new materials of instruction was held in cooperation with the U.S. Office of Education on January 14-15, 1964. Planning for the conference was organized by the Adult Education Branch of the Office under the leadership of Dr. Edward IV. Brice. The theme of this meeting was developing programs and instructional materials for adult basic education and job skill training. Panel sessions during the 2 clays discussed such topics as: existing instructional material for adult basic education programs; instruc- tional programs in manpower development training; meeting the edu- cational needs of the school dropout, and selecting and improving the content of instructional materials for the undereducated. The purpose of the conference was to examine possible avenues of cooperation between the various agencies involved in adult basic education. Participants in the conference represented private agen- cies, school systems~ universities, public libraries, state departments of education, various Government departments and publishers. It was the consensus of the meeting that this exchange of views was a vital first step in a continuing process of the meetings might be seen in the "Listing of Materials" issued by the Adult Basic Education Tnstructional Materials Laboratory in January of this year. As I understand it, many more items have since been added to the collection. These exhibits in each case that I mentioned have been made avail- able in the portfolio made available to the committee. Chairman POWELL. Without objection, we will add those to the appendix of the record. (The data referred to appears in the appendix:) Dr. MCCAFFn~Y. Another conference on the same subject was held by the institute in joint sponsorship with the American Book Pub- PAGENO="0115" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 107 ushers Council in April 1964. At this meeting more specific book needs of schools and libraries were presented to the publishers and suggestions were made as to what kinds of cooperation might be effected between educators and publishers. In June 1964, the institute, in cooperation with the New York State Department of Education, sponsored a 1-day conference on the preparation and utilization of instructional materials for culturally disadvantaged students and the instructional materials generally needed for the improvement of instruction for all children. Major topics were: major State programs for the disadvantaged; education for disadvantaged adults; special projects of the New York State l3ureau of Guidance; the needs of education; textbooks and educa- tional unity; adult education and the publishing industry; the role of the textbook and the role of the publisher. In summarizing the conference, Dr. Walter Crewson, associate commissioner, New York State Department of Education, said: one can only conclude a historic step has been taken, although just a first step in eliminating that which is unintentional in degree, but, nevertheless, discriminatory in our curriculum and in our textbooks with respect to minority groups. The institute entered into discussions early in 1965 with members of the National Urban League which resulted in a Joint Conference in April 1965. The theme of the meeting was "Education in a Chang- ing Society" and the speakers discussed the school and community- today and tomorrow. There was frank discussion of the needs of the Negro child and the kinds of materials which would help him relate to the total American society. The most recent conference which the institute organized was held in Los Angeles in November of 1965 in joint sponsorship with the Great Cities Research Council. The research council, as you may know, was organized in 1956 for the purpose of studying educational problems which were of special concern and interest to large cities. Its membership consists of 15 of our largest cities and the primary purpose is to conduct studies of unique problems facing the great cities today. For several years, the institute has maintained a liaison committee with the research council to discuss areas of mutual interest and the specific needs of urban schools. This liaison committee developed a set of illustrative guidelines for selection of content of instructional materials designed to meet the needs of urban youth which has been widely distributed and put great value in preparing new materials. In addition, the committee has been active in implementing a series of recommendations made by the institute and approved by the Board of the Great Cities Research Council in November 1964. These recom- mendations were: (1) the establishment of a collection of urban- oriented instructional materials at the Educational Materials Center in Washington; (2) visitation by teams of publishers to each of the great cities in order to discuss particular local needs; (3) establish- ment of a clearinghouse for research information at the Institute; (4) joint sponsorship of a conference. As you may know, the Educational Materials Center in the U.S. Office of Education has in fact organized a collection of materials which are specifically geared for urban schools. Mrs. Lois Watt, PAGENO="0116" 108 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES Chief of the Center, has prepared an impressive bibliography of the materials which are suitable for the special needs of the cities. Selected teams of publishers have met with city officials in several of the large cities, and plan to continue this program in the near future. From all reports these local meetings have been of value to all concerned. The institute provides the superintendents of the 15 large cities with copies of all materials which would be of interest and relevant to the city school systems. The fourth recommendation was the joint conference, which was held last November. During this 2-day meeting, school superintend-. ents, school personnel, university officials, and publishers considered new directions for the learner, the teacher, and the instructional ma- terials. Discussions centered on the characteristics of the learner, teacher education, the publishing process, and the satellite issues in- volved. In summarizing the conference, Dr. Everett Chaffee, associate superintendent of schools, Los Angeles city school district, said: Tremendous strides have taken place in the last year or two in the availability of materials to meet the needs of urban areas. New York City, for example, has prepared a list of more than 200 separate textbooks which depict American cities as they reafly are and dev~te prOper attention to racial and ethnic groups. The conference pointed up the benefits resulting from the continu- ing liaison which the publishers and educators had maintained through the Great Cities Research Council and the benefits accruing to the schools from publishers being kept up to date on the developing needs of the schools for instructional materials. The revolution, both in education and instructional media, was thoroughly explored and great hope was expressed for the future. A report of the conference, containing the papers presented at the meet- ing, has been published for use by both schools and publishing firms. In addition to these large-scale conferences, individual publishers and institute staff members have appeared at forums, panel discus- sions, and meetings throughout the country, to discuss the improve- ment of instructional materials particularly as they relate to the needs of the racial a.nd ethnic minority groups. You may be interested to know that the National Association for the Advancement of Colored People has recently issued an annotated bibliography of selected classroom texts entitled, "Integrated School Books." This bibliography lists 175 titles of materials published within the last 2 years. The institute plans to continue this policy of sponsoring conferences to generate an exchange of ideas between various educationally con- cerned groups and publishers. On November 10, the institute is co- sponsoring a meeting at Boston College with the New England Cath- olic Education Center to discuss "Factors for the Future." In December, we will sponsor an industry conference on "The Utili- zatión of Instructional Materials-Content, Methodology, and Tech- nology," during which participants will discuss such topics as the new techniques developed by military training units and correspondence schools to promote individual instruction. Special education, com- pensatory education, and vocational-technical-education will be considered. With regard to expenditures for text materials, the 1965 figures for sales of elementary textbooks were $214,578,000 and for high school, PAGENO="0117" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 109 $132,677,000. These statistics include textbooks, workbooks and teacher editions. The sales figures fOr 1965 are an increase of approxi- mately 10 percent over the previous year, which has been the `yearly increment in sales in recent years. A survey of prices of books since 1960 based on statistical data provided by Stanley B. Hunt & Associates, shows that the increase in the prices of elementary books during the 6 years was 20 percent `and for high school textbooks it was 9 percent. This increase compared with an increase in the National Education Association cost of educa- tion index of 36 percent and an increase in the School Management cost of education index of 30 percent. In considering this increase in the price of textbooks, we must keep in mind that books are very different today than they were 6 years ago. They have improved in quality, organization, illustrations and color. They contain additional pages, and are revised more fre- quently due to expanding knowledge and changes in the school cur- riculum. Elementary textbooks, particularly, have experienced great changes in their format and appearance. The National Defense Education Act, which was passed in 1958, did not contain `provision for purchasing textbooks with Federal funds unless they were used as supplementary materials. Thus, this legisla- tion had very little effect on increasing the sales of textbooks. The Elementary and Secondary Education Act and the Economic Oppor- tunity Act have resulted in increased sales of books. However, as of this date there is no evidence to show that the price of textbooks has been raised as a result of this legislation. You are aware, of course, of the wide difference between States in textbook expenditures. Industry statistics show that the average sale per student in 1965 was $5.97 for elementary schools and $10.19 for high schools. And yet, a recent national survey conducted by School Management magazine of 2,500 school districts reports that expenditures for elementary textbooks ranged anywhere from $1 per pupil to $12. Certainly the new Federal legislation will be helpful in overcoming this imbalance. After conferring with educators, the institute has reached the con- clusion that the per pupil expenditures for instructional materials would have to at'least double in order to properly equip a student today. The booklet, "Planning Your Purchases of Educational Mate- rials," was developed by the institute to assist the school administrator in budgeting for his textbook needs. In it we have set up suggested kits of materials for each grade level as a bas1c mmimum of pupil needs. Similar standards have been issued by the American Association of School Librarians for school library programs. They recommend a range of $4 to $6 be spent per pupil. Interest has been expressed in the extent to which books are being purchased m school districts and States throughout the country. You should be aware that 28 States are considered "open States." This means that m States such as New York, New Jersey, and Michigan, the schoolbooks are bought and paid for locally. ~The individual school districts are free to select any books they wish without guidance from the State school officials. Most of the other States are referred to as "State adoption States." In this case, a list PAGENO="0118" 110 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES of books is developed and approved at the State level by a selection committee. This list is divided into subject matter areas and the schools can adopt any book from the list. Finally, there are one or two States which have a "basal adoption," which means that one book in a subject area is authorized by State school officials for use in the schools. Another important factor in the textbook selection process is that all States prescribe a. replacement cycle for the books. For example, a school district or State would adopt history, science, and reading series in 1 year. These books would be used for a period of 3 to ~ years before another set of books in these subject areas could be adopted. Consequently, even when new kinds of materials are available from publishers; it is frequently the case that the schools must wait until the replacement cycle for that subject is completed before they can purchase other. books. This might account for the timelag between publishers producing the books and the schools introducing them into the classrooms. The institute does not have any data on the actual books which are purchased by the schools. This information would likely be avail- able at the State or local level. In summary, it is our feeling that the publishing, industry has exercised a considerable amount of enterprise in meeting with public and private groups to discuss the matter of the treatment of minority groups in textbooks. The bibliographies which I have mentioned as listing materials currently available in this area would seem to indi- cate that the publishers took positive action in producing text mate- rials which would be suitable for the urban child. In our opinion, the prices of books have not been influenced by recent legislation. And we are hopeful that the new types of instructional materials being created by educational publishers will be increasingly adopted and used in all of the schools of the Nation. Again, we are grateful to the subcommittee for the opportunity to give you the views of the educational publishing industry. Chairman POWELL. Thank you, Dr. McCaffrey. The first comment I would like to make to you and the other witnesses is that I may not be here because I have to go to the Rules Committee to extend the Elementary and Secondary Education Act, which I am sure is good news to you because it will increase the amount of money available for textbooks. Now, I would like to ask some very short questions. No. 1. How many members are on the staff of your organization from minority groups? Dr. McCAFrn~Y. The institute staff is a very small staff. It consists of 10 members. If you are referring specifically to whether any mem- bers of our staff being Negro or- Chairman PowELL. Latin American or Indian. Dr. MCCAFFREY. We do not have any on our staff. Chairman POWELL. Do you use any as consultants? Dr. MCCAFFREY. We do not use people at the institute on a. salary or paid basis, but we consult widely with leaders of the minority groups in this country on almost every matter. Chairman PowELI~. I would like to note that the Commissioner of Education, who was questioned by many members of the committee, PAGENO="0119" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 111 said he knew of no bibliography of integrated textbooks at the Office of Education, yet you have just pointed out that the NAACP has pre- pared one. Dr. MOCAFFREY. Yes, it is right here. Chairman POWELL. I just wanted to bring out that point. The Office of Education knew of no list, despite handling over $300 million in Federal funds for books. Is there a demand for integrated textbooks? Dr. MCCAFFREY. An enormous demand. Chairman Powi~i1. There is currently a hue and cry from some people that there is no demand. Next, I would like to ask whether you believe that the changing of the color of the face in the illustrations is the only step, or do you change the content also? Dr. MCCAFFREY. I think the change in the illustrations is a minor step. I think fundamentally the publishers are reorganizing subject matter and methodology in the overall method of improving textbooks. Chairman POWELL. Considering the discussion of title VI of the Civil Rights Act yesterday by the Commissioner of Education, do you think it is justifiable to put out new textbooks with Federal funds, with one for the North and one for the South, though essentially the same book? Dr. MCCAFFREY. That is the kind of question I think should be answered by publishers who publish the books. Chairman POWELL. The publishers are here and we will ask them that question. Thank you. Mr. Daniels? Mr. DANIELS. I note on page 6 of your statement where, you cite the figures expended for `elementary and secondary schoolbooks and that there is an increased cost of 20 percent in the elementary price and 9 percent for the secondary school textbooks. Why is there that dis- parity in the increase? Dr. MCCAFFREY. The elementary books have had the most dramatic changes in size, illustration, and content. These changes result in very serious investments in, for example, putting out science series or read- ing series in a sequence for grades 4, 5, and 6. No doubt there will be some books which will be shown here today which will illustrate the improved quality of the newer books. That is the reason. I think this increase has been quite modest over a 6-year period. Mr. DANIELS (presiding). Do you find there has been an increased change in the subject matter in textbooks published today? Dr. MCCAFFREY.' Yes. Mr. DANIELS. In response to a question by the chairman you said there is a great demand for these books. In addition to the demand, have the purchases increased? Dr. MOCAFFERY. I think the individual publishers will report that sales of the new type books have been very substantial all over the country. Mr. DANIELS. Have you any knowledge of the sales volume? Dr. MCCAFFREY. I do not. Our statistics for 1966 are shaping up. We might benefit from an industry factor of as high as 15 percent in PAGENO="0120" 112 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES sales of which a large amount will be the newer type books produced in the last year or two. Mr. DANIELS. You state a number of conferences have been held with educators, teachers, and other publishers and as a result thereof new books have been published. Is there any reason why there should be an additional charge for library books which are being sold to schools with special bindings? Dr. MCCAFFREY. The organization I represent is exclusively an edu- cational publisher that does not publish books of the type that you refer to. I would have no information in the institute and would not have any views on it because I do not represent publishers in the sale of library books. Mr. DANIELS. Have you any knowledge of prices charged for these books? Dr. MCCAFFREY. I have no information at all about it. Mr. DANIELS. With respect to sales, do you find any difference in the purchase of the new books that are integrated between the North and South? Dr. MCCAFFREY. I have no information on that whatever. Mr. DANIELS. I might say before we proceed, I would like to advise all the witnesses that appear here today that in the course of the ques- tioning by members of this committee that they should refrain from mentioning the names of any particular publisher because I understand there are some suits pending against publishers in violation of the Anti-Trust Act and we do not want anything produced in this hearing that might be prejudicial to the trial of those cases. Dr. MCCAFFREY. Yes, sir. Mr. DANIEI~s. Mr. Reid? Mr. REm. When the Commissioner from the Office of Education testified yesterday, he discussed the problems of content. Specifically, he said: Minority group treatment in children's books means much more than the shading of a face. It means relevance-relevance to the life today in the child of a minority group, relevance to his experience, his sensations and interests. Could you comment on what progress you think is being made in the development of textbook materials that have relevance to the life of minority groups. Dr. MCCAFFREY. Some of the things appearing in the new books are: One, a very great deal of attention is being devoted to urban life. Almost all the new books show many different ways people live in cities. Their homes are different, places where they play, and things they do are quite different. This is one thing. The second point is that there has been an attempt by every pub- lisher that I know to try to get in the books the widest range of diver- sity of people so that students who are attending school see themselves, their friends, and other types of children they play with and can get to know them. Much of the material in the new books is related to the knowledge explosion not only emphasizes the local neighborhoods, also much new knowledge of the world, including Asia, Africa, and Europe. Mr. DANIELS. Would you say the content in the textbooks would allow the child to learn much of his situation? Dr. McCAn~'1~Y. Yes. PAGENO="0121" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 113 Mr. DANIELS. You said the institute does nOt have any knowledge with regard to actual sales of books and that this information would be available on the local level. Where are the books purchased, from a jobber? Dr. MCCAFFREI-. The publishers sell all their books to schools, either to State or local areas. Mr. DANIELS. Is there a jobber in between? Dr. MCCAFFREY. No. Mr. DANIELS. Why does the institute not have the data on the pur- chasing of books? Dr. MCCAFFREY. In the first place, our statistician each year collects data which give the total amount sold, but the number of books sold is an individual matter for publishers. It is a competitive matter-how many books each publisher sells to different schools or different States. There is no occasion for the institute doing a statistical study because, for example, you could find out from the State agency in Texas. Furthermore, the purchases are going on constantly. Mr. DANIELS. Approximately how many schoolbooks are purchased in a year? - Dr. MOCAFFREY. In nmnbers of units you will be interested to know, for example, that last year, 1965, there were 61 million hard-cover books sold for elementary pupils in this country of which there are 35 million students. There was one seven-tenths books per student pur~ chased in the Nation. - At the secondary level there were 35 million secondary hard-cover books sold for 13 million students, or 2.5 books per pupiL At the college level there were 34 million hard-cover hard-bound books sold to 5,400,000, or 5.7 books per pupil. You would be interested to know that going back 10 years that ele- mentary hard-bound books provided 1.5 as against 1.7, so -there was- two-tenths of 1 percent over the hard-cover books added. At the secondary level in 1955 it was two -books and has increased a half book more during the 10- years. - The college increased a full book per student, but approximately three or four are paperbound books- per student. - - - - Mr. DANIELS. Do you have any recommended figures in the insti- tuite as to the number of books that should be provided, for example, in an up-to-date elementary curriculum? Dr. MCOAFFREY. What we have submitted here, Mr. Daniels, with our report is a publication which is called "Guidelines to the Purchas- ing of Instructional Materials." In this publication, we list what we- consider to be, after talking with educators, an adequate supply of books. - - The elementary books are less expensive than -the secondary. They are used in different quantity. May I illustrate by saying that in this recommendation, it is suggested that the necessary text material for the first grader would cost $23.50 if you were opening a new school a-nd wanted to make available a complete set of text materials. It would cost $8.62 to replace them annually. It would take ap- proximately a doubling of the present expenditures in order to provide- - up-to-date books with a reasonable cycle of turnover. Mr. DANIELS. You are talking of three to four books at an average run of 3.7? PAGENO="0122" 114 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES Dr. MCCAFFREY. That is right. Mr. DANIELS. Do you have any data on the kind of books that we are discussing today, integrated or multiethnic books, and the number of these sold? Dr. McCAn~'iIEr. No, but I think some of the publishers would hnow. So many of the books have been put out during the last 2 or 3 years. It takes some time to get them known. The purchase of books usually runs behind their publishing. Mr. DANIELS. But in light of your earlier statement there is an enormous demand, does that infer- Dr. McC~ppiu~y. I believe there are enormous sales. Mr. DANIELS. Is there ashortage of books at this time? Dr. MGCAITREY. I think the study made, for example, of the School Management magazine on the adoption of books reveals the following information on 2,500 school districts in the country: (1) One out of five of these 2,500 school districts has not adopted a new textbook in biology on general science as recently as 1962. (2) Better than 4 out of 10 American history books were published prior to the assassination of President Kennedy. (3) Three out of ten schools are using books at least 10 years old. There is a great lag in publishing books and the purchasing of books. Mr. DANIELS. Mr. Hawkins? Mr. IIIAwKINS. Are you aware of any pressure put on the institute that you are speaking for here today with respect to the inclusion or exclusion of materials in textbooks dealing with minorities? Dr. MCCAFFREY. I think 2 or 3 years ago a number of principal cities in the country passed resolutions in their boards of education that it was the policy of these cities to purchase only books that had a fair representation of minorities and, if they were not available, they did not intend to adopt the books. We had no pressures outside of resolutions passed by government bodies at the local level. As I indicated we have already met with the Urban Leagues, B'nai B'rith, and many groups to discuss this. Mr. HAWKINS. Have you met with any groups on the other side that were seeking to have~ certain books rejected because they treated mi- norities accurately or because of, let us say their favorable treatment of minorities? Dr. MCCAFFREY. I can't recall of an instance, a communication, or contact of any kind of that type during the years. Mr. HAWKINS. How do you explain the fact certain textbooks are issued, some for use, let us say, in Southern States and the same text- book for use in another State does not contain the same illustration or will omit persons of dark skin in the illustrations. Is this the choice of publishers or is it the result of pressure? How do you explain the difference? Dr. MCCAFFELY. I think the other witnesses appearing here deal di- rectly in the markets with books, and so forth, and it might be appro- priate to refer that question to them. I have no information on spe- cific books. I have heard it reported that almost all the new books are being purchased widely all over the country, including the South. Mr. HAWKINs. Are you aware of any books that differ in illustra- tions depending on what local district purchases that particular book? Dr. MCCAFFREY. I do not know of any. PAGENO="0123" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 115 Mr. HAWKINS. Has this matter ever been discussed in the institutes you have referred to? Dr. MOCAFFREY. It has never been referred to. Mr. HAWKINS. That is all. Mr. DANIELS. Thank you, Dr. McCaffrey, for your testimony, it was quite helpful. `Our next witness is `Mr. Craig "T. Senft, president of the Silver Burdett Co STATEMENT OP CRAIG T SE1cFT, PRESIDENT, SILVER BURDETT (10, A DIVISION OP GENERAL LEARNING CORP Mr~ DANIELS. We are happy to welcome you, Mr. Senft. I under- stand you come from the State of New Jersey, my home State, known as the Garden State. It is a pleasure to welcome you `here this morning Do you have a prepared statement for the members of the committee? Mr. SENFr. I have, and I believe it is before the committee. Mr. DANIELS. Thank you, you may proceed. Mr. SENY2. Mr. Chairman, members of the committee, I am Craig T. Senft, president of the Silver Burdett Co., a division of General Learning Corp. For the past 81 years, Silver Burdett Co. has been engaged in producing textbooks and other instruátional materials for the s'chools of our Nation. I personally have been employed in the educational publishing business in various capacities for 22 years. We are met here today to consider the treatment of minority groups in texts and library books-published for, selected by, and used in the Nation's schools and libraries. You have asked for a statement about our company's position with regard to the treatment of minority groups. Before I answer that question, it may be appropriate to tell you how we create educational materials and library books at Silver Burdett, for it reveals a great deal about our philosophy. The publication of ,our materials begins with our editorial staff, com- posed of authors, consultants, editors, artists, and designers. We have assembled this staff with great care. Its members are people of the highest technical competence, dedicated to the belief that education is a very responsible business. Many of them are former teachers. To the sensitive and dedicated' people of our staff, it' follows natu- rally that the treatment of minorities in this country has been, and still is, a matter of great concern. More than 3 years ago, Silver Burdett set out to reexamine the problem of the treatment of minorities in textbooks, and t'o see how its own products could be improved. Cyril Tyson, John Hope Frank- lin, and many other authorities in this field were invited to visit with us and discuss the problem. Their assistance was most helpful in establishing guidelines. ` At the same time, Silver Burdett entered into correspondence with various groups, committees, and individuals who were concerned with `bringing minority groups into the mainstream of American life. From the file of correspondence accumulated during that period, may I quote from a letter written by our managing editor? It was addressed to Mrs. Joseph H. North, of the North Suburban Commit- PAGENO="0124" 116 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES tee on Civil Rights, St. Paul, Minn. Mrs. North, acting for her com- mittee, had asked what effort was being made in Silver Burdett's text-~ books "to make children aware of the fact that they live in a plural- istic society." We replied as follows: I welcome the opportunity to tell you what Silver Burdett is doing in respect to representing our pluralistic society fairly and realistically in our textbooks. I am prompted to comment that your reference to "pluralism" was the first I had seen in a rather voluminous correspondence on this topic. I have held dear the belief that a "melting pot" depiction of American society was incorrect and that the great variety of contributions to American society are the direct result of the infinite variety of the people in that society. Silver Burdett (Jo. holds that the treatment of minority groups must not be an isolated adjunct to a textbook program, but that the very fabric of our edu- cational offerings must reaffirm that all peoples make up our great society. Our recent publication, The United States 01 America, a grade eight American his- tory, represents this view. Our new spelling program, Spell Correctly, grades two through eight, is completely integrated. Our new Silver Burdett Science Program, kindergarten through grade six, is totally integrated. There is ne textbook that we contemplate publishing that will not be a true representatioa of our beliefs respecting the treatment of minority groups. That, ladies and gentlemen, was the position of Silver Burdett early in 1964 with reference to the treatment of minority groups. And it is the position of Silver Burdett today. This leads me to your request for a description of our company's books and other materials that represent adequate and equitable treat- ment of minority groups. At the 57th annual convention of the Na- tional Association forthe Advancement of ColoredPeople last month,. Miss June Shaga.loff, the association's director of education programs, put on display 175 textbooks, readers, and supplementary reading materials for preschool and elementary school children in which both Negroes and whites are depicted as "normal parts of the American scene." These 175 titles were produced by 20 major publishing houses, including Silver Burdett. As described in the press, this publishing effort is "an experiment that could help transform white people's concept of Negroes and the concept Negroes have of themselves." This statement, in my opinion, is accurate in every respect except one: The publishing effort is by no means an "experiment." As far as Silver Burdett is concerned, it is a firm commitment shared by everyone in our company. Let me go into a bit more dGtail. No minority group depicted in any publishing program undertaken by Silver Burdett is treated in isolation. Our goal is the fair por- trayal of a pluralistic society. We strive for balance and to deal with aspirations of all men; the treatment of minorities is vital, but tan- gential. I can give you several examples. Included with this document is a representative sampling of pages from several recent Silver Burdett publications. In looking through them, you will see immediately that my remarks are reflected in our performance in the fields of language arts, music, mathematics, science, adult education, and social studies. Silver Burdett has demonstrated through both text and illustration the extent of its commitment to an equitable and adequate treatment of minority groups. The most obvious-and crucial-subject for analysis is the area of social studies. May I suggest you look at our grade one text, "Fain- PAGENO="0125" BOOKS FOR :SCHOOLS AND TREATMENT OF MINORITIES 117 ilies and Their Needs," which is included in the packet prepared for these hearings. Please understand that this book was written and published to be used in any school in the United States which teaches the subject. It was not more aimed at white suburbia than it was at the ghetto-pocked urban center. Our arena was the entire world, inhabited by the human family. Our thrust was the identification of factors that determine just how the needs of families from a variety of physical environments and cultures are met. It so happens that of the 54 photographs illustrat- ing some aspect of American families, 18 show minority group fain- ilies or individuals. Now, we had no thought of establishing any particular ratio what- soever. Our prime reason for the selections we made was to punctuate grahpically some beginning principles of anthropology, economics, geography, history, sociology, and political science. We intentionally chose photographs that included minority groups to show as many ethnic and socioeconomic strains as were needed to portray the differences that give our society its variety and richness. This philosophy permeates the entire social studies program of which "Families and Their Needs" is a part. Let me give you an example at the secondary school level. In "The American Achievement," an American history used in the Nation's high schools, the role and contributions of the American Negro in text and pictures are woven into the fabric of American society. How the Negro fell into a position of second-class citizenship in the years following the Emancipation Proclamation (a development too often omitted or distorted in the past) is spelled out in detail. Thus, the student is given the necessary background for a realistic under- standing of the civil rights movement of today. If we are to promote the development of the skills of critical think- ing and of proble.m solving among the students who use our materials, we dare not let these students-tomorrow's citizens-acquire a mis- informed and unrealistic view of American life. And now I would like to mention briefly two special projects that have some bearing on our topic. The first is an assignment we were given by the New York City Board of Education. The four volumes that comprise "Call Them Heroes," also included in your packet, rep- resent the efforts of a public school system working side by side with a textbook publisher for a common purpose. In this instance the purpose was identical to the one that brings us all here today. Our charge was to write and develop materials that would give members of minority groups an opportunity to identify fully with the mainstream of their society, and, to encourage them to find a place in this society that reflects the full extent of their capa- bilities. How well did we succeed? It is too early to tell what long-term effect this series of books has had on the students. We do know that, although the books have been available for less than 1 calendar year, nearly 400,000 of them are being used in social studies, remedial read- ing, and guidance classes from grades ~ through 12 in all five boroughs of New York City. Our plans right now are to publish different editions of this series that can be used by other great city schools, or-for that matter-by any school anywhere in the country. PAGENO="0126" 118 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES My final example concerns an American history text that will be available late this fall. It is being prepared for those junior high school students .with a lower than average mastery of reading skills- sometimes called "slow learners." We are vitally aware that a sizable percentage of the children we are trying to reach with this book live in urban areas. We are vitally aware that a sizable percentage of these children are representatives of minority groups-for some of whom English is a second language. Such students need visual stimulus and the ingredient of drama in order to learn. For this reason pivotal incidents, events, and people have been heavily illustrated and dealt with in considerable detail. It is my belief that this book, which will be called "Adventures in American History," contains the most straightforward treatment of the civil rights problem yet presented for use at the elementary school level. We would be glad to send a copy to any member of this commit- tee as soon as the book is published. Before we leave Silver Burdette books,' I would like to deal briefly with your question regarding trends in the cost of texts. I think one example will suffice, I have it here with me. Our high school modern history text, published in 1958, sold to the schools for $3.99. The 1964 edition of this hook, "Modern History," incorporating new scholarship and historical interpretations, plus additional color, was priced at $4.35 when it was first available early in 1964. The cost of this book as of August 1966 is still $4.35, reflecting no increase in price since passage of the ESEA and onTy a 9 percent increase in 8 years. With our price lists for 1965 and 1966 we can demonstrate a similar comparison for almost every Silver Burdett publication that existed before the passage of NDEA and ESEA, and that is yet in print today. You ask what are the needs and demands of school personnel for the revision of texts to correct biased and inadequate treatments of minority groups. The greatest need, as voiced by curriculum com- mittees, boards of education, and teachers, has ,been for textbooks and other instructional materials that adequately reflect, by text and by illustration, the contributions made to, our society by minority groups., In a policy statement on the treatment of minorities, the Board of Education of the City of New York in October 1962 stated: [A] realistic and accurate description and analysis of the pluralistic nature of American society, its achievements and current problems, is imperative at this critical moment of our history . . . Inadequate text materials are psycho- logically damaging to children of minority groups who find it impossible to identify themselves with individuals or groups in their books . Law may bar the overt forms [of discrimination] but only education with appropriate instructional materials and procedures can cope with the subtle forms. It is clear, then, that textbooks and instructional materials must provide an accurate presentation of today's social problems. They must deal with human problems in great depth. They must incor- porate the most recent scholarship in treating Negro history and the contributions of all minority groups to our modern pluralistic society. These needs were made known to publishers late in 1964 by the research council of the great cities program. Since Dr. McCa.ffrey has already referred to this I will skip the rest of that paragraph. PAGENO="0127" BOOKS FOR SCHOOI~~S AND TREATMENT OF MINORITIES 119 Aware of these needs, school boards and curriculum committees in many parts of the Nation are demanding integrated teaching ma- terials. Guidelines have been established on the State level in New York, Pennsylvania, and California. Among the cities, Pittsburgh, Boston, Baltimore, Detroit, and Min- neapolis have passed resolutions pertaining to the treatment of minori~ ties in textbooks. Further, the boards of educativn in New York City and in Newark have publicly stated that they will not accept text- books or educational materials that do not measure up to evaluated criteria regarding the treatment of minorities. New books and educational materials that reflect the demands and needs of a pluralistic society are available. You have seen for your- selves that we are not simply using a brown or yellow crayon on pic- tures and calling them integrated. Wherever appropriate, we use photographs rather than artwork or line drawings to implement and clarify our texts. Artwork might be misleading or idealistic. Photos, on the other hand, are realistic and portray more vividly the actualities of life. We are furnishing realistic materials and will continue to do so with ever-increasing standards of excellence. This leads to the next question: What are the problems in the book selection policies of educational authorities which put limits on the uses of integrated texts and related books in schools? If education is to promote good intergroup relations and eliminate prejudice and discrimination, local school boards will have to introduce integrated materials on a wide scale. This point was forcibly made by Miss June Shagaloff at the annual meeting of the NAACP in Los Angeles several weeks ago. The acceptance of the new integrated materials, at least in our ex- perience, would seem to indicate that school `boards are meeting the challenge. We at Silver Burdett decided a few years ago that our texts and teaching materials should and would meet the needs stated so lucidly by the Research Council of the Great Cities Program and by the other sources quoted earlier. This decision was based on our belief that what is good for education is good for our business. We are firmly convinced that by meeting these needs, we maintain a correct balance between our sense of corporate responsibility and our sense of social responsibility. If we live up to our social responsibili- ties, our company will prosper. Having reached this decision, all of the resources of the company were brought to bear in its execution. Our texts are integrated with- out artificiality. Our sales people promote them vigorously every- where and sell them where they can. School people everywhere in the country have received the same promotional materials included in your packet. These promotional pieces are fully integrated because they reflect the totally integrated texts and materials we publish. I think I would like to sum up by reading the closing paragraphs of "Adventures in American History," the elementary textbook I men- tioned earlier. These few paragraphs pretty well epitomize what we PAGENO="0128" 120 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES are attempting to do-not only at Silver Burdett and in the textbook industry, but as a nation: Today our achievements stand side by side with the problems we must solve. Even if we want to, we cannot `think of Project Apollo and forget about civil rights. We cannot enjoy prosperity and forget completely that there is still poverty in the nation and in the world. But there are answers to even the hardest problems if people work to solve them. "Our problems are man-made," President Kennedy said. "Therefore they can be solved by man." The people of a democracy have the light and the duty to solve their problems by watching over the laws and policies of their Government. Then they and the men they elect can turn present problems into future achievements. Thank you for the opportunity to present Silver Burdett's position to this distinguished committee. I shall be happy to answer any question you may have.. Mr. DANIELS. Thank you, Mr. Senft. Mr. Hawkins, do you have a.ny questions? Mr. HAwKINs. I merely wanted to ask, with reference to the text that you have., "Families and Their Needs." Is this a text widely used? Is it being used at the present. time? Mr. SENFT. This book came `out 6 weeks ago. The second volume for grade 2 came out 2 weeks ago and the third volume we are rushing through the presses to have rea.dy for the opening of school. I might say several schools who are independent in their schoOl selections have already ordered this book on the basis of what they have seen so far. The machinations of State school book adoption and the long period of time it takes make it impossible to have these books adopted in that kind of situation immediately. Mr. I-L~wKIxs. The answer is you don't at the present time have information as to whether or not it will be widely used in various sections of the country and distributed in the North, South, East, and West in a reasonable balance? Mr. SENFP. Let's say that our salesmen have distributed it in two Southern States for adoption next yea.r. It has been distributed in the North. We expect our effort to have it used widely will be very successful. Mr. DANIELS. Your company embarked upon the publication of these new textbooks about 2 years a.go? Mr. SEx~'T. Three years ago. Mr. DANIELS. Have you noticed any marked increase in sales since that time? Mr. SENr'r. Our sales have almost doubjed in the past 3 years. Mr. DANIELS. Can you give the committee some idea of the volume of sales? Mr. SENFT. Our volume this year will be close to $18 million. Mr. DANIELS. In what particular area do you sell these books? Mr. SENFT. Everywhere in the United States. Mr. DANIELS. Do you find any lack of support for the purchase of these books in any particular part of the country, with respect to the new books depicting the various minority groups? Mr. SE~rr. I think the evidence I have, sir, would indicate there is far less opposition than any of us thought we might encounter. The percentage of our business which we do in those States that are State adoption States bus not changed at all in the 3 years since we a.dopted this policy. PAGENO="0129" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 121 We still do the same percentage of business. Mr. DANIELS. Your answer indicates there hasbeen some opposition to the purchase of these integrated books? Mr. SENFT. Sir, it is not possible f Or a publisher to know why someone doesn't buy his book. There are too many reasons why they may not. I have no knowledge of any instance where any of our books published in the last 3 years were rejected because we have pursued this policy. That may not necessarily mean it was not done that way. We are not liable to know why a school district does not accept our books. Mr. DANIELS. As the president of a publishing firm can you give me any reason why there should be an `increase in charge for books with special bindings which are sold to schools? Mr. SENFT. We are textbook1 publishers and have no knowledge of the practice of special bindings of textbooks.' We do nOt publish any specially bound textbooks. We do market some library books for another publisher and these are available either with `or without special library-type binding. ` Mr. DANIELS. Do you furnish a discount to States or local school boards for purchasing large volume of books ?. Mr. SENFT. The standard discount for textbooks is 25 percent from list price and this is available to all `school districts everywhere. Mr. DANIELS. It is available. ` ` :` ` " Mr. SENF1'. Yes, sir. ` ` Mr. DANIELS. No further questions, thank you, Mr. Senft. Mr Si~~r Thank you, sir Mr~ DANIELS. Our next witness is Mr. D. E. `Peterson, `president of Scott, Foresman&Co. ,~ , ``"1', . ` , ` ` ` STATEMENT OP DARREL E PETERSON, PItESIDEI~T, SCOTT, I " PORESMAN &CO.'':' ` ` ` Mr DANIELS You may proceed, Mr Peterson Mr. PETERSON. My name is Darrel Peterson and I am president of Scott,' Foresman &` C'o., We are' educational publishers, fOunded in 1896, and exclusively devoting our efforts to serving education at ele mentary, secondary, and college levels through most of that period. In 1965, we acquired a small juvenile publisher, Lothrop, Lee & Shepard, to `extend ~our service to. schools by including juvenile books used in school libr~ries and classrooms, as well as to the trade.' I have been president of Scott, Foresman & Co. since July 1964. This year, in addition, I am serving as president of the American Textbook Publishers Institute. My previous backgrommd incJudes a lifetime spent in education and publishing, with experience as a teacher in the State of Washinglon and as a representative for Scott, Fores- ~man in various capacities since 1936.' `" In, 1962, Scott~ Foresman and other publishers began a reappraisal of, their textbooks in the light of direct requests from educational au- thorities, including State departments, city boards of education, and the comments of Federal officials. This coincided with the addition to our staff of a new editor in chief, Dr. Kenneth W. Lund. Dr. Lund came to Scott, Foresman from a broad experience in education at `ilil levels, mncludmg extensive involve- 7i-368-66-----9 PAGENO="0130" 122 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES ment in urban problems in the city of Chicago. His last position, prior to coming to Scott, Foresman, was as superintendent of a suburban dis- trict outside of Chicago. Under Dr. Lund's leadership, conferences were held with authors and editors, and a recommendation from this group to management in De- cember of 1962 was approved, whereby new textbook series would be published which would appropriately reflect the diversified makeup of the population of our country, and include appropriate attention to the' contribution minority groups have made in the development of our country. Our primary effort; was directed to three subject fields in particular in elementary textbook publishing-reading, health, and social studies. Two years ago, with 1965 copyrights, new series were launched in these three fields. These books, which are multietimic in character, present all kinds of children in natural situations and, where appropriate, con- tribute to the positive imagery of the diversified composition of Ameri- can society. There were problems in obtaining from the field of juvenile litera- ture appropriate materials, as the great majority of standard works in juvenile literature did not fit this new objective. It required consider- able effort; on the part of our authors and editors to accomplish adapta- tions which would be appropriate for the new standards expected by the adopting educational authorities. In the last year as it became apparent to State departments and boards of education that this type of material is available, some passed resolutions requiring that all materials in the future be considered on the basis of the criteria of adequate portrayal of the multiethnic com- position of our society. These statements now are available in many States and cities, and the practice of considering this type of material favorably is even more widespread. We do not have any major problems to report in the reception of this material, other than to indicate that the adoption schedules in some States and school districts have prevented us from offering this mate- rial. Our experience tends to indicate that this direction for publish- ing is widely supported and expected by educational authorities and adopting teachers' committees throughout the country. Reviewing our own experience in the last 7 years since the passage of the National Defense Education Act, and primarily in the last year since the impact of the Elementary and Secondary School Act has been felt, there seems to be no basic change in the trends in costs of books and texts. In the last 10 years, these costs have been rising about 2 to 3 percent per year, reflecting primarily the fact that personnel who make text- books, either in the role of author or editor, are part of the educational community of scholars. Wage costs for all educators have been rising 4 to 5 percent per year on the average during the last 10 years. We estimate that our personnel cost comprises about 60 percent of the cost of making textbooks, and the adjustments in prices have tended to reflect this upward trend in cost of personnel. As a final comment, I would like to offer strong endorsement for the Government's efforts to improve the quantity and quality of edu- cational materials available to students in our schools. The ecluca- PAGENO="0131" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 123 tional materials budget has in the past been smaller than 1 percent of the total amount of money spent on educating the child. In the face of the broad demands now being placed on our schools to enrich the curriculum and to develop young people competent to cope with all of the problems in our technologically advanced society, it is apparent that a broader spectrum of materials, printed, auditory, and visual, must be supplied to permit schools to teach much more and to do it more effectively. These Federal investments in libraries and instructional materials in general are eminently worth while. In particular, they come as a great boon to the child living in our poverty areas in an environment lacking in many things, and certainly lacking in books. These~ chil- dren will be at home eventually in the world of learning only when they are able to partake aggressively and effectively in the necessary educational experiences to develop them as human beings and to intro- duce them to the skills and ideas necessary for adequate performance as human beings. I will be glad to answer any of your questions, and I thank you for the opportunity of appearing before you. Mr. DANIELS. Mr. Hawkins? Mr. HAWKINS. I have two textbooks published by your company. "Our Friend," which is a basic reader, 1 suppose, was published in 1962. It has this cover on it. The other `published in 1965, has an integrated picture on the cover and others throughout the book. The treatment of minorities is done in an excellent manner, I would say offhand. Does this latter represent the change referred to in your statement about the acceptance of this treatment of textbooks? Does it also rep- resent perhaps a dual use of textbooks? Are you still publishing the earlier one? Mr. PETERSON. We are publishing both of them. Mr. HAWKINS. Both concurrently? Mr. PETERSON. If I may, I would like to correct the record or at least to put my statement on record that we do not have one edition for the North and one edition for the South. Both of these editions are sold in both the North and South, in fact every State of the Union including Hawaii and Alaska. I think it is necessary for you people to understand some of the problems we as publishers have. One of the most important is that it is not often that you start with a clean slate of paper and start afresh, particularly a company such as Scott, Foresman & Co. which has been in the process of developing readers for almost the full 70 years we have been in existence. When we brought out our first multiethnic reader at grade 4, we had already completed our first three grades of books for a long program. Those were in the established program with all-white. characters. We felt we had to finish that program. At the same time we started at grade 4 with a multiethnic program. We brought out a program with the multiethnic characters in grades 4, 5, and 6. As soon as we finished with that, we went back. I would like to point out those books are not identical. It is not just .a change in illustration. We had to change stories, add stories, change characters, and add families. PAGENO="0132" 124 BOOKS FOR SChOOLS AND TREATMENT OF MINORITIES Mr. HAWKINS. I assume the changes were also related to the same subject matter. But, you found it necessary to publish one book for a particular demand and a different book, including the content and text, for another demand. I am not trying to censor. I am trying to find out why you felt it necessary to do this and whether or not this added to the cost of the publication of this textbook because you did change it. I assume there was a difference in cost? Mr. PETERSON. It cost more to have two programs than one; how- ever, we also have a bigger volume of business. Mr. HAWKINS. Why did you conclude that it was necessary to pub- lish two different textbooks, basically the same? Mr. PETERSON. I think we have to go back to the fact that we had, for decades, been producin~r basic reading programs widely used throughout the United States. There are millions of our books ~dready in use. While the typical adoption of a change in program ~would take 5 or 6 years, there are many schools using books for 8 to 10 years. So we will be producing the 1962 books for several years tthead to supply orders for schools that bought the books 4 years ago. Mr. DANIELS. Will the gentleman yield? Mr. HAWKINS. Yes. Mr. DANIELS. When you updated the book, as you have here, show- ing multiracial characters, isn't it possible for your company to aban- don the old book and push sales on the new book? Mr. PETERSON. We expect to sell most of our new adoptions in the multiethnic version. Mr. DANIELS. Is it not normal to push the new book as the old edition becomes obsolete? Mr. PETERSON. Not quite in 4 years. You are correct, though, we would be pushing the multiethnic book. Mr. DANIELS. What reason is there for selling the old book of 1962? Mr. PETERSON. We have millions of customers that order film copies of the older edition. If we refuse to publish it, we would force them to have a new adoption. Mr. DANIELS. Would it be more logical to say we have updated that book? This is a more modern book depicting our modern society of America as it is today and, therefore, they should be pleased to get an up-to-date modern book. It seems to me that would be more appealing than to buy an old book. Mr. PETERSON. We would agree but we have State laws and regula- tions that force schools to keep on using books they adopted in* 1962 or 1963 before these new materials were available. Some of those con- tracts will last up to 1968 or 1970. Mr. HAWKINS. What is the cost of the 1962 book and the cost of thel9G5 edition? Mr. PETERSON. They sell at the same price. Mr. HAWKINS. Now is the 1965 edition revised to reflect changes? WOuld you say the 1965 is more up to date and more accurate than the 1962 edition? Mr. PETERSON. Certainly the portrayal of characters is more repre- sentative of our society. However, let's keep in mind the fundamental purpose of this book is to teach little kids to read. Mr. HAWKINS. We hope to achieve a little more than that, but I will not get into interpreting the objective. PAGENO="0133" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 125 Has any local school district changed from the 1962 to the 1965 edition since the 1965 has become available? Mr. PETERSON. I am sure the answer is "Yes," although I am hard pressed to tell you exactly. We had many schools that adopted the new edition in the primary grades as soon as the multiethmc was available in the grades 4 to 6. They kept the books they had in the other grades. Many went back and put in films of the multiethnic so they had both editions in school. Mr. HAWKINS. Are you saying the only difference now is due to local regulations of school district or a State concerning the period in which adoptions are made? This is the only explanation as to the reason why a State or local school district would still be using the 1962 edition? Mr. PETERSON. I am not sure I understand your question exactly. Mr. HAWKINS. I think your explanation of why you continue to publish the 1962 edition is that certain States and local districts have adoption periods which means they must continue under the old contract, that is a 3-, 4-, or 5-year contract. This is the explanation of why a district which has available the latest edition does not use latest edition, but continues to use the 1962 edition. What I am asking now is do you know of any State or district which is not faced with that problem and which has available to it technically and legally the right to use the latest edition, that is now using the 1965 edition in preference to the 1962 edition? Mr. PETERSON. Well, I would have to say that everybody has not embraced multiethnic materials. There are some people who would still prefer to buy the others. Mr. HAWKINS. There has been no pressure of any kind put on you by any district or any local area against the use of this 1965 edition? Mr. PETERSON. No reprisals have been made. Nobody has said we won't adopt your arithmetic because you brought that out. There has been nothing of that sort. Everybody to whom we presented the books )ust didn't adopt them. Mr. HAWKINS. Those that did not adopt that book; have they adopted the 1962 book? Mr. PETERSON. Yes. Mr. HAWKINS. So it is true then that given a preference and having the legal opportunity to do so, there are some areas that still prefer the 1962 edition to the 1965 edition? Mr. PETERSON. I believe that would be true. Mr. HAWKINS. Would you say it is primarily because of the treat- ment of the subject, the multiethnic treatment of the subject in the 1965 edition, that some areas use the 1962 edition rather than the 1965 edition? Mr. PETERSON. They don't tell us their reasons. I think you have to read between the lines and decide for yourself. Mr. HAWKINS. I think perhaps you know the reason. That is all. Mr. DANIELS. Mr. Radcliffe? Mr. RADCLIFFE. No questions. Mr. DANIELS. Do you know of any resistance to the purchase of the new integrated multiethnic books? Mr. PETERSON. I would say that there have been places where our books have not been adopted but they adopted somebody else's multi- PAGENO="0134" 3~26 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES etlmic material so it is hard for me to say they didn't take our books because of that. Mr. DANIELS. You still publish some of your old textbooks for the elementary schools. What has been your experience with regard to sales in relation to the new integrated books you are publishing and the old? Mr. PETERSON. It depends on the subject matter field. In social studies we sell more of the new multietimic than the old books. Schools want materials that reflect the changes. Our sales there have been higher. As for the reading texts, our sales would he still greater for the established edition than the multiethnic edition, but there we have the pressure of ifim orders by people using our older edition for years. I don't have the information a.t hand on the brandnew adoption, if you want quantities. We don't normally give out figures as we think of them as being of sales value only to our own company. Having read in Time magazine last week a comment that there was interest in a munber of these books purchased by schools, I checked back and found that since May 1, 1965, Scott, Foresman & Co. has sold over 7 million items of multietimic materials in all our subjects. It is a very im- pressive amount. Mr. DANIEI~S. How many items have you sold of the old edition? Mr. PETERSON. Keep in mind it is not just the multiethnic. For in- stance. a dictionary is a dictionary. There are other subjects the same way. If you take all our items and take this amount as a proportion of the total, I would guess it would be 12, 13, or 14 percent, in that neigh- borhood. Twelve to 14 percent of total items sold have been in the multiethnic range. Mr. DANIELS. Do you sell in all sections of the country? Mr. PETERSON. Ye~s. Mr. DANIELS. All States of the Union? Mr. PETERSON. Yes. Mr. DANIELS. Does your firm manufacture and distribute textbooks with binders? Mr. PETERSON. The term "binder?" We don't use that term. All of our textbooks have a standard binding, a standard created by the BookS Manufacturers Institute with help of educational adopting agencies. There are certain standards that all textbooks must meet in order to be accepted in certain States. As a result we make all books to match those standards so they will be accepted universally throughout the country. Mr. DANIELS. There is no difference in the makeup of the binding of your books. They are all bound the same way? Mr. PETERSON. Yes. Mr. DANIELS. Does your firm give discounts for the purchase of books? Mr. PETERSON. All schools get a~ 25-percent discount f.o.b. point of shipment. Mr. DANIELS. Suppose you sell directly to the students; does the same discount a.pply? Mr. PETERSON. If there is just one book bought in a bookstore, there is a jobber involved. The jobber would buy at 25-percent discount and he would probably add to the sale to the child. Mr. DANIELS. Is a jobber involved in a sale to a school? PAGENO="0135" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 127 Mr. PETERSON. Sometimes. Most elementary schoolbooks are fur- nished free to children. There are still some areas where they are bought by parents. In that case there is usually a bookstore in town and the books are bought by the jobber or dealer and then sold to the parents or the child. We sell to the school or dealer at the list price minus 25 percent. Mr. DANIELS. Is the price uniform throughout the country? Mr. PETERSON. Yes. Mr. DANIELS. Just a moment, counsel would like to ask a question. Mr. RADCLIFFE. Do you publish secondary schoolbooks? Mr. PETERSON. We publish secondary as well. Mr. RADCLIFFE. Do you have any review panel of scholars that looks over the books you intend to publish other than the person who perhaps originally prepared it? Mr. PETERSON. Yes, indeed. It would depend on the individual subject, but part of the background of preparing a textbook is to develop a group of readers, as we call them, or commentators, people who comment on the organization that you plan in the beginning, who comment on individual chapters, and who keep on commenting all the way through the production of the material. Mr. RADCLIFFE. To put my question in some context, I must say that I taught American history when I was just out of college and I was very unhappy with the text I had at that time, partly because of what we are involved with here today. For example, we had a lot of French Canadian children in the area and you would think all the French did in North America was to lose to the British. Similarly in the treatment of other groups. Not just the representa- tion of people as groups but also the treatment of historical facts, and the presentation of those facts. I wondered if that sort of thing had been improved in history texts. Mr. PETERSON. I am fortunate that in all the years I have been in Scott, Forseman's employ, we never had a high school history. So I did not have to explain the faults someone might find with them. We are going to have a new one on the market in September and then I guess my troubles will begin. Any time you try to condense history, there is obviously the question of picking and choosing. You can't choose material that will satisfy people of the Hudson River Valley and at the same time satisfy people of the Columbia River Valley out in Washington. Mr. RADCLIFFE. How do you take care of the differences in the multi- racial area we are discussing now? How would a child of Mexican ancestry or Spanish ancestry relate to some of the texts I have seen? We have a large section of the Nation in which the heritage is essen- tially Spanish and it is a proud heritage. I have seen little treatment of that. Would it be desirable if pub- lishers could more or less relate books to regional differences and regional experiences? Mr. PETERSON. Well, that could be done. If you were to further fractionate your market your cost would go up considerably. As for the specific question about Spanish and Mexican people, we have, we think, made a very significant step forward in our multiethnic readers to take care of that group of people in our schools. Mr. RADCLIFFE. I know you couldn't possibly carry this to its fullest extent with all the groups we have. At the same time, just to con- PAGENO="0136" 128 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES dude my comment, I had the feeling from the text that I had available at that time, this was in the early 1950's, that the Negro disappeared from American life after the Civil War, the French Canadian never existed, and the Spanish left us with the galleons. Of course, this is just not American history. I had hoped perhaps some of those things had perhaps been corrected. I am not current on what is happening. Mr. DANIELS. Thank you, sir. Our next and final witness is Mr. Cf. M. Fenollosa. STATEMENT OP G. N. PF1NOLLOSA, VICE PRESIDENT AND DIRECTOR, HOUGHTON MIPPLIN CO., BOSTON, MASS. Mr. DANIELS. We welcome you, sir. I know the hour is growing late and you have a prepared statement. I would like to suggest, if it is agreeable to you, that this particular statement be reported in the record in full and that you summarize the contents of it in order to afford us the opportunity to ask a few questions. The bells will be ringing very shortly for the House to meet. Mr. FENOLLOSA. Mr. Chairman, I am George Manuel Fenollosa, a vice president, director and executive committee member of Houghton Miffim Co., publishers and book manufacturers for well over a hun- dred years. Houghton Muffin Co. has three operating divisions: The trade division is responsible for publishing books for the gen- eral book trade, for children and adults, both fiction and nonfiction. The manufacturing division operates the Riverside Press, a com- plete book manufacturer from typesetting through binding, serving the publishing divisions of the company and other trade, educational, and reference book publishers. The educational division, of which I am the director, is responsible for publishing books and other educational materials for use at all levels from the `preprimary years through college. In the past 32 years, with the exception of a 4-year leave of absence to serve in the Armed Forces, I have been engaged in the selling and editing of instructional materials and, more recently, in the direction of the company's educational activities, a responsibility which I share with other members of our management groups. At the request of Congressman Powell, made to me in a letter dated July 29, `1966, I have prepared this statement for the House Com- mittee on Education and Labor on the treatment of minority groups in texts `and library books used in the Nation's schools. My statement takes up the six topics specified by Mr. Powell in the aforesaid letter. `(a) On April 24, 1963, the management of Houghton Muffin Co. stated its policy with regard to the treatment of minority groups in books designed for school use. It reads as follows:. Houghton Muffin Company subscribes to the principle that textbooks should present a fair and `balanced treatment of all groups-racial, religious, and na- tional-in American society. The various editorial divisions within the Com- pany's Educational Department have the responsibifity for ensuring that authors are aware of the company's position in planning new textbooks or revisions of textbooks at all educational levels. The company is not only sympathetic to but heartily in accord with the statements of policy on this subject offered by edu~ cators in Detroit, New York, St. Louis, and other cities. Perhaps the most obvious area of the curriculum in which this principle should be upheld is that of social studies. We have been assured that one of the reasons PAGENO="0137" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 129 for the national success of the company's textbooks in history has been the con- scious attempt by authors and editors to give space and emphasis to racial, re- ligious, and national groups according to their contributions to the subjeci at hand. Similarly, in mathematics, science, literature, and other fields-not only in text materials but in illustrations-the company is making a deliberate effort to give a fair and balanced treatment of all groups in American life. Houghiton Muffin Oompany agrees wholeheartedly with the recently issued joint statement of the National Education Association and the American Text- book PuNishers Institute that the textbook has a unique role in helping to unify a narion composed of people living in different regions and representing differ- ei~t groups and races, each with tts own traditions, beliefs, and background. This statement was expanded the following year to put emphasis on the company's policy of publishing only one version of each new book or revision. As a guide to authors and editors, the educational division distrib- utéd `a booklet entitled "The Treatment of Minority Groups in Text- books" (1963), which we obtained from the department of public in- struction, Lansing, Mich. (See appendix.) (b) A description of our present and earlier publications consist- ing of textbooks and library books in which minority groups `have been treated in line with company policy would require a large amount of descriptive writing. Instead of trying to provide complete descrip- tions of our publications which meet the criteria, I shall refer to rep- resentative examples. From the educational division's list of publications: "Come Along," the second grade `book in our' Reading for Meaning series, begins with the story, "Galumph," written by Brenda Lans- down and illustrated by the Negro artist, Ernest Crichiow. It is the story of a city cat, belonging to no one in particular, who divides her busy days among Tony, a lively youngster modeled after the artist's son; Mr. Romano, an Italian baker; Maria, the daughter of a fruit "vendor; and Patty, the sick child in a tenement bedroom. The story and the accompanying illustrations communicate to young readers an understanding of many of the facets of life in a big city. Other stories in the book include "The Five BrOthers," a Chinese folk tale; "Traffic Poilceman," a city life story in which a white child cooperates with a Negro policeman when an emergency calls him away from his traffic-directing duties; and "A Penny for a Jack Rabbit," a story of the suburbs in which Negro and white 7-year-olds play to- gether at a party. "Climbing Higher," the third-grade book, starts with a story laid in ~5witz~erland, then moves to "Tim's Woods," which tells a thrilling episode in the life of a Negro family living on a farm outside a small town m present day United States. "The Fast Sooner Hound," com- ing later in the book, is a children's classic written by the well-known Negro storyteller, Ama Bontemps. Other books in the series have similar stories featuring Negroes and members of other minority groups. The stories point out overtly or by implication that minority groups not only are a valuable part of American society but have contributed to it from their own cultures. Two of our Piper Books, a series `of school library books, are devoted to biographies of Negroes: "Matthew Henson, Arctic Hero," and "Har- riet Tubman, Flame of Freedom." Both are illustrated by Negro artists, the `former by E. Harper Johnson and the latter by David Hodges. The Piper series' also contains biographies of the famous PAGENO="0138" 130 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES Indians: "Sacajewea" and "Pontiac," as well as heroes of other nation- alities. Our new series, Merit Books, puts back into print some of the. chil- dren's books published originally by trade publishers which our ad- visers think should be kept available for schoolchildren to read. In form and content, the series is intended to encourage wide reading for enjoyment and to help children to develop good judgment in their choice of library books. Of the three Merit Books published this year, one of them, "Truly Elizabeth," by Edna Weiss, is the story of a motherless girl from the country who, through the efforts of a Negro boy, makes new friends and finds a home and contentment in a truly representative section of New York City. Our texts in social studies have for many years been concerned with the problems and contributions of minority groups. As early as 1948, some 15 years before the company policy was formally enunciated, the author of one of our social studies textbooks, "Everyday Problems of American Democracy," included a chapter entitled, "Population, Im- migration, and Inter-Group Understanding," whose major theme was embodied in the question, "Is our community doing all that it can to promote equality of opportunity for all racial and religious groups ~" The first edition of our junior high American history text, "This Is America's Story," by Wilder Ludlum, & Brown, also published in 1948, was among the first to emphasize the contributions of multi- ethnic groups to the building of America. This 1948 edition contained two chapters dealing with the theme, "New Americans Join With Old To Enrich American Life." More recently, of course, even more emphasis has been given to (1) the enrichment of American culture through the contributions of peoples of many different national, racial, and religious origins; and to (2) the persistent, if at times slow, struggle to insure equal rights and opportunities for all American citizens. For example, the third edition of Wilder, Ludium & Brown's, "This Is America's Story," published in 1966, treats these topics in both nar- rative and picture on more than 70 pages of the book. In similar f ash- ion but more extensively, our newest senior high school history text, "A History of the United States," by Wade, Wilder & Wade, treats the problems, contributions, and achievements of Negroes at more than 100 points involving close to 150 pages of text and represents the Negro pictorially on 26 pages. Both books accord similar treatment to the many other minorities represented in American life. In addition, Houghton Muffin published in 1965 the first volume in its "Life in America Series," a book of readings entitled "The Negro in American Life," wherein the American Negro speaks for himself. Other volumes in the series will deal with other aspects of the Ameri- can experience-the immigrant, the farmer, the businessman, the crea- tive artist, and others. The purpose of the "Life in American Series" is to present a bal- anced picture of the growth of the American nation in greater depth than can be included in any one textbook. Also in 1965, in cooperation with the Lincoln Filene Center for Citizenship and Public Affairs, Tufts University, Houghton MiIIIin published "Civil Liberties; Case PAGENO="0139" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 131 Studies and the Law," a volume whose emphasis, as Mr. Justice Wil- 11am J. Brennan points out in the foreword, "~ * * is not alone upon the rights and privileges our Constitution assures to each of us (but) also upon the equally important responsibilities which every citizen must shoulder if the rights and privileges are to have real meaning for all of us." The books of our trade division are offered to the general reader of every level of intellectual attainment. For more than a century, the trade division and its parent companies have been devoted to pub- lishing books which make no concession to prejudice. In the field of children's books, we have published in the past 25 years, among many others, these books of Florence Crannell Means: "Shuttered Windows" (1938) : A Negro girl's adjustment to life forms a drama of universal interest. "Great Day in the Morning" (1946) : The grave evil of racial hatreds is taken up frankly and fairly. "Tolliver" (1963) : A freedom ride is described from the viewpoint of a Negro participant. And these well-known books of Ama Bontemps: "Sad Faced Boy" (1937) : Alabama boys taste the varied experiences which Harlem affords. "We Have Tomorrow" (1945): The struggles and successes of a dozen Negro Americans highlight the great issue of racial discrimina- tion with calm, dispassionate frankness. "Lonesome Boy" (1955): A young Negro boy follows his music through a series of adventures. Other books published by our trade division during this period include: "Skid" (1948) by Florence Hayes: The only Negro boy in a white school proves himself. "The Peaceable Revolution" (1963) by Betty Schechter: A balanced account of how three men-Thoreau, Gandhi, and Martin Luther King-have used nonviolent resistance in the struggle for justice and principle. "Pathways to Freedom" (1964) by Edwin D. Hoffman: Nine dra- matically told incidents in American history illustrate situations in which groups of citizens banded together to achieve a basic freedom. On a more adult level, we published in 1943 Roi Ottley's "New World A'Commg"-one of the first statements by a Negro of the needs and hopes of Negro Americans. In 1946 we published Ann Petry's "The Street"-one of the first books to present the Harlem Negro's plight in fiction. We are presently the publishers of John Howard Griffin's "Black Like Me" and Martin Duberman's dramatic documen- tary, "In White America." On August 4 of this year we published a symposium called "The Negro American"-a book which formed the basis of the recent White House discussion on civil rights. President Johnson wrote the fore- word. Reviews are already calling it "indispensable." (c) As a result of our company's longstanding publishing policy, we have received few demands from school personnel for revisions of our texts to correct inadequate treatment of minority groups. Un- doubtedly, some of our older books, when measured `by today's con- cemns, may represent inadequacies; but as those books are revised, we shall improve them in every respect. PAGENO="0140" 132 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES (ci) I am aware of no problem in the past few years in ~connection with the failure of our publications to gain listings or to be purchased because of our treatment of integration. (e) Changes in the price of books since the passage of the National Defense Education Act show the effects of increased costs of virtually every item going into the publication of books. The cost of editorial work, the cost of producing plates, and the cost of printing and binding have all gone up. In addition, publishers today invest more heavily in research and development than ever before. Of more importance, perhaps, is the change in the physical char- acteristics of the books themselves. For example, let us look at two geometry books which we publish: (1) "Plane Geometry" (1957) by Morgan and Breckenridge. (2) "Geometry" (1963) by Morgan and Zartman. In 1959 we manufactured 30,000 copies of the Morgan-Breckenridge book at approximately 64 cents a copy, while in 1966 we manufactured 30,000 copies of the Morgan-Zartman book at approximately $1.60 a copy. A table showing comparative physical characteristics of the two books is appended. (App. I.) (The appendix referred to follows:) APPENDIX I Morgan- Breckenridge Morgan- Zartman Number of pages . Page trim size Number of inks used throughout Transparent overlays viii+536 51% by 7% 1 0 23,273 vffl+616+24(TV). 6% by 9%. 2. 3 sets of 8 pages each. 37,695 (62 percent more). Square inches of contents Mr. FENOLLOSA. (f) The directors.of the American Book Publishers Council and the American Textbook Publishers Institute can speak with more authority than I with regard to the anticipated needs for increased expenditures by schools for text and library books. How- ever, I will give another example from our books in mathematics. In the case of the ftrst-year algebra book that we were selling widely in 1957 (Algebra for Problem Solving, book 1, by Freilich, Berman, and Johnson), we had available for purchase only tile student's book, a teacher's manual, a solution key to problems, and a set of practice and achievement tests. In the case of the first year algebra book which has now replaced the earlier book (Modern Algebra, book 1, by Dolciani, Berman, and Freilich), we publish, in addition to the pupil's textbok, a programed practice book for students, three series of progress tests, a set of over- head visuals for class use, a teacher's a.rn~otated edition, solution keys, assignment guides, and editions having various combinations of an- swers. in 1966 there are 45 separate items listed for purchase under our newest first year algebra. With the 1957 book, there are only 11 items. To reach the student of today, teachers demand more a.nd different kinds of educational materials than they needed just a few years ago. PAGENO="0141" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 133 There seems to be little question that to serve adequately the many different levels of educational programs, there is need for increased expenditures on the part of the schools. In the 19th and 20th centuries, decade by decade, as our under- standing of our problems has advanced, we have sought to publish books which would inculcate in readers of all ages a full, just, and humane understanding of the world and of our obligations to it under the 14th amendment. In 1871, we became the publishers of the poetry of Emma Lazarus, daughter of Russian parents who came to America to seek liberty. Her name is no longer, well remembered, but she wrote a five-line stanza that is known today by many of the schoolchildren throughout the Nation. That stanza begins: Give me your tired, your poor, Your huddled masses yearning to breathe free, * * * Thank you for the privilege of appearing before you. Mr. DANIELS. Thank you. Our first witness today, Dr. McCaffrey, testified that these new multiracial and integrated books `being pub- lished today are a result of conferences held with `educators, `teacher~, and people specializing in this type of work. Is your firm familiar with these conferences? Have you kept your- self informed of the surveys and results of these `conferences? Mr. FENOLLOSA. Yes, sir; we have sent representatives to all the conferences mentioned by Dr. McCaffrey, I believe. Mr. DANIELS. As a result of these conferences certain recommenda- tions have been made. Has your firm implemented its policies with respect to your new (books for the elementary and secondary schools? Mr. FENOLLOSA. Yes, sir. We have checked `the recommendations of the groups in the `meetings we `have attended and `we `have found our policy, as stated by us in 1963, and actually followed many years before tha't, is very much in line with the p'olicies stated by these groups. Mr. DANIELS. I assume you have a staff in your firm that also en- gages in `the study of educational material and makes recommenda- tions for the upgrading, updating, and modernization of your text- books. Is th~atso? Mr. FENOLLOSA. Yes, sir. Mr. DANIELS. Have you added anybody to your staff in the last 3 or 4 years for thi's purpose? Mr. FENOLLOSA. No, sir. Not just for this purpose. Our entire staff is in research and `development and is working in all fields at all times. Mr. DANIELS. Do you still publish the book "Looking Ahead," and also another book called "Black Lamb"? Mr. FENOLLOSA. Yes, sir; we still publish "Looking Ahead." We do not publish a book that I know of called "Black Lamb." Mr. DANIELS. Dr. Matthew informs me the title "Black Lamb" refers to a story in the book "Looking Ahead." Mr. FENOLLOSA. Yes, sir, we publish the book and there is a story called "Black Lamb" in that book. That is about a iamb `called Midnight. PAGENO="0142" 134 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES Mr. DANIELS. It has been pointed out to us by a witness who ap- peared here yesterday that they considered. that book derogatory of the Negro race; what is your opinion? Mr. FENOLLOSA. I was not here yesterday and. I do not know the reasons given for this bookbeing derogatory. Mr. DANIELS. I presume you are familiar with the contents of that? Mr. FENOLLOSA. I am familiar with the story and I think it does the opposite. It is the story of a farm in which a black lamb is born to a white ewe. The mother of the lamb pushes the black one aside. The little boy takes the black lamb from the pen, takes it into the kitchen, brings him up in the house rather than the stable, puts it wider the stove, feeds it, and eventually enters it in the county fair where it wins the prize. It is the first time a black lamb has ever taken the prize in the show as best animal. I think it is a wonderful story to show how blind acceptance of something that people have grown up with is wrong and a new attack on a problem can be made. Dr. MATTHEW. I think we had this reaction from the Harlem parents group who spoke yesterday. They cited the story in just about the way you did just now. I think they further said that after winning the prize, the comment was made, "It is wonderful he won the prizes, but it is too bad he is black." Mr. FENOLLOSA. I think you are correct. May I get the book and read it? Dr. MmIIEw. Surely. Mr. FENOLLOSA. I think in order to be appreciated the story must be read completely and we cannot do that in the time you have here. The story ends: "As Jeremiah told the story of Midnight, all the judges gathered around him. They listened very carefully. "Jeremiah," said the judge who bad been writing on the paper, "your lamb is a new kind to us. At first we weren't sure just how we could judge him, but we didn't let that stop us. "We've agreed on two things about your lamb. He's black, and he likes to butt. We also agreed that his butting doesn't keep him from being a fine animal. "I am pleased to tell you, Jeremiah, that your lamb, Midnight, has won both the blue ribbon for the best spring lamb and the special cash prize for the best lamb in the whole fair." On the way home, Jeremiah and Granny agreed that it had been a wonderful fair. suddenly Jeremiah thought of something. 4'Gran-ny," be asked, "did the judges look at your grape jelly? I forgot about it!" Granny smiled proudly. "They did," she said. "Your black trouble-maker isn't the only one who won a first prize. We won two blue ribbons and two cash prizes." Just then the train began to slow down. "Granny! Granny !" shouted Jeremiah. "This is Banks Corner! We're home !" "What's all that noise?" asked Granny. "That's for us," said Jeremiah proudly. "People here have probably heard the news already. There's a crowd waiting at the station. Isn't it good to be home !" "It is, indeed," agreed Granny. "And to be two prize-winners !" Dr. MATTHEW. I think from what you said evidently the editors of this series thought that was an excellent item to include in this series because it did indicate a lamb that was black could be a winner. Any- one doubting anything black could be a winner should have second thoughts. PAGENO="0143" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 135 I think in 1966 it is sort of out of step for anyone to question the fact, that it is unusual ipso facto, for anything black to win a prize. Maybe your editors could take another look at that story since it is 1966 and there are black children looking more carefully at how things black are regarded because of our history in this country. Mr. FENOLLOSA. That is very true, Dr. Matthew. Of course~ it is a fact that this is where the term "black sheep" came from, directly from animal husbandry. This shows how these old thirLgs can be transferred to our society, although it is in the animal society. Mr. DANIELS. Have you noticed any resistance by the school boards to purchasing your new line of multiracial or integrated books? Mr. FENOLLOSA. No, sir. Mr. DANIELS. None whatsoever? Mr. FENOLLOSA. No, sir. Mr. DANIELS. You did indicate in your oral testimony there was some increase in the price of your books. Can you give me any in- dicatkn of how large an increase has been made by your firm in the sale of books in recent years? Mr. FENOLL05A. The increases have followed the increased costs we have been paying for the ingredients going into our books, mostly the printing paper, cost of plates, cost of research and development, and these are reflected by formula in the prices we charge. Mr. DANIELS. How much has that amounted to approximately, per- centagewise, in the last 5 or 6 years? Mr. FENOLLOSA. I guess around 10 percent. I don't have exact figures. Mr. DANIELS. Would you say that is a reasonable increase? Mr. FENOLLOSA. Yes, sir; but it may be too little. Mr. DANIELS. I will ask the same questions I asked previous wit- nesses. Do you give school boards or boards of education who pur- chase your books any discount on the purchase price? Mr. FENOLLOSA. Our list price has applied to it a standard discount of 25 percent. Mr. DANIELS. That is uniform practice in the trade? Mr. FENOLLOSA. Yes, sir. Mr. DANIELS. Mr. Radcliffe? Mr. RADCLIFFE. No questions. Dr. MATTHEW. How many books do you have in your inventory, textbooks that are regarded as the integrated kind? Mr. FENOLLOSA. That is a hard question. Dr. 1\{ riiii~w. Do you have dual editions, one integrated and one nonintegrated? Mr. FENOLLOSA. We have one version of our reading series, for example, in all our books. We do carry older editions in stock as long as there is a demand for them. Dr. MATTHEW. Is there any cutoff point? Mr. FENOLLOSA. When it is uneconomical for us to carry them, prrnt them, or use warehouse space, we cut them off. We also must fill our contracts with a city or State. We must honor a contract. Then just as soon as it has expired, we put the books out of print. Dr. MATTHEW. Would it be possible to supply the committee with some statistics showing the number of integrated editions sold in the PAGENO="0144" 136 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES southern region or the sales of every State and, if possible, a sampling of your integrated editions? Mr. FENoLI~osA. Our company does not publish the sales figures. I would be happy to do it on the integrated editions but we usually do not on all books because of the highly competitive nature of our market. Dr. M~rrin~w. You could do it for the integrated? Mr. FENOLLOSA. We could do it. I have the information, but 1 would prefer not to make it public. Dr. MArrm~w~ Could you tell us the States they are selling in? Mr. FENOLLOSA. The series of readers mentioned in my report is going to be very widely used in Texas. It was one of five placed on the Texas State list. Dr. MA~rri~u~w. Will you tell us which other Southern States wifi beusingit? Mr. FENOLLOSA. This is a new book this year and Texas has been the first testing ground this series has been offered for. I don't have the other information. I can write to you about that, if there are other States. Mr. DANIELS. Without divulging any trade secrets would it be possible to list the information in percentages rather than in specific numbers? Mr. FENOLLOSA. I would guess that this year the new 1966 reading series will be selling probably at the rate of five times as much as the earlier series which was dated 1963. This is the one that is being pushed everywhere for new adoptions. The only reason we are keep- ing the other one in print is because of prior commitments to furnish them. Mr. DANIELS. Do you know of any refusal on the part of any school boards to purchase these new books? Mr. FENOLLOSA. No, sir; I do not. Dr. MArIIIEw. How long will it take these contracts to expire? Will you be issuing dual editions for the next 20 years? Mr. FENOLLOSA. I believe the longest is 8 years. I don't believe we entered into any 8-year contracts or have entered into any 8-year contract during the last 2 years for these particular books. Dr. MATrHEW. So, for at least 8 years, some school systems will be having the lily-white edition; they won't be getting the integrated edition? Mr. FENOLLOSA. Unless the State itself lets us off the hook and de- cides to change it. Dr. MATTHEW. In view of the policy statement you mentioned in the beginning of your paper it seems rather interesting that this would be continuing for as long as you said. Does it cost considerably more- let me put it this way, is it cheaper to produce an integrated edition to be used in all schools than to carry the two editions? Mr. FEXOLLOSA. I think it is always more expensive to have two editions. It increases the inventory. Dr. MArIHEW. Now you have three, the old dual edition plus the new edition? Mr. FENOLLOSA. We never had an old dual edition. The book men- tioned in my report is the 1966 edition. That is the only one we ever published. We never had two versions. This takes the place of the PAGENO="0145" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 137 1962 and 1963 editions. We have to keep that other one going to fill in, but we are not pushing it. Dr. MATTHEW. Just for the record what is the difference then be- tween the 1966 edition and the older one? Mr. FENOLLOSA. New stories. They cannot be used together. They are different books entirely. Dr. MATTHEW. Integrated books, you would say? Mr. FENOLILOSA. Yes; the new ones. Dr. MATTHEW. Thank you. Mr. DANIELS. Thank you very much. That concludes today's hearing and the meeting is adjourned until next Tuesday at 10 o'clock when we will continue the hearings. (Whereupon, at 12: 15 p.m., the hearing was adjourned, to recon- vene at 10 a.m., Tuesday, August 30, 1966.) 71-368--GO-- 10 PAGENO="0146" PAGENO="0147" BOOKS FOR SCHOOLS AND THE TREATMENT OF MINORITIES TUESDAY, AUGUST 30, 1966 HOUSE OF REPRESENTATIVES, AD Hoc SUBCOMMITTEE ON DE FACTO SEGREGATION OF THE COM~1rrrEE. ON EDUCATION AND LABOR, Washington, D.C. The subcommittee met, pursuant to notice, at 10 a.m., in room 2175, Rayburn Office Building, Hon. Dominick V. Daniels presiding. Present: Representatives Daniels, Hawkins, Burton, Brademas, and Ashbrook Also present: Representative John H. Dent, Dr. Eunice Matthew, education chief, and Charles Radcliffe, minority counsel. Mr. DANIELS. The committee will come to order. Our first witness this morning is Mr. Charles F. Carroll, superin- tendent of public instruction of the State of North Carolina. Mr. Carroll, will you step forward? STATEMENT OP CHARLES P. CARROLL, SUPERINTENDENT OP PUBLIC INSTRUCTION, STATE OP NORTH CAROLINA Mr. CARROLL. Mr. Chairman and gentlemen, first, I will ask how you want me to proceed. I have here 11 pages describing the manner in which North Carolina treats textbooks and library books. Then I have, in the next six pages, legislative statutes prescribing the manner in which we shall conduct this business and the remaining pages reveal criteria we advocate in North Carolina. Shall I read or summarize and give you the high spots? Mr. DANIELS. Mr. Carroll, I would suggest you proceed in any man- ner you deem advisable. You may read your statement or submit your statement for the record and highlight the main parts of it and then the committee will ask you questions. Mr. CARROLL. Thank you. I am Charles F. Carroll, superintendent of public instruction, State of North Carolina, a constitutional officer serving as administrative head of the public school system and as a member and secretary of the North Carolina State Board of Education. I am glad to be here today upon invitation extended to me by the chairman of the Committee on Education and Labor to give testimony relating to- (a) The position of the State of North Carolina with regard to the treatment of minority groups in books for school use; 139 PAGENO="0148" 140 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES (b) Efforts of education authorities in North Carolina and local districts to provide for all children text and library books which rectify adverse attitudes toward minority groups; (c) Methods of selection, assignment, and distribution of text and library books for school use; (d) The uses of the provisions of Federal educational legisla- tion for the increase in supply of text and library resources for the schools in our State; (e) Anticipated continued needs for these kinds of support; and (f) Proportion of this assistance in total budget for texts and school library use. GENERAL PROVIsIONS RELATING TO TEXT AND LIBRARY BOOKS The State of North Carolinaand its county and city school admin- istrative units select, adopt, and distribute (a) basaitexts, (b) supple- mentary texts, and (c) library books. Basal texts The basal text, of course, is that supplied to each pupil within a given grade or class-for instance, the geography text used by all children within the sixth grade. The State of North Carolina supplies without cost one or more basal texts in each subject area to each pupil in grades 1 to 8. In the secondary school, grades 9 to 12, the State provides basal textbooks in most country and city school administrative units on a rental basis. The rental fee is not to exceed $5 a year. In order to prevent the rental fee for secondary school basal textbooks from exceeding $5, the State legislature appropriates $5 per year per pupil to apply to the total cost. In other words, the State has at the secondary school level the equivalent of a 50-percent-free basal textbook system. A few of the State's 169 school administrative units own basal textbooks and operate their own rental system, but the rental fee cannot exceed that charged to pupils in the State rental system. Currently, there are available to North Carolina's 1,200,000 public school pupils an estimated 11,150,000 basal textbooks. Supplementary texts The supplementary texts, of course, are those which are used to sup- plement and enrich the basal text. The State legislature provides $2 per pupil annually for supplementary texts in grades I to 8. County and city units also appropriate funds for this purpose. Currently there are available to North Carolina public school pupils, chiefly for the 850,000 at the elementary level, an estimated 8 million supplementary textbooks. Library books Library books are purchased by county and city boards of education with funds made available by State, local, and Federal governments. Through gifts many additional library books are provided. Currently there are in the libraries of the public, schools of North Carolina approximately 11,300,000 volumes. PAGENO="0149" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 141 Legi~ative provisior~s The manner in which textbooks shall be selected, adopted, and provided is prescribed largely in General Statutes 115-206 to 115-228. (See pp.12 through 18.) Without objection, I will proceed to give you the highlights. Quick reference to these statutes reveals these more pertinent and significant provisions: G.S. 115-206 Stipulates that all selections and adoptions of books shall stem from a course of study adopted by the State board of education upon the recommendation of the State superintendent of public instruction. G.S.115-207 Authorizes the State board of education to select one or more basal texts in the several grades and subject areas. G.S. 115-208 Provides a textbook commission of 12 members appointed by the Governor upon recommendation of the State superintendent. Cur- rently all members of the textbook commission are of the white race. Because it would border upon the impossible to expect members of the textbook commission to have competence in all subject matter fields for which they recommend basal textbooks, it is customary for mem- bers of the commission to use as many advisers as they may choose. The names of the advisers chosen from time to time are unknown even to the chairman `of the textbook commission. I know, however, that eight or nine members of the Negro race were used as advisers in recent key adoptions. G.S. 115-209 The evaluations and recommendations of the textbook commission shall be based upon the suitability of the book to the gTade for which it is offered, the content or subject matter, and other criteria prescribed by the State board of education. PROCEDUIiES FOLLOWED IN THE SELECTION AND ADOPTION OF TEXTS AND LIBRARY BOOKS-BASAL TExTBOOKS-THROUGH THE SERVICES OF THE STATE TEXTBOOK COMMISSION After the State textbook commission has been organized and after the State board of education has authorized a textbook adoption, the State superintendent notifies members of the appropriate textbook commission division (elementary or high school) that there is to be an adoption in a given subject area or areas. The State superintendent notifies all textbook companies, properly registered in the State, that an adoption is pending. The letter from the State superintendent notifying the publishing companies that an adoption is pending sets forth: (1) what subject matter fields are included and for what grades: (2) whether books to be submitted shall be a series or whether only single texts will be con- sidered; (3) names and addresses of members of' the textbook com- mission-elementary and high school divisions, and when and where samples are to be sent; (4) a copy of the policy and procedures to be PAGENO="0150" 142 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES followed by the commiSSion and textbook companies; and (5) place and date for the first meeting of the textbook commission. Members of the textbook commission who are teachers or principals in the elementary grades evaluate all textbooks offered for adoption in the elementary grades; members who are high school principals and teachers evaluate all textbooks offered for adoption in the high school field. As stated above) each member of the commission may secure the help of such advisers as he may select. In this way the members of the commission have the privilege of securing the opinions of experts in a very technical field, as well as the opinions of persons whom they consider well qualified to evaluate books in a given subject area. Each commission member must file a written evaluation of every book submitted. These evaluation reports must be signed by the mem- her making the report and filed with the State superintendent of public instruction. In the evaluation of textbooks the members of the com- mission do not concern themselves in any way with the price of the book or its mechanical structure. At the next meeting of the State board of education after evaluation reports are filed, the members of the appropriate textbook commission meet with the State board of education for joint examination of the reports. The State board then selects a multiple list of books (usually three or four) and requests sealed bids from the publishers of all books so selected. Sealed bids are opened at the next regular meeting of the board and contracts are awarded. New free textbooks in grades 1 to 8 are sent to county and city boards of education by the division of textbooks of the State board of education. Suppleimenta~y textbooks The procedure for selecting and adopting supplementary textbooks is different in some respects from that employed in the selection and adoption of basal textbooks. When a supplementary adoption is au- thorized, the State superintendent sends a letter to all textbook pub- ushers properly registered in the State, advising what type of material shall be submitted and when and to whom samples shall be sent. Then, all books submitted for supplementary are evaluated by the professional staff of the State department of public instruction. At least three persons evaluate each title before a recommendation is made concerning the inclusion of a particular title on the recommended list to be presented by the superintendent of public instruction to the State board of education for adoption. Subject specialists and generalists both serve on the evaluating teams. These teams include white and Negro professional staff mem- bers. If in the consideration of any book any question arises with regard to a racial or ethnic matter, both white and Negro staff members do a depth analysis to determine whether the book in question meets the basic criteria for selection, and whether the content is covered in an honest, unbiased manner. If a sharp difference should develop (to my knowledge no such difference has ever evolved), the opinion of the evaluators more closely allied to the topic covered would in all proba- bility be followed. PAGENO="0151" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 143 White and Negro professional staff members work together with but one objective-to select the very best books that meet criteria accepted by. education and library professions. Currently the supplementary textbook list contains 1,180 titles for elementary schools and 1,072 titles for secondary schools. Supplementary textbooks are distributed to county and city school systems upon order. County `and city `school authorities select titles for purchase from the supplementary book catalog primarily upon the basis of these criteria: 1. Needs of individual school (a) based on knowledge of the curriculum and (b) based on requests from administrators and teachers. 2. Ne&ls of the individual student (a) based on knowledge of `children `and youth and (b) based on requests of students and parents. 3. Provision of a wide range of materials on levels of difficulty, diversity of interest, and presentation of different points of view. 4. Provision of artistically prepared materials. 5. Format of material's. LIBRARY BOOKS-THROUGH SERVICES OF DEPARTMENT OF PUBLIC INSTRUC- TION STAFF AND COMMITTEE NAMED BY THE STAFF Library books are evaluated by the professional staff members in the department of public instruction `and by individuals and coimrnt- tees composed of county and city `school personnel. Although a pri- mary objective is to select materials to enrich and support the cur- riculum, opening windows into the world-past, present, and future-. is also an important objective of selections of library books. The department of public instruction issues many bibliographies, some general and many others on specific topics. Included are such publications as "Reference Materials for School Libraries," 958 recom- mended reference titles; "North Carolina Materials and Resources," extensive coverage of materials to meet the needs of students and teachers of North Carolina geography, history, and government; and "Library Book Catalog," an annual list of approximately 6,000 recom- mended titles including a wide range of subjects and levels of dif- ficulty-a general basic list. Professional lists of library books `prepared by authorities outside the department of public instruction are used extensively in recom- mending titles on a particular subject to schools. The excellent bibli- ographies issued by the New York Public Library under the direc- tion of Mrs. Augusta Baker (a Negro) are referred to frequently by our staff. An attempt is made to include in the department's "Library Book Catalog" the best titles that will present a balanced coverage of the field of knowledge and of the world in which we live. Books about the Negro and by the Negro are a part of tiis catalog; however, no attempt is made to segregate these titles. Instead, these titles are integrated into the appropriate section of the catalog; e.g., biographies, history, fiction, et cetera. Selection of books to be purchased for inclusion in a given school library is done at the county and city level, and the responsibility for selection rests with the local board of education. The State depart- PAGENO="0152" 144 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES merit of public instruction does not dictate to the county or city school system as to what may or may not be placed in the individual school library. The department recommends a wide variety of titles and assists local school personnel in the development of sound and professional selection policies and procedures. To facilitate selection and purchase, the department encourages county and city boards of education to adopt a policy statement for the selection of materials such as that formulated and adopted by the Union County (North Carolina) Board of Education. (See pp. 19- 24.) I would say, Mr. Chairman and members of the committee, in my opinion as an educator, I think these criteria on pages 19 through 24 represent some of the best thoughts projected many times in educational circles in the whole country. On page 19 you will see objectives of selection and then responsi- bility for selection of materials, page 20, "The criteria for selection," "The procedures for selection," and then "The classifications," into which these selections would be classified, that is, page 21. Page 22, "Challenged materials." We make provisions in our recom- mendations of policy for all and sundry to raise any questions anyone has. On page 23 a form, a little unique, undoubtedly, used in many places of a citizen's request for a review of a book. If a citizen at any time has a question about any book he is in this particular county, as I say we advocate this type of procedure in all the cities in the State, but any citizen wanting to complain about any book can fill out that form and then on page 24 is a good quiz on "How Good is Your Book Selection Policy?" Reverting to page 9: Evaluative criteria used by textbook commission members and by professional staff members of the department of public instruction in the selection and recommendation of textbooks For the guidance and direction of textbook commission members and professional staff members in the department of public instruc- tion with regard first to basal texts and then to supplementary texts, such criteria as these are usually employed: Author.-Has authoritative authorship; academic preparation; ex- perience; position; and knowledge of child growth and development. Content.-Conforms to the North Carolina program of studies; is interesting (readable), thought provoking, accurate, and up to date; is appropriate in vocabulary and content for grade or subject level; is objective and free from bias. Organi~ation.-Materials arranged in a logical sequence; ways are suggested in which correlation of other subjects can take place. Illustrative material.-Includes maps, charts, graphs, photographs, and drawings which are attractive, related to immediate reading con- tent, adequate in number, accurate, up to date, and of real educational value. Teacher's guide.-Includes suggested teaching procedures; outlines desired skills; has suggestions for extension and depth study; et cetera. Special featvxes.-Table of contents, index, appendixes, glossary, and pronounciation guide are included. PAGENO="0153" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 145 Forimat.-Print is easily read; covers are durable, attractive, and practical; et cetera. Use of Federal funds in increasing supply of teccts and library resovrces It is estimated that within the past year approximately 1,600,000 books and other publications have been purchased with Federal money by county and city boards of education in North Carolina. Fully 80 percent of these books and publications have been placed in the libraries. Through title II of the Elementary and Secondary Education Act the schools have purchased or have authorization to purchase about 533,000 volumes. Through titles I and III of the Elementary and Secondary Educa- tion Act an estimated 622,000 volumes have been purchased or authorized. Through title III of the National Defense Education Act an esti- mated 438,000 books or other publications have been purchased or authorized. Through Vocational Education Act funds an estimated 5,300 books and other publications have been purchased. Naturally, these added resources have promoted learning. Anticipated continued need for Federal support for books Obviously the need for additions to and replacements of books and other publications in all categories is recurrent and perpetual. The average child in North Carolina public schools reads voluntarily each year in excess of 35 library books. Thus, the task constantly con- fronting school personnel is to have available to these reading children enough good books. Position of the State of North Carolina regarding treatment of minor- ity groups in books for school use and regarding books as teach- ing-learning aids In the selection of textbooks, library books, and other instructional materials consideration is given to their appropriateness to the pro- gram of studies with the view to portraying fairly and accurately all members of our total society. In the selection, adoption, and distribution of textbooks, library books, and other instructional aids and materials, the State of North Carolina and its county and city school administrative units do not think in terms of minority or majority groups. In its provisions for public education it does not emphasize race, national origin, creed, color, or kindred condition. The State of North Carolina is committed to the placing of all of the wealth of the State behind the education of all of the children of the State regard- less of who they are or where they live. There are available to county and city boards of education multi- ethnic books not so much because of consideration of the multiethnic or intercultural aspect as because the books are good books. In essence, it might be said that in North Carolina public school authorities at all levels desire and are determined to have available for pupils and teachers the very best instructional aids and materials, in- cluding textbooks and library books. It is to be expected that these PAGENO="0154" 146 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES school authorities will continue to insist that all books shall be factual, accurate, and without any tmges of propaganda, artificiality, and dis- tortion of fact. If at any time any author or publisher submits to any of our school authorities any book concocted primarily to sell and not primarily to enhance and advance the learning of the children, the author and pub- lisher will have their books rejected. As in all other areas of school operations North Carolina school authorities in the selection and adop- tion and use of books wifi continue to paramount excellence and cast aside everything else. That represents, Mr. Chairman and gentlemen, the basis of my presentation, a code by the statutes and the criteria to which I referred earlier. (The data referred to follows:) STATUTES GOVERNING THE SELECTION AND ADOPTION or TEXTBOOKS IN NORTH CAROLINA A. BASAL TEXTBOOKS G.S. 115-206. Text book ~eed.s are determined by course of study.-When the State Board of Education shall have adopted, upon the recommendation of the State Superintendent of Public Instruction, a standard course of study for each grade in the elementary school and in the high school setting forth what subjects shall be taught in each grade and outlining the basal and supplementary books on each subject to be used in each grade, the Board shall proceed to select and adopt such textbooks. Textbooks adopted in accordance with the provisions of this article shall be used by the public schools of the State. Such supplementary books as may be adopted shall neither displace nor be used to the exclusion of basal books. 115-207. state Board of Education to select and adopt text books .-The Board is hereby authorized to select and adopt for the exclusive use in the public schools of North Carolina, textbooks, publications, and instructional materials needed for instructional purposes in each grade and on each subject matter in which instruction is require~d by law. It shall adopt for a period of not less than five years, two or more basal primers for the first grade, two or more basal readers for each of the first three grades, one or more basal readers for grades four though eight inclusive, and one or more basal books or series of books on aU other subjects required to be taught in the first eight grades, and one or more basal books for all subjects taught in the high school: Provided, further, that the State Board of Education may enter into contract with a publisher for a period of less than five years, if any advantage may accrue to the schools as a result of a shorter contract than five years. 115-208. Appointment of Textbook Commission; members and chairniam; compensation.-The Governor, upon the recommendation of the State Superin- tendent, shall appoint a Textbook Commission of twelve members who shall hold office for four years, or until their successors are elected and qualified. The Governor shall fill all vacancies by appointment for the unexpired term. Seven of the members shall be outstanding teachers or principals in the elementary gi~ades; five shall be outstanding teachers or principals in the high school grades: Provided, that one of the members may be a county or city superintendent. The Commission shall elect a chairman, subject to the approval of the State Superin- tendent. The members shall be paid a per diem and expenses as approved by the Board. The reenactment of this section shall not have the effect of vacating the appointment or changing the terms of any of the Commissioners herotofore appointed. 115-209. Commission to evaluate books offered for ado ption.-The members of the Commission who are teachers or principals in the elementary grades shall evaluate all textbooks offered for adoption in the elementary grades. The members who are teachers or principals in the high schools shall evaluate all books offered for adoption in the high school grades. Each member shall examine carefully and file a written evaluation of each book offered for adoption. PAGENO="0155" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 147 Special consideration shall be given in the evaluation report as to the suit- :ability of the book to the grade for which it is offered, the content or subject matter, and other criteria prescribed by the Bc~ard. All evaluation reports shall be signed by the member, making the report and filed aipbab~tically with the Board not later than a day certain as fixed by the Board when the call for adoption is made. d15-210. Selection of te~rtbooks by Board.-At the next meeting of the Board following the filing of the reports, the Textbook Commission shall meet with the Board and jointly examine the reports. The Board shall then select from the books evaluated such books which the Board believes will meet the teaching re- quirements of the North Carolina public schools in the grade or grades for which they are offered. The Board shall then request sealed bids from the pub- lishers of all books so selected. The Board shall make all needful rules and regulations with reference to ask- ing for bids, notifying publishers as to calls for adoption, execution and delivery of contracts, requirement of performance bonds, cancellation causes, and such other maJterial matters as may affect the validity of the contracts. 115-211. Adoption of tea'tbooks and contracts with, publishers.-The sealed bids of the publishers shall be opened at the next regular meeting of the Board in the presence of the Board. The Board may then adopt the books required by the course of study and enter into a contract with the publisher for such adopted books. The Board may refuse to adopt any of the books offered at the prices bid and call for new bids: Provided, that when bids are accepted by the Board and a contract entered into, the contract may require, in the discretion of the Board, that the total sales of each book in the State of North Carolina be reported annually to the Board. 115-212. Continuance and discontinuance of contracts with publishers; pro- cedure for change of tecctbooks.-At the expiration of existing or future con- tracts, the Board may, upon approval of the publisher, continue the contract for any particular book or books indefinitely, thait is, for a period not less than one nor more than five years. The Superintendent may at any time recommend to the Board that a given book is unsatisfactory for the schools, whereupon the Board may call for a new selection and adoption. In the event a change of any textbook is required by vote of the Board, the publisher shall be given `ninety (90) days' notice prior to the first day of May, at the expiration of which time the Board is authorized to adopt a new book or books on said subject. The publisher desiring to terminate his' contract which has been extended beyond the original contract period shall give notice to the Board ninety (90) day.s prior to the first day of May. The Board may then proceed to a new adoption. 115-213. Advice of Attorney General as to form and legality of contracts.- All contracts between the Board and publishers of textbooks shall be subject to the approval of the Attorney General as to form and legality. In the event that any publisher shall fail to keep his contract as to prices, distribution, adequate supply of books in the edition adopted, or in any other way violates the terms of his contract, the Attorney General shall bring suit against `such publisher when requested by the Board for such an amount as may be sufficient to enforce the contract or to compensate the State because of the loss sustained by failure to keep said contract. 115-214. Publishers to register all agents or employees.-Publishers submitting books for adoption shall register in the office of the State Superintendent of Public Instruction all agents or other employees of any kind authorized to represent said company in the State and this registration list shall be open to the public for inspection. 115-215. Sale of books at lower price elsewhere reduces price to Sit ate.-Every contract made by the Board with the publisher of, any school textbook on the adopted list in this State shall be deemed to have written therein a condition providing that in the event said publisher during the life of his contract with this State shall contract with another state, or with any county, city, town, or other municipality, or shall place said textbook on sale anywhere in the United States for a less price than that in his contract with the State of North Carolina, said publishers shall immediately furnish said textbooks to this State at a price not to exceed that for which the book is furnished, sold, or placed on sale in. any other state, or in any other county, city, town, or municipality. 115-216. Powers and duties of State Board of Edvcation.-The children in the public schools of the State may be provided uniformly with free basal textbooks within the appropriation of the General Assembly for that purpose, and with PAGENO="0156" 148 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES supplementary textbooks and instructional materials ata minimutn annual rental, the State Board of Education is hereby authorized and directed to administer a fund and to establish rules and regulations necessary to- (1) Acquire by contract or purchase such textbooks and~ instructional supplies which are or may be on the adopted list of the State of North Carolina, and to purchase materials, supplies, and equipment which the Board may find necessary to-meet the need of the public school system of the State and to carry out the provisions of this article. (2) Provide a system of distribution of said textbooks and supplies to the children in the public schools of the State, and distribute such books as are provided under the rental system without the use of any depository other than some agency of the State, to use warehouse facilities for the distri- bution of all the supplies, materials, and equipment authorized to be pur- chased in subsection (1) hereof. (3) Provided for the free use, including the propercare and return thereof, of elementary basal textbooks to such grades, including the eighth grade of the elementary public schOols of North Carolina as may be determined by the Board. The title to said books shall be vested in the State: Provided, that the Board may furnish basal elementary textbooks on a rental basis in any or all elementary grades when it is deemed necessary. (4) Provide books for high school children in the public high schools of North Carolina on a rental basis. Said annual rental charge shall be col- lected in an amount not to exceed one-third of the cost of said textbooks: Provided, that free basal books may be furnished to high school children if sufficient funds are available and if the Board finds it advisable to take such action. (5) Provide supplementary readers and other supplementary books for the elementary children in the public elementary schools of North Carolina on a rental basis. Said annual rental charge shall be collected in an amount not to exceed one-third of the cost of said textbooks: Provided, that the Board shall not charge a rental fee for books, supplies, and materials used in the public schools in excess of the actual cost to the State, including the handling and administration of such rentals. Provided, further, within funds available the Board may provide for the free use of supplementary readers and other supplementary books in the public elementary schools. (6) Provide and distribute all blanks, forms, and reports necessary to keep a careful record of all the books, including their use, state of repair and such other information as the Board may require. (7) Buy and sell library books to be placed in the public schools of this State from a list to be selected by the State Superintendent of Public In- struction with the approval of the Board and to be placed in such schools as may be designated by the Board: Provided, that such library books shall be purchased in accordance with the rules and regulations duly promulgated by the Board. (8) PrOvide for the use of said textbooks without charge to the indigent children of the State. (9) Cause an annual audit to be made of all transactions of the Board in administering said book funds, which audit shall show separately all items of cost for furnishing free basal textbooks and other items of cost and all rentals collected on rental books. 115-217. Proper care of books; right to pvrchase.-In the operation and management of both the free basal textbook system and the rental supplementary textbook system, plans shall be carried out whereby the same books, as far as possible, are assigned to the same school from year to year to the end that all children may be taught the proper care of books and that the cost of books for every school may be the more accurately determined. Those schools which reduce the cost of books by proper care may be given the advantage in additional new books to the amount of the saving: Provided, that nothing in this article shall be construed to prevent the purchase of textbooks needed for any child in the public schools of the State from said Board by any parent, guardian, or per- son in loco parentis. 115-218. Legal custodians of books fvrnished by ~State.-County boards of education of county administrative unit and city boards of education of city administrative unit are hereby designated the legal custodians of all books furnished by the State, either for free use or on a rental basis. It shall be the duty of the said boards of education to provide adequate and safe storage facili- ties for the proper care of said books. PAGENO="0157" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 149 115-219. Fu~nigation and disinfection of books~-The State Superintendent of Public Instruction, in conjunction with the State Board of Health, shall adopt rules and regulations governing the use of fumigation and disposal of textbooks from guarantined homes and for the regular disinfection of all textbooks used in the public schools of the State: Provided, that said rules shall be attached to any rules and regulations that the State Board of Education. may promulgate. 115-220. County and city units may withdraw from State system.-Whenever any county or city administrative unit has paid over to the State Board of Education, in rentals, a sum equal to the price fixed by said Board for the sale of rental textbooks, said county or city administrative unit may, at its option, with the approval of the Board, withdraw from the textbook rental system set up under rules and regulations adopted by the Board, andupon such withdrawal shall become the absolute owner of all such textbooks for which the~ purchase price has been paid in full to the said Board. 115-221. Rentals paid to State treasnry; for use of only those paying rentals.- All sums of money collected as rentals under the provisions of this article on State owned books shall be paid monthly as collected into the State treasury, to be entered as a separate item known as the "State Textbook Rental Fund," and shall be disbursed only by order of the State Board of Education. When all advances made from the general fund of the State for setting up said textbook rental system have been paid from rentals collected, any surplus funds shall be used only to reduce the annual rentals charged and to bear the expense of operating the State textbook rental system: Provided, that, in the discretion of the Board, such surplus funds and other revenues of the textbook rental system may be used only for providing additional textbooks, library books, and other instructional materials for the use of the pupils who pay the rental fees. 115-222. Free book system separate from rental system.-The system of providing free basal textbooks for both elementary and high schools, when provided, shall be separate from the rental textbooks and supplementary book system, and shall depend upon appropriations from the general fund of the State for both the cost of the books and for operating and administering the system. 115-223. Duties and authority of superintendents of local administrative units; withholding salary for failure to comply with section.-It shall be the duty of the superintendent of each administrative unit as an official agent of the State Board of Education to administer the provisions of this article and the rules and regulations of the Board insofar as said article and said rules and regulations may apply to said unit. The superintendent of every administra- tive unit shall have authority to require the cooperation of principals and teachers to the end that the children may receive the best possible service, and that all the books and moneys may be properly accounted for. In the event any principal or teacher shall fail to comply: with the provisions of this section, it shall be the duty of the superintendent to withhold the salary vouchers of said principal or teacher until the duties imposed hereby have been performed. In the event any superintendent shall fail to comply with the provisions of this section, it shall be the duty of the State Board of Education and the State Super- intendent of Public Instruction to~ withhOld salary vouchers of said superin- tendent and the State Treasurer shall not pay same until the duties imposed hereby have been performed, and it shall be the duty of the State Superintendent as secretary of the State Boar dof Education to notify the State Board of Education and the State Treasurer in the event any superintendent shall fail to comply with the provisions of this section, and no payment shall be made until notice has been received from the State Superintendent as secretary of the State Board of Education that the provisions of this section have been complied with. 115-224. County and city boards authorized to operate local systems.-Any county or city board of education now operating a textbook rental system, or any such board that may hereafter withdraw from the State system under the provi- sions of G.S. 115-220 to operate its own system, shall be permitted to continue, or to operate, such local rental system without regulation from the State Board of Education except as provided in G.S. 115-225. County and city boards of education are hereby authorized and empowered to make all necessary rules and regulations concerning the operation of local rental systems to provide the children of their administrative units with the advantages of an adequate supply of basal and supplementary textbooks, library books, and appropriate instructional materials. For these purposes, funds appropriated in the current expense and in the capital outlay budgets of Such units may be used. PAGENO="0158" 150 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 115-225. Rental lees charged by administrative vn'its operating local sys- tem.-County and city boards of education shall charge rental fees in accord- ance with schedules submitted to and approved by the State Board of Education. The receipt given pupils upon the payment of any book rentals shall show sep- arately, the fee collected for basal textbooks, the fee collected for supplementary textbooks, the fee collected for library books, and the fee collected for instruc- tional supplies. 115-22G. Boards mnst keep complete records and audit same; unlawful to use book funds for other purposes.-It shall be the duty of such county and city boards of education as may establish a book fund and a rental system for their local units to keep an accurate and complete record of all receipts and disburse- ments made from such fund, and to cause such records and accounts thereof to be audited in July of each and every year and to file a copy of said audit with all the ltuthorities required by law in the case of the annual audit of county and city boards of education. It shall be unlawful for any county or city board of education to use any part of the funds so provided for any purpose, even temporarily, other than the purposes for which said fund is established. 115-227. Boards may purchase books from State; patrons from boards.- County and city boards of education are hereby authorized to purchase from the State Boards of Education, basal and supplementary textbooks, library books, and in~structional supplies for use in a local rental system. Any patron of the public schools may purchase textbooks from his county or city board of educa- tion at cost. 115-228. How local rental funds handled and paid out.-All school book rental fees collected by county and city boards of education shall be deposited as collected with the county or city treasurer, and shall be paid out only on vouchers signed by the chairman and secretary of such board. POLICIES FOR SELECTION OF Lraas~RY MATERIALS, UNIoN COUNTY (NORTH CAROLINA) SCHOOLS I. OBJECTIVES OF SELECTION The primary objective of a school library is to implement, enrich and support the educational program of the school. It is the duty of the library to provide a wide range of materials on all levels of difficulty, with a diversity of appeal, and the presentation of different points of view. To this end the Board of Education of Union County reaffirms the Library Bill of Rights of the American Library Association and the American Association of School Librarians and asserts that the responsibility of the school library is- To provide materials that will enrich and support the curriculum, taking into consideration the varied interests, abilities, and maturity levels of the pupils served. To provide materials that will stimulate growth in factual knowledge, literary appreciation, aesthetic values, and ethical standards. To provide a background of information which will enable pupils to make intelligent judgments in their daily life. To provide materials on opposing sides of controversial issues so that young citizens may develop under guidance the practice of critical reading and thinking. To provide materials representative of the many religious, ethnic, and cultural groups and their contributions to our American heritage. To place principle above personal opinion and reason above prejudice in the selection of materials of the highest quality in order to assure a compre- hensive collection appropriate for the users of the library. II. RESPONSIBILITY FOR SELECTION OF MATERIALS The Union County Board of Education is legally responsible for all matters relating to the operation of Union County Schools. The responsibility for the selection of library materials is delegated to the professionally trained personnel employed by the school system. Selection of materials involves many people: principals, teachers, supervisors and librarians. The final decision for purchase of library materials rests with the professionally trained library personnel. PAGENO="0159" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 151 III. CRITERIA FOR SELECTION OF LIBRARY MATERIALS Needs of the individual school based on knowledge of the curriculum and of existing collection are given first consideration. Materials for purchase are considered on the basis of over-all purpose, timeli- ness or premanence, importance of the subject matter, reputation and standards of the publisher, readability and popular appeal, format and price, reputation and significance of the author, quality of the writing, and authoritativeness. Requests from faculty and students are given consideration. IV. PROCEDURES FOR SELECTION In selecting materials for purchase the librarian consults reputable, unbiased, professionally prepared selection aids; specialists from all departments and/or all grade levels; library committee appointed by the principal to serve in an advisory capacity in the selection of materials for the library. In specific areas the librarian follows these procedures: Gift books are judged by basic book selection standards, and are accepted or rejected by these standards. Multiple copies of outstanding and much in demand titles are purchased as needed. Worn or missing standard titles are replaced periodically. Books out of date or no longer useful are withdrawn from the collection. Sets and subscription books are examined carefully, and are purchased only to fill a definite need. Salesmen must have permission from the county superintendent's office before going into any of the schools. In evaluating the ecoisting book collection as a basis for selection the librarian- Counts only one copy of a title, otherwise a true picture of subject distri- bution Is not given. Uses the percentage table listed below as a guide for a variety of material and a balanced collection. HIGH SCHOOL Dewey No. Subject Percent 000-099 100-199 200-299 300-397 400-499 500-599 600-699 700-799 800-899 910-919 920-929 900-909, 930-999 F, 398, SC General reference Philosophy Religion Social sciences Lsnguages Science Useful arts Fine arts Literature Geography and travel Biography History Fiction, fairy tales, and story collection 2 1 1 8 1 ~ 10 15 7 9 11 20 ELEMENTARY SCHOOL 000-099 General reference 100-199 Philosophy 200-299 Religion 300-397 Social sciences 400-499 Languages 500-599 Science 600699 Usefularts 700-799 Fine arts 800-899 Literature 910-919 Geography and travel 900-909, 920-999 History and geography F, 398, SC Fiction, fairy tales, and story collection E Easy books for grades 1 to 3 . 2 ~ 1 ~ ~ 8 3 ~ 12~ 123/i 20 25 V. CHALLENGED MATERIALS Despite both the care taken to select valuable materials for student and teacher use, and the qualifications of persons who select the materials, occa- sional objections to a selection will be made. PAGENO="0160" 152 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES The principles of the freedom to read and of the professional responsibility of the staff rather than the material must be defended. A file recording the basis for decision is kept on materials likely to be ques- tioned or considered controversial. If a complaint is made the procedures are as follows: 1. Be courteous but make no commitments. 2. Invite the complainant to file his objections in writing and offer to send him the prepared questionnaire so that be may submit a formal complaint to the library committee. 3. Suspend the material pending a decision of the library committee. 4. Inform the superintendent and the library coordinator. 5. The library committee will- a. Read all books or examine materials referred to it. b. Check general acceptance of the material by reading reviews, consulting authoritative lists and holdings of local libraries. c. Weigh values and faults against each other and form opinions based on the material as a whole and not on messages pulled out of context. ci. Meet to discuss the material and to prepare a report on it. e. File a copy of the report in the school and administrative offices. 6. Material rejected by the committee will be removed from the school col~ lection. CITIZEN'S REQUEST FOR RECONSIDERATION OF A BooK Author Hardcover Paperback Title Publisher (if known) Request initiated by Telephone Address City Zone Complainant represents nimsen. (name organization) - (identify other group) 1. To ~what in the book do you object? (Please be speciffic; cite pages.) 2. What do you feel might be the result of reading this book? 3. For what age group would you recommend this book? 4. Is there anything good about his book? 5. Did you readthe entire book? What parts? 6. Are you aware of the judgment of this book by literary critics? 7. What do you believe is the theme of this book? ..~. 8. What would you like your school to do about this book? do not assign it to my child. withdraw it from all students as well as from my child. send it back to the English department offiëe for reevalua- tion. 9. In its place, what book of equal literary quality would you recommend that would convey as valuable a picture and perspective of our civilization'? Signature of Complainant Quiz YOURSELF HOW GOOD IS YOUR BOOK SELECTION POLICY? 1. If you are not able to see and review new books (or hear them reviewed) before purchase, do you delay purchase until you have read critical reviews (not merely advance notices or one review only) or do you rely mainly on adver- tising publishers' catalogs and salesmanship? 2. Do you check annual summing-up selective lists: the ALA. list of "Notable Books" of the preceding year, the annual supplement to the H. W. Wilson CATALOGS, the annual new Bowker catalog of BEST BOOKS FOR CHIL- DREN and lists available from certain large libraries of the year's outstanding books? Do you check recommended lists of science books issued by the American Association for the Advancement of Science and magazine summaries in Sci- entific American, Natural History, and Horn Book? 3. Do you spend ample time examining new books at Book Exhibits set up at association meetings, collections of review copies in state library offices, and exhibits arranged locally (suspending judgment on longer texts until you have opinion on content)? PAGENO="0161" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 153 4. When you review a new book do you ask whether it truly satisfies basic aims (to educate, inspire, develop appreciation or entertain)? 5. Do you compare new books with older books which are still up-to-date, on the same subject and for the same audience, to secure the best available, not merely One more title.? 6. Do you apply, with firmness, your basic book selection standards to all gift books offered and to books recommended for purchase or removal by groups or individuals in your community? Is this policy in writing, so that it may be pointed to? 7. Do you place on your shelves a book acquired in package deal or contract w-hen you have discovered it not to be up to your standards? 8. Are you withstanding heavy pressures *for the purchase of nonfiction (school demands for the citing of many references on a topic), in order to main- tain a balance of creative writing and the purelyinformational? 9. Do you weed your collection regularly, to discard books no longer up-to- date or useful, and do you. spend an adequate amount of your book budget for replacement of worn or missing standard titles?~ 10. Do you recognize the interests of the few and the unusual~ young readers, as well as of the many and the average, in selecting books? 11. Do you purchase multiple copies of outstanding and broadly appealing books, when size of public warrants it, rather than a wider range of titles which might include the useful but only mediOcre? 12. Do you consider it important to join and/or promote book review and dis- cussion groups and to keep outet.anding old books alive through discussion in staff and association meetings? . Adapted from Virginia Haviland, Readers Advisor for Children, Boston Public Library, in the December, 1961, School Library Journal. Mr. DANIELS. The gentleman from California, Mr. Hawkins. Mr. HAWKINS. I assume that on the State board of education there isno Negro member? Mr. CARROLL. There has been a Negro member on the board since 1949, 17 years. Mr. HAWKINS. There is.currently a Negro? Mr. ~1&RROLL.. Yes. Mr. HAWKINS. You omitted that statement. You seem to indicate the racial identity of all t.he others but did not do so in this particular instance. Mr. CARROLL. That is correct, Dr. Harolcl.Trigg, since 1949. Mr. BIJRTON. You are doing better than we are in that regard. Mr. CARROLL. I just wondered who else had one since 1949. Mr. HAWKINS. You indicate there is no Negro serving on the text- book commission? Mr. CARROLL. That .j~ correct. . .. Mr. HAWKINS. With respe.ct to the county and city boards of edu- cation, are you aware of any Negroes on those?. Mr. CARROLL. Yes, we have many. . For. instance, in the capital city, Raleigh, we have a splendid gentleman for whom a school has just been named in the city of Raleigh. . . . Mr. HAWKINS. Are there a.ny others? Mr. CARROLL. Yes. Mr. DANIELS. Mr. Ashbrook, do you have any questions? Mr. ASHBROOK. I must congratulate you. Obviously your system is an educational oasis if what you say. is a hundred percent true; but I doubt if anything is as perfect as you point out. Mr. CARROLL. We try, sir. . Mr. ASIIBROOK. I am sure you do. A couple of points I would be interested in, you said of books pur- chased by Federal funds approximately that 90 percent went into 71-368-66-----11 PAGENO="0162" 154 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES libraries. Would there be any basic reason for that as an operating procedure? Mr. CARROLL. Yes, because the State `of North Carolina. through the general assembly makes rather generous and adequate a.ppropriations for textbooks and we decided we could best use this money for library books. We feel that is the greater need rather than the textbook field. Mr. ASHBROOK. It is not because of any concern you have for using Federal funds for textbooks? Mr. CARROLL. None whatsoever. If the State were not, appropri- ating as generously as it is, we would change the allotment. Mr. ASHBROOK. Within the framework of the library books, already having stated most of the money goes in those categories, would it be largely in the area of reference books? Mr. CARROLL. This includes reference books. Our circulation rQc- ords reveal the average child reads 35 books a year and we need far more than ref ereñce books. This includes encyclopedias and reference books of different types. Mr. AsIIBRO0K. You said the libraries in schools have approximately 11,300,000 volumes. That would not seem large. Mr. CARROLL. No; that is about 9'to 10 volumes per child. Mr. ASIIBROOK. About a. fourth of what you would like? Mr. CARROLL. I believe if you would look at the accreditation and criteria requirements you would find this is about up to par. Mr. ASHBROOK. Up to par nationwide, or what you would like to `have? Mr. CARROLL. No; I believe it is nationwide. We need more books, and that is the reason we are tending toward the allocation of these funds for library purposes. Mr. DANIELS. Will the gentleman yield? Mr. ASIIBROOK. Yes. Mr. DANIELS. What advantage has your State taken of the Library Services Act, which is a Federal law? Mr. CARROLL. We are utilizing the provisions of that act. In addi- tion to school libraries, we have a statewide system of public libraries `and, to the best of my knowledge, full use of this Library Services Act is being made by North Carolina. Mr. DANIELS. Do you have libraries in each school? Mr. CARROLL. Yes; each school. There may be instances where we do not. have a formal library, maybe in a two-teacher or three-teacher `school in an isolated area but those schools would have books even so. You see, North Carolina occupies a unique position among the States of the Union in that for more than 30 years the entire wealth of the State has been put behind the education of all the children. Over 95 percent of the teachers of the State receive a check each month drawn upon the State treasury. Mr~ ASHBROOK. What do you mean by the entire wealth,? Mr. CARROLL. We underwrite the basic salary of each teacher in ~Torth Carolina allotted by the State board of education whether that teacher is in the shadow of Raleigh or the remotest section of North Carolina. A class A certificate carries the same value no mater what. area the teacher is in. We make provision each month for the payment of those teachers by vouchers drawn upon the State treasury. PAGENO="0163" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 155 Mr. DANIELS. They are not paid by the local school board? Mr. OARROLL. We have 8 or 7 percent of our teachers employed from Ilocal funds and the remainder from State funds, more than 90 percent. All of the superintendents of the State and all the principals of the State receive their monthly vouchers drawn upon the State treasury, even as I do. That is what I mean by putting the entire wealth of the State behind the education of all the children in the State. Mr. DANIELS. Can you tell this committee how much the State spends? Mr. CARROLL. The general assembly has provided this year some- thing in excess of $3 million for current expenses. County and city administrative units are providing for current expense, capital in- vestment, and debt amortization something in excess of $1 million. We are getting something from the Federal Government so we have in excess of $5 million for the 1966 school year. Mr. ASHBROOK. I have one other area. The form for a citizen's request for reconsideration of a book, I find, like your educational system, rather unique. Could you tell us the extent to which this has been used? Mr. CARROLL. I do not know the extent to which this has been used. This was formulated and adopted by the Union County Board of Edu- cation. As I say in this brief, we recommend this procedure in all county and city units because we have many of our own citizens who. raise questions real often. I had an inquiry yesterday as to how North Carolina adopts textbooks. I am frank to say I have prepared this material not just to sub- mit to you but to submit to our inquiring citizens wishing for informa- tion bearing on this topic. Mr. ASHBROOK. You have no statistics on that or a particular instance where a book has been reconsidered on the basis of these criteria? Mr. CARROLL. No. Mr. DANIELS. Mr. Brademas. Mr. BRADEMAS. Thank you for your statement, Dr. Carroll, it is most impressive. Before I ask a couple of questions I. would like to ask unanimous consent that there be printed in the record the text of an article from. the New York Times, this week, Sunday, August 28, entitled, "U.S.~ Aid and Rise in Students HelpIncrease Textbook Volumes." Mr. DANIELS. Without objection, it is so ordered. (The article referred to follows:) [From the New York Times, Aug. 28, 1966] U.S. AID AND RISE IN STUDENTS HELl' INCREASE TEXTBOOK VOLUME (By William M. Freeman) The people who make textbooks are at the head of the class. With recent increases in Federal aid to education, with more students in more schools than ever before and with new technological advances in printing and publishing, sales are up for the industry as a whole by more than 10 per cent this year over the 1965 level. Further and sharper gains are in prospect for next year. The average annual. increase in sales volume from 1960 to 1965 was about 12 per cent, and income, expressed as a percentage of sales, was up in 1965 more than' the 8 per cent recorded in 1964. PAGENO="0164" 156 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES. A survey by Burnham & Co., member of the New York Stock Exchange. of six major companies found that their profit margins were significantly higher than for the industry as a whole. The companies are Ginn & Co.; Harcourt, Brace & World; bit, Rinehart & Winston; McGraw-Hill, Inc.; Prentice-Hall, Inc., and Scott, Foresman & Co. There are perhaps 200 companies in the field, but these six are the largest, according to William M. Morris, who conducted the Burnham study. The six accounted for more than 45 per cent of the total volume of the industry. McGraw-Hill, with 1965 sales of textbooks at $60.5-miflion. and total sales at ~216.2-million, had 10 per cent of the textbook industry's volume. Scott, Foresman, which specializes in textbooks, was second with estimated sales of $50-million in the year ended last April 30. Total sales of all textbooks in 1965 came to $585-million, with elementary and college sales equal at 38 per cent of the total and high school volume at 24 per cent. Mr. Morris commented that in spite of competition in the field to produce a better product and to provide better customer service, the profit margins were high for most companies. "In 1964." he said. "net income after taxes was approximately 8 per cent [of total salesi for the textbook industry as a whole. Complete data are not avail- able for 1965, but margins are up somewhat from the 8 per cent of 1964. In 1965 margins of the six major companies covered in this review averaged about 10 per cent." He commented that the large company with full-line coverage of the textbook field was in a better competitive position for these reasons: Diversification of risk. A broader base to support research and development expenses necessary to remain current in a changing educational environment. A. single company, well established in elementary, hIgh school and college selling, can pursue a continuous approach better than. concerns not in all three fields. * SufficiO'nt size to finance automated billing and shipping systems. Ability to attract and hold professional management and editorial personnel. A new factor in the educational field, spurring the use of new types of text- books and teaching materials, is the rise of. automated teaching aids, the use of closed-circuit television and the increased volume of visual aids. These are a considerable help to total volume for the textbook publishers. Robert A. Klaus, president of the W.A~ Krueger Company of Brookfield, Wis., on the outskirts Of Milwaukee,. said that his~ concern, a . major color process printer specializing in textbooks was projecting an increase of sales of about 20 per cent for the year ending next June 30 over the $21.5-million reported ,for the latest fiscal year. . . "This volume is virtually assured by our record backlog for textbooks and publications." he told a luncheon of security analysts last week. Mr. Klaus's concern, which is conducting a training program for printers, is one of the few that is integrated from top to bottom. In previous years the practice for a textbook publisher was to have composition done in one printing house, makeup and assembling at another and binding done at still a third. Krueger does all three of these operations under one roof. It has plants at Brookfield and at Chicago and Phoenix, with a warehouse centrally situated to serve the entire country in Indianapolis. Mr. BRADEMAS. Have there been exnressed by any citizen of your State in any siami~cant way comT)laints based on the. charge that textbooks are used in North Carolina. public schools without giving a fair decree of attention, as it were, to Negroes. Or has the charge been made the other way around that too much attention is being paid to Negroes9 In other words, are you getting any complaints on racial issues Wand textbooks? Mr. CARROLL. We have had few complaints and . few . inquiries. ~`Most of the inquiries have . been from extreme rightists regarding certain statements. Mr. BRADEMAS. That speaks well for your school s~stern, in my judgment. Is the North Carolina selection process an, unusual one, particularly by comparison with other States in the South? PAGENO="0165" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 157 Mr. CARROLL. Yes, and that may be attributed, Mr. `Brademas, to what I was describing a moment ago, and that is North Carolina's method of financing. We have a rather highly centralized school system because the majority of expenditures for current expense are borne by the State treasury and for that reason we have this. centralization. Mr. BRADEMAS. `I take it it would be a fair summary of much of your testimony that there is not difference in textbooks used in public schools in North Carolina school district.s where most of the popu- lation is Negro as contrasted with areas where most of the population is white? Mr. CARROLL. Pupils are pupils with us. I might say at the time of the last racial accounting, until the Congress and Federal admin- istrative officials gave us to understand we shall not engage in racial accounting, but at the last racial accounting North Carolina had more Negro teachers in the schools than any other State and more professional staff that were Negroes. I could not tell you the distribution. Mr. BRADEMAS. Iii what way has North Carolina made headway in implementing the Supreme Court decision? Mr. CARROLL. We have made considerable progress although I must confess on August 30, 1966, that the subject became stricter because we have more and more cause to wonder whether the administration of all this program is in line with congressional intent as found in the Civil Rights Act itself. Mr. BRADEMAS. You said a minute ago that there was no significant; difference in the text used in schools with different patterns of racial population. Let me ask a question that is not the same,, but may be related to it. Do you make any effort to hwve specially designed texts for the use of disadvantaged children'as distinguished from texts for children who do not come from disadvantaged areas? Mr. CARROLL. No, although in the summer programs, the }Ieadstart programs, for instance, there probably were purchased sme of these newer texts with Federal funds because it is more or less a federalized progra.m but that is where you would find the main provisions. Mr. BRADEMAS. Let me ask another question that is not dire~tly re- lated to the issue of race relations and the use of textbooks. I don't know much about it, but it is my understanding that schools and libraries `do not receive from textbook publishers discounts for any large purchase of orders of books. I understand' that retail stores do receive discounts. Is this true in your experience? Mr. CARROLL. The State board of education through the division of textbooks' in North Carolina' has library books available for sale to county and city boards of education because the general assembly, through the State board . of education provides financial assistance for the purchase and procurement of library books. Mr. BRADEMAS. My question is: Do you get a discount if you buy books for schools or'libraries as compared to the discount I am told retail book stores receive? Mr. OARROLL. No, but we have a stipulation in~ all our statutes' to the effect that no vendor or publisher of textbooks shall sedlthese books to any State' at a lower price than that `enjoyed by North Carolina. PAGENO="0166" 158 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES I believe this is true with regard to library books as well as the basic and supplementary texts. We are expected to receive and enjoy the minimum prices. Mr. BRADEMAS. This New York Times article I have just cited takes note of a survey by Burnham & Co., a member of the New York Stock Exchange, of six major textbook publishers who found their profit margins were significantly higher than for the industry as a whole. The survey notes that in 1964 net income after taxes was approxi- mately 8 percent of total sales for the textbook industries as a whole and that while complete data are not available for 1965, margins are up somewhat from the 8 percent of 1964. In 1965, margins of the six major companies covered in this review averaged about 10 percent. I reiterate that I am not an expert at all in this field and that I am really trying to get some judgment as to whether there is discrimina- tion, not based on race, but discrimination based on whether the pur- chaser is a school s stem or school library making the purchase from the textbook publishers rather than a retail store. I want to get further information. I appreciate your comments. Maybe you are not the person to whom I should be addressing my question. Mr. CARROLL. Our relationships with all the textbook publishers throughout the Nation have been very good and we feel we have en- joyed the best prices obtainable. Mr. BRADEMAS. I want to make two concluding observations, Dr. Carroll. First of all, I read with great interest the description on page 10 of your statement of how you used Federa1 ftrnds to increase the supply of library resources in the State of North Carolina and L for one, am enormously heartened by what seems to be the impressive statistics showing that these elementary and secondary education funds, as well as the National Defense Education Funds, have made it possible for you to purchase a really substantial number of books for the school- children in the libraries of your State. I think that the set of statistics you have given us are enormously en- couragilig. The other thing I wanted to say was that. I found your statement in general very impressive. I want to take my hat off to North Carolina, which seems to offer many lessons which many other States, including some of our States in the North, could well emulate. Mr. DANrsLS. The gentleman from California, Mr. Burton? Mr. BURTON. Do you print any of your own textbooks~? Mr. CARROLL. None at all. Mr. BURTON. You have approximately 1,200,000 school pupils? `Mr. CARROLL. Correct. Mr. BURToN. You have 850,000 in the elementary schools and pre- sumably the balance in your secondary schools? Mr. CARROLL. Correct. Mr. BURTON. Do you hare any reasonable estimate of the percent- age of Negroes in your elementary and secondary schools? Mr. CARROLL. At the last accounting 29 percent of ourS total en- róllment was Negro, I would estimate that the breakdown would be approximately ~0 percent elementary and 30 percent high school or PAGENO="0167" BOOKS FOR SCHOOLS. AND TREATMENT OF MINORITIES 159 secondary. I do not. have the specifics but I would give that as an estimate. . . . Mr. BUIITON. Do you have a significant private or parochial pri- mary and secondary school system in.the State? Mr. OARROLL. No, North Carolina rates 50th in .the number of its children. attending private schools. We do not have the private- parochial school system that many of you have. Mr. DANIELS. Excuse me, you said North Carolina does not have private and parochial schools?~ How about private schools? Mr. CARROLL. To .the degree we have, they are private and parochial schools. Mr. DANIELS. Can you tell the committee how many students are enrolled in the elementary and secondary schools of North Carolina and. what the population is of the private schools? Mr. CARROLL. I can give it approximately. The 1,200,000 pupils in the public schools represent more than 98 percent of the total school- children In the State. In other words, less than 2 percent of North Carolina's pupils are in private and parochial schools. That would break down to the equivalent of saying less than 24,000 pupils are in private and parochial schools. Mr. DANIELS. Of that 1,200,000, 29 percent are Negro? Mr. CARROLL. Yes, as of 2 years ago. Mr. DANIELS. And what is the average in secondary schools? Mr. CARROLL. As I indicated a few minutes ago it is 70-30. It is about 70 percent in grades 1 through 8, and 30 percent,. grades 9 through 12. ., . Mr. BURTON. How do the number, of children of school age compare with the number of children in school? Mr. CARROLL. I would say that we have very, very few children ages 6 `through 16, who' `are not .in school because we have adequate counselors or attendance officers, whatever you might want to term them, throughout the entire State. ., , Mr. BURTON. How many public school districts do you have?.~ Do you have some 169 administrative imits? Mr. CARROLL. That is the way we break:them down, 100 counties and 69 cities. The tendency is to merge so we will `have fewer. Mr., BURTON. Of those 16~ units, `how m:any will we find with some measure of integration in the schools and how m~tny will we find with none `at all? Mr. CARROLL. Of the 100 counties, in 99 you have some Negro. popu- lation. I would say you would find `some degree of integration in those 99. ~We have one county without any. Negro population, there- fore, you would not find any integration. Mr. BURTON. The cities? ` ` . . Mr CARROLL Along the same hue Mr. BURTON. Do you find there is more integration or less integra- tion in your cities, than in your'less populous areas? ` Mr. CARROLL. I would say, ~rather than breaking it down between county and city, I would say yOU wou'l'd find `a larger percentage of integration in .the more populous counties, which usually include the cities. ` . ` I do not have figures at all showing `the' degree or the percent in any of our units. PAGENO="0168" 160 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES Mr. BuirroN. I have seen reports from time to time indicating the number of Negro children attending integrated schools. I don't know the source of this information. Do you happen to recall what latest studies in this respect would show? Mr. CARROLL. No, I had an opportunity soon to comment with regard to a series of articles from Atlanta on the subject in Southern States and I was placed in the situation necessarily of telling the gentleman I had no figures on this. We do not engage in racial accounting. Only on the insistence of Congress and Federal officials do we try to learn about this. Mr. BURTON. Has school integration created the problems its op- ponents fear? Mr. CAimoiL. In some places, yes; and in some places, no. There is, as I indicated earlier, at this very moment a growing feeling that perhaps there has been a little undue pressure, or a little harassment applied recently from the Federal level. Mr. BURTON. I am talking about children, in fact; not concerns you may have about implementing laws enacted by Congress. Mr. CARROLL. The children don't pay much attention to this. As you would readily surmise, it would be usually the parents who express more concern about it. Mr. BURTON. Your statement indicated that you spend about 20 per- cent. Does that 20 percent of your funds come directly from your treasury? Mr. CARROLL. Yes. This year that includes food services under the Elementary and Secondary Education Act and other Federal funds. Mr. BURTON. Does your school system hope the Elementary and Secondary Education Act will continue or would you rather it be eliminated? Mr. CARROLL. If the Federal Government is going to contribute as heavily as it is now contributing, I would express the personal wish and hope that more of the money would be channeled into the hands of the State boards of education to the end that we might apply the funds as we deem best. In other words, I believe that the State board of education in North Carolina and county and city boards of education know better than anybody else the educational needs of the State and through existing machinery and clthnneis are better equipped to handlethi~ moñe~ with the most productive and beneficial results. Mr. BURTON. If these Federal education funds were withdrawn it would be an economic catastrophe, would it not? Mr. CAJmoLI~. We did not suffer economic catastrophe before we had the funds, but naturally we would have to do somereadjusting if the funds were withdrawn. I would not say, to use the vernacular, that the world of North Carolina would fall apart if these funds were not available. Twenty-five years ago we had coming into North Carolina a $600,000 total in Federal funds. Today, we have an increase of 60 times as much. Mr. BURTON. I have no further questions. Mr. AsnEnoox. Mr. Chairman, may I ask a question? Mr. DAN~LS. Yes. PAGENO="0169" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 161 Mr. ASHBROOK. On the basis of one of the questions Mr. Burton asked, you said there was undue Federal harassment in recent weeks; would you amplify that? Mr. CARROLL. Yes, to the best of my knowledge there are teams from HEW in North Carolina at this moment in negotiation with some of our boards of education. These folk are saying that what we have developing and evolving in some of these administrative units is not adequate. There is tendency to come back to these percentages and insist that it be a certain percentage of desegregation of pupils and a certain percentage of desegregation of faculty. There is insistence that there be more balance in faculty and enroll- ment and in some of these instances it becomes a little harassing to some of the board members. Mr. ASHBROOK. In response to one of Mr. Brademas' questions you said there had been some compliance with the Supreme Court decision. You didn't amplify that. Is there any reason it shouldn't be total? Mr. CARROLL. I would put it this way and it expresses my view and most of North Carolina; I believe I am eternally and irrevocably committed to freedom of choice in this whole matter. It. is when freedom of choice is ruled out and hopes are unrealistic that we see this pressure applied. I am saying it is impossible for someone to sit in Washington and say what percentage of the people in a given school district in the United States should exercise a choice on behalf of this or that. Mr. ASHBROOK. You are saying it is possible for you to sit in the State capitol and do it for your State? You advocate or you say all the State should go to you. You continually stress that you people at the State level know what is best for the State. That seems to contradict what you now say. Mr. CARROLL. That is the reason I think it is best for North Carolina freely and without outside control to implement. this whole civil rights issue throughout the State of Nort.h Carolina through freedom of choice. Mr ASHBROOK This is my point Mr CARROLL I said I believe v~ e know the educ'ttion'tl needs of North Carolina better than someone outside Mr. ASHBROOK. You say this would settle t.he needs? Mr. CARROLL. We would st.ick t.o what we are accustomed to; namely, the allocation of funds Mr. ASTIBROOK. That has been the problem in the past? . Mr. CARROLL. In the allocation of funds. we alloèate the money w here itis needed I will say this, for 12, 15, or more years before the civil rights measure was ever adopted and before the Supreme Court ever spoke in 1954, Negro teachers in North Carolina received and still receive `t higher `Lver'tge salary th'tn the whites Mr. ASHBROOK. That is wonderful, but I don't think that has, any- thing necessarily to do with the matters before t.his committee.~ Mr. DENT. I think you have done a fine job of bringing. that to the point Mr C'irroll, I wologize for not being ~ble to be here earlier We h't~ e another ticklish problem in another committee I wonder howe~ er, especially w hen you call it Mrassment when employees of the Federal Govermnent ai e ordered to go to `tnv particul'tr place PAGENO="0170" 162 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES to see to it that there is compliance with the law as it is being ad- ministered, and the mere fact of their presence might be harassment to some people, if it isn't true that if they do not do this then they are not fulfilling their duties as public officials? I am sure that. is true just. as the coirnty and State authorities in the school system in North Carolina would be fulfilling theirs. Let me point out something without designating names. Maybe this is not harassment but. it indicates the manner in which some of this is being handled. These teams tell boards of education they should organize their schools in this manner, that manner, or some other manner. Mr. ASHBROOK. In my opinion that would be. Mr. CARRoLl,. Let me point out that as one of these alternate p1ans for education, incidentally, the boa.rd of education was given 10 days to effect the plan, and it was stated that by grouping the children this way and grouping them that way you can achieve the purpose. I checked within our own division of schoolhouse planning and checked with the superintendent of schools and found that under tha.t plan which must be implemented, or agreed upon within 10 days, there was necessity for two new buildings. We don't build new buildings in 10 days, naturally. For someone to sit outside North Carolina. and tell North Carolina's Board of Education and superintendent of schools how to organize schools is bordering on the impossible. Mr. DENT. Did you find the pla.n was unfeasible only because of the physical impossibility? Mr. CARROLL. Yes, what was being said in that instance was that you shall organize your schools in this way. But, that is not the way that particular board of education feels the school should be organized. Mr. DENT. Isn't it true the only reason these people are there is to see to it that a certain law of the land is administered as it is supposed to be and executed according to the rules and regulations? If the s3hool board had the opportunity and had been operating on what t.hey thought was the plan and it was not meeting the requirements of the law, would it not then be incumbent on these people to point out some solution? Did the school board attempt to agree to the point they would build the building if it was necessary? What alternative did they offer? Mr. CARROLL. No, they didn't offer because the people would have to vote the bonds to build them. Mr. DENT. Don't you set the rules as to the number of children in the classroom? Mr. OARROLL. Yes. Mr. DB~r. Don't you set the rules for square feet per pupil and amount of room in the cafeteria? Mr. OARR0LL. Yes. Mr. DENT. Don't they have to vote money on that? Mr. OARROLL. Yes. Mr. DENT. Is it always as easy on one district as another? Mr. CARROLL. It's left to the people largely in those districts. Mr. DENT. You do not have standardization? 1~fr. CARROLL. Yes, we do; but whether a district shall vote $10 million in bonds for schoolhouse construction, is a local matter. PAGENO="0171" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 163 Mr. DENT. What do you do? Mr. CARROLL. Under the Constitution the tax levying body- Mr. DENT. If the school board refuses to do it or the taxpayers don't provide the money, what do you do about classrooms? Mr. CARROLL. The classrooms are always provided. Mr. DENT. How? Mr. CARROLL. Through loca.l and State support, we had a hundred- million-dollar bond issue. Mr. DENT. How do you know they wouldn't vote for this new building if it was necessary? Mr. CARROLL. We didn't decide it was necessary. Mr. DENT. I understand this is because you said your cardinal; principle is freedom of choice? Mr. CARROLL. Yes. Mr. DENT. Isn't it true because of the so-called ol?tion of freedom of choice the Supreme Court took the position the choice had been bad? Mr. CARROLL. This instance is of a few days ago. All of this came about because somebody here in Washington is not satisfied because a certain number of persons who, through nonintimidated, noncoercive means, did not indicate they wanted to attend integrated schools. Mr. DENT. Its always been a problem when the Federal Govern- ment, because of lack of proper consideration in the various States, has to go back to the principal that we have to do something on a Federal basis. 1 can remember when I was a very young man when we put out the first Federal-State laws in indust.ry and demanded that a man wear goggles and that every cutting machine had to have a guard on it. If you think that was complied with with freedom of choice, you are sadly mistaken. We lost a lot of eyes and limbs and lives before it was done. Mr. CARROLL. My point is who would know best, the people in the county, your recognized school officials or someone sitting in Wash- ington? Mr. DENT. This "someone sitting in Washington" is a little out- moded. You have as much representation in Washington as the people in my district. If your representative doesn't represent you in Washington-and he may be the best representative in the whole Congress-nevertheless if lie doesn't represent you to the extent that lie sees to it that you folks back home know what the law is, he is a bad representative. Mr. BRADEMAS. If the gentleman will yield, I sad a lot of nice things earlier to Dr. Carroll and I stand by them, but I would have to express my apprehension about this latest colloquy here because, in my judgment, you are in the 20th century with almost everything you said until you started using that famous expression of "freedom of choice" and then your attack on "people sitting in WTashington." Members of this committee, as Mr..Dent suggested, ~sitin Washing- ton," just as does the Supreme Court of the TJnitecl States and, if we were to follow through logically on the line of reasoning you just sug- gested, there would be little use in having a Supreme Court or paying any attention whatsoever to the decrees of that Court because they happen to have their residency and hand down their decisions from the Capital of the country, "sittmg in Washington." PAGENO="0172" 164 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES I hope the day may come on this particular matter, not oniy on some of the others you were talking about, when we will find North Carolina in the 20th century as well. Mr. CARROLL. May I propound a question? Mr. BRADEMAS. Please. Mr. CARROLL. Was it the intent of the Congress that schools shall be organized out of Washington? Mr. BRADEMAS. If you ask questions like that you cause me to be all the more astonished with your statement. You know we can enter into all kinds of debating tactics such as setting up strawrnen and demolish- ing them. Of course, your question on the face of it is absurd and ridiculous. Obviously, we don't want to organize the schools from Washington. Mr. ASUBROOK. Or reorganize. Mr. CARROLL. All right, reorganize. * Mr. ASHBROOK. I think that is what we are talking about. I think there are efforts in some places to reorganize to express the purposes set forth by Congress. * Mr. BRADEMAS. Dr. Carroll, you are perfectly willing to use Federal money to buy textbooks, and we on this committee don't tell you what textbooks to use. Mr. CARROLL. To date, no. Mr. BRADEMAS. I don't anticipate our doil1g so. I hope you don't take the position that because we in Congress provide some Fed- eral money for use at the local level, we have in the backs of our minds some horrendous conspiracy to run you out of your own school system ?~ Mr. CARROLL. No. Mr. BRADEMAS. If you can set up strawmen, I can do that, too. Mr. CARROLL. I sit every day statewide just as you men do nation- wide. I get some of these repercussions. Mr. BRADEMAS. In the latter part.~ of your statement, I thought you were going to say something to the effect that you were eternally, irrevocably and undyingly committed to the support of the laws of the land and the U.S. Supreme Court, and would do what yOu could to encourage your State to comply with the decisions of the Court and the laws of the United States in moving your State toward desegre- gation of your schools. I don't want to scold you because we in the North have a lot of dif- ficulty in that area also. What does disturb me is this smokescreen language of "freedom of choice," and "people sitting in Washington." I hope that kind of language is not meant to be a thinly disguised cur- tain behind which people will hide in order to avoid carrying out the laws of the United States. You have made a lot of headway in North Carolina but I am upset when I hear a progressive educator talking in a not very progressive fashion on this admittedly difficult matter. We look to you in North Carolina for leadership. Mr. CARROLL. Let me get it in the record that North Carolina is eternally and irrevocably committed to a position of nondefiance. We don t def~ the l'~w in `in~ w'is `We `ire lu ing with it \`~That I am saying is this: The reason we educate is to help people of all ages at all times to reach that point in their development wheu PAGENO="0173" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 165 they can exercise choice. Remove from the American the right of free choice and he becomes something other than an American. Mr. BRADEMAS. I am not against you having free choice. Mr. CARROLL. That is the reason I say I am irrevocably committed to the right of free choice as an American citizen. That is the Amer- ican concept all the way through. Mr. DANIELS. But you have that right of choice in the framework of the law. Mr. BRADEMAS. You pay income taxes, don't you? You won't tell me that your inalienable right of free choice gives you the right not to pay your income tax? Mr. CARROLL. No, I would not say that. Mr. ASHBROOK. You made one other statement which, if I can put your words back together, I found quite interesting. After you said you were committed to freedom of choice, to a later question you said something to the effect you recommended this policy and you didn't believe in forcing when they didn't choose to go to an integrated school. That is what the mandate of this committee is. Mr. CARROLL. If 2 percent of our people want to integrate, let them. If 22 percent want to integrate, let them. If 42 percent want to inte- grate let them. Mr. ASHBROOK. What if they don't want to? Mr. CARROLL. Should they be forced to? Mr. ASHBROOK. You said here if they exercise their choice to not. integrate, you indicated you would implement that? Mr. CARROLL. No, all this is to force people to integrate more than they have chosen to integrate. Is that t.he intent of Congress? Mr. ASHBROOK. It's not the intent of Congress but the law of the land and what the Supreme Court said. Mr. CARROLL. Has the Supreme Court said* that, or has the Con- gress and Court said the purpose of all of this is to eradicate and elim-- mate and otherwise do away with discrimination based upon races and creed and national origin? Mr. ASHBROOK. I wasn't sure what you meant. Where a person: under his freedom of choice decides under his freedom of choice that he does not wish to go to an integrated school or there is a converse- side where a member of a minority did not want to go to one where- there are only whites, would you give him the freedom of choice? If you had that on both sides, you can't have, integrated schools. Mr. CARROLL. We believe all people should have freedom in choice .of schools. Mr. ASHBROOK. There should be no segregated schools if there is freedom of schools. . Mr. CARROLL. If there is freedom of choice we would move right along with integration. Mr. ASHBROOK. Is there integration and is there freedom of choice?' Mr. CARROLL. Yes. We go along with that' in absolute a.ccord and faith. Mr. ASHBROOK. Within reason and within cities where there is a reasonable choice. It means you couldn't go a hundred miles or across two districts. But, is there an opportunity for a Negro to choose to go to a segre~ gated school? PAGENO="0174" 166 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES Mr. CARROLL. I don't know of any instance where a Negro has been denied access to any school in the school term opening this week and next week. Mr. ASHBROOK. I hate to belabor the point but it was an interesting presentation. Mr. DANIELS. You stated that the State supplied to elementary schoolchildren, without cost, the basal text? Mr. CARROLL. Yes. Mr. DANIELS. In the secondary schools the books are rented for a fee of $5 per amiuin? Mr. CARROLL. Not to exceed $5 and to keep it at the maximum the State appropriates another $5. The cost is estimated to be $10 a year. Mr. DANIELS. Do you anticipate the State will fnrnish free text- books to all children? Mr. CARROLL. Yes; many of our members are on record that they would recommend free textbooks across the board. Mr. DANIELS. When do you expect that to be accomplished? Mr. CARROLL. I would like to believe free basal textbooks for the secondary schools would be provided by the 1967 assembly. Mr. DANIELS. As to dual editions of textbooks, we had testimony before this committee last week which indicated for certain schools a publisher would put out a certain book, say, for an allwhite school, and then for another area the same textbook would be written includ- ing minority groups. Mr. CARROLL. In our supplementary text listings, Mr.. Chairman, we have recorded on the lists a statement to the effect that a particular title is available with multietimic pictures. Then we leave it to the county or city board of education to make the selection. Mr. DANIELS. You further mentioned there is a Negro on this school board. Mr. CARROLL; State board of education. IMir.' DANIELS. Wrould ~ou furnish this committee with the name? Mr. CARROLL. Dr. Harold L. Trigg, T-r-i-g-g. Mr. DANIELS. How long has he been on the board? Mr. CARROLL. Since 1949. he was named by Governor Scott. Mr. DANIELS. In North Carolina there is a large Indian population? Mr. CARROLL. Yes. Mr. DANIELS. Is there anybody of the Indian race on your board? Mr. CARROLL. No, but we have two tribes of Indians. We have the Cherokee and they are directly under the jurisdiction of the Federal Government.. It used to be the Department of Indian Affairs a.nd now the Department of the Interior, I believe. Then we have the Lumbee Indian who might be considered the North Carolina Indian. We have many of them in one of our coun- ties and 9~000 or 10,000 of their children in school. Mr. DANIELS. In the selection of text and reading materials, is ample consideration given to the problem of the etlmic groups? Mr. CARROLL. Yes. Of course, in North Carolina we do not. have the ethnic groups within our total society that you have in so many other States because we have very few people in our 4% million other than t.he Anglo-Saxon, the Negro, and the Indians, to whom I referred. Mr. DANIELS. That may be the situation, but. nevertheless in dealing with education, do you want to give the children a balanced idea of our minority groups a.nd ethnic groups that do compose our society ? PAGENO="0175" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 167 Mr. CARROLL. Definitely. That is one reason we want to express anew and to a greater degree this concept of international education. Let. folks know more about the world in general. Mr. DANIELS. These new textbooks dealing with minority and ethnic groups, are they being incorporated in the recommended reading material? Mr. CARROLL. Yes, and, as I indicate, on the grounds they are good books, not just because they are multiethnic or intercultural. Mr. DANIELS. I think our educator, Dr. Matthews, would like to ask some questions and then we will carry on with the next witness. Dr. MATTHEW. Dr. Carroll, I do appreciate the testimony you pre- sented this morning. It has been lengthy and certainly revealing. I had a couple of questions but I think in view of the time I won't raise them, except for one thing that concerns me greatly. That is the question of harassment in the investigations and the freedornof choice. I had occasion to talk to some of the people going into the field to inves- tigate the ëompliance with title VI and a rather interesting picture is emerging. It appears that school districts have sent in forms mdi- .cat.ing that they are complying with title VI. After investigators have gone out, they have found that these forms really indicate that the schools intended to comply only when they got ready to. Freedom of choice, I guess you would call this. The fact remains that many school districts are just as they always have been. It is for this reason that suggestions are being made as to how school districts can begin to comply in fact. I think the evidence reveals that freedom of choice doesn't seem to work well. `Where a Negro may want to send his children to school in a district, he may be discouraged because lie may lose his job. He has made his choice but he can't go through with it. You may say "harassment," but it is clear that freedom of choice and independent action are a bit slow. . Mr. CARROLL. As indicated a moment ago our boards of education, county and city, will accord to each child the choice made by the child's parent with regard to the school he shall attend. The difficulty arises `~t this point that one of our boftrds of educa tion will send word to the Office of Education here in Washington to *the effect that 4 percent of the pupils are to be integrated next year. `\~Titliin 24 hours someone is on the telephone s'tying 4 percent is not enough. . . If 4 percent represents the number that is expressed in a choice, I say let it be 4. If it is 44 percent, I say let it be. that wa..y. That is what I mean. I don't think it is proper to force something like that. Let it evolve, it will take care of itself in due season. I can see that. Mr. DANIELS. That coucludes our testimony with you, and thank you very much. . The next witness is Mrs. Kay W. Lumley, director of the reading clinics, District of Columbia public schools. STATEMENT OP MRS. KAY W. LUMLEY, DIRECTOR OP THD READING CLINICS, DISTRICT OP COLUMBIA PUBLIC S~HOOLS Mr. DANIELS. I know you have a large statement and I suggest we incorporate your statement in full in the record and that you summa- PAGENO="0176" 168 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES rize it for the committee, and then we will have a question-and-answer period. (The statement referred to follows:) STATEMENT BY MRS. KAY W. LTJMLEY, Su1ERvIsING DIRECTOR, THE READING CLINIC, PUBLIC SCHOOLS OF THE DISTRICT OF COLUMBIA Chairman Powell and members of the subcommittee, thank YOU for this oppor- tunity to appear before you. The treatment of minority groups in texts and library books is a matter of great concern to the staff of the District of Columbia Schools, and is especially important to the staff of the Reading Clinic. The Reading Clinic, a department of the D.C. Public Schools, provides three major services to the students from kindergarten through grade 12 and works with the Urban Service Corps Tutorial Reading Program. 1. Diagnosis to determine reasons for reading problems-both individua1 and group diagnosis. 2. Remedial teaching for students with severe reading disabilities. 3. Reading Improvement Program-reading specialists work with prin- cipals and teachers to improve reading instruction in the classrooms. The volunteer Tutorial Program consists of 150 Urban Service Corps Volun- teer Reading Tutors. Under the direction of the Reading Clinic they work on a one to one basis with elementary pupils to increase their interest in reading. The staff of the Reading Clinic is responsible for conducting workshops and demonstrations for the tutors. For your information may I briefly review some statistics about the Reading Clinic and its activities during the past year? The name "clinic" is misleading since diagnosis is only one facet of our work. Students receive remedial reading instruction at 66 Reading Centers located in the elementary and secondary schools. These reading centers are staffed by 38 reading teacher specialists. A specialist often works in two reading centers, teaching three days in one center and two in the other. Students from several schools come to a center. This is done because there are not enough reading spe- cialists to staff all the schools, and, many of the schools do not have room for a center. Diagnostic centers are located geographically throughout the city with 6 staff members as full time diagnosticians. Beginning this fall the Reading Clinic will take this service to the students with Mobile Units designed to meet the needs of our D.C. students and make it possible for them to be diagnosed without spending any money for bus fares. These units are small and can be parked on a normal parking space in a crowded city. They are completely self contained. An adaptor makes it possible to use the telebinocular and audiometer, and operate fluorescent lights in the unit. The mobile clinic can be operated with a regular driver's license. The Reading Improvement Program (RIP) is staffed by 12 specialistS who work with teachers and principals to provide improved reading instruction in the class- rooms. This program includes screenings (partial testing) - giving demonstra- tions, conducting workshops and grade level meetings, speaking at faculty meet- ings, working with subject area teachers to develop a functional vocabulary list for students, and serving as reading consultants to answer specific requests. Last year 56 reading specialists provided service to 145 schools. This service included 2,797 students given remedial reading instruction, 2,191 students diag- nosed, 10,419 students screened for class instruction, and 2695 teachers given some part of the Reading Improvement Program. Students reading gains ranged from one-half to ~ years with 18 children show- ing no progress and 2 pupils showing a gain of 5 years. The most important re- sult of special reading instruction is a change in attitude about reading and the opportunity to have a successful learning experience. Books for use by the schools in the District of Columbia are selected by com- mittees. These committees, appointed by the Deputy Superintendent of Schools include teachers, principals and subject area department heads. The books chosen by the committees are compiled into an Approved Textbook List (an elementary and a secondary list is prepared), from which the books are selected for use by the schools. Every effort is made to find books which favorably reflect the cul~ ture of minority groups and all committees are charged with responsibility for se- lecting ~uch books. The Department of History of the D.C. Public Schools de- PAGENO="0177" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 169 veloped a curriculum resource bulletin for secondary schools "The Negro In American History." This bulletin is used as basic text material to supplement the classroom textbooks. Other school districts are also using this resource bul- letin. During the past two years most major publishing companies have been publish ing some multiethnic books. In my opkiion there are comparatively few out- standing books of this kind to date but the responsibility for that fact can not be placed on the publishers. When enough educators insist upon books which reflect the contribution of minority groups to the culture of our nation then the publishers will produce them. Many of the books seem to be a "pat on the head" rather than an honest portrayal of the cultures. Culturally disadvantaged, whatever that is, seems to be equated with minority groups. In my estimation books of this kind are worse than no books at all. We have prepared a bibliography of Multiethnic Books for our Reading Clinic use. There is a copy attached to this statement. We did not list them as rec- ommendeci, only as available. A few such books which we have found useful include: Holt Rinehart and Winston's new elementary social studies series, (William, Andy and Ramon); Readers' Digest Skillbüilders and Scholastic Publishing Company's wide selection of paperbacks. The "paperback" may be the vehicle to speed up the production of multiethnic books since they are inexpensive and could be purchased by districts who are not financially able to replace their current texts which are usually chosen in cycles of 3 to 5 years. The recent Federal legislation for education has been a real blessing for the District of Columbia Public Schools. Textbooks and library books have been pur- chased `in quantities never possible before the enactment of Public Law 89-10; and our inclusion in Public Law 874. NDEA while not a "textbook bill" has added dimension in the critical subject areas by providing books for reference and enrichment. Our mobile units were purchased through title I of Public Law 89-10. It would be impossible to mention Federal funds without taking this oppor- tunity to express sincere thanks and deep gratitude to the chairman and members of the Committee on Education and Labor, House of Representatives, for your tireless efforts, which made these laws a reality. You have given a vital trans- fusion to our program and to the entire program for the students of the District of Columbia Public Schools. We all thank you. Some promising practices in reading instruction now in the experimental stage in our schools are: Words in Uolor.-Words in Color is a beginning reading program intended to make the English language more phonetic through the use of color and the posi- tion of the letters on charts. Colorblind children can profit from this method l)y identifying sounds from the position clue on the charts. Words in Color is in use in two first grades with matching control groups established. ITA.-Initial teaching alphabet consisting of 44 characters to eliminate the inconsistent character to symbol relationship in present spelling. This method facilitates transition to the regular traditional alphabet once reading and language fluency is achieved. ITA is currently being used by 90 children in 3 first grades with matching control groups established. Unifon.-Unifon is a consistent phonetic alphabet where each symbol has one sound only. It is logical and orderly. It helps make learning to read an enjoy- able and successful experience. At the present time 90 children In 3 first grades are using Unifon with matching control groups. Holt, Rinehart and Winston prepared a "speaking your way to reading" ap- proach which was used experimentally in `two classes in our schools as part of the publisher's pilot program to test the effectiveness of this approach. It was considered very successful. The materials of instruction are now available for purchase. We consider this one of the best. It is versatile and effective and pro- vides ample opportunity for realistic minority group stories. Systems For Education: A beginning reading program incorporating Dr. Delacato's neuro- logical approach to reading. It is too early in our experimental program to draw any conclusions. Next month we will begin classes with Sullivan's Programmed Reading, the linguistic readers of Science Research Associates, and the Merrill Publishing Company's Linguistic Readers. All of these programs will be constantly evalu- ated to determine their effectiveness with our students. 71-368----66-----12 PAGENO="0178" 170 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES The most exciting and rewarding program which the Reading Clinic has con- ducted is our 13.7 Special Summer Individualized Reading Program. It became identified as The 13.7 Program because that (13.7) is the age at which sixth graders automatically are ejected into seventh grade-ready or not! The program included over-age sixth, seventh and eighth graders from the public schools and those private schools participating in Title I Projects. The students 1200 strong met in small groups (12-15) at ten centers for four hour sessions each morning for six weeks. Teachers were chosen from the. regular teaching staff of the elementary and secondary schools. They were given a one week workshop in Reading Techniques conducted by the six reading clinic staff members who served, as principals . for the .program under the direction of the supervising director of the Reading Clinic. This staff development workshop improves the reading program for the summer session and contributes to the effectiveness of the teachers when they return to their regular school assignments. Materials of instruction included The Washington Post contributed by the Post and magazines contributed by District News. The D.C. Citizensfor Better Public Education provided funds for activity books to be given to the students, and, as part of the individualized reading program the students were given the opportunity to select the books they preferred and keep them. The news- papers, magazines and aedvity books provided wonderful motivation which gave meaning to the traditional materials of instruction. A variety of instructional materials, team teaching, individualized reading, creative writing and painting, and using the tape recorder combined to provide powerful motivation for the students and teachers. This resulted in a relaxed atmosphere conducive to learning .for everyone involved in the 13.7 Program. The only criterion for selection of instructional materials and books was the interest of the learner. Their interests were many and varied-from seventh graders who brought their babies to school every day to oversized and over- aged eighth graders who had already conflicted with the law and were bitter, disillusioned and aggressive. Fortunately most of them found a book, magazine or project to which they could relate and their individualized program of in~ struction was built around that interest. Everything from hot-rods and hair-do's to civil rights and cooking was in evidence. Attendance was proof of interest and attendance was consistently high. The 13.7 Program was different but effective! BOOKS FOR DISTRICT OF COLUMBIA SCHOOLS ABINGDON PRESS, NEW YORK, N.Y. *G.jve Me Freedom, May McNeer (5-7), 1964. Biographies of Penn, Paine, Love- joy, Stanton, Markham, Einstein and Marion Anderson. ATHENETJM PUBLISHERS, NEW YORK, N.Y. *Playtime in. Africa, Efua Sutherland (2-5), 1962. Collection of verses and phdtographs of children at play in Africa. The $pidcr Plant. Yetta Speevack (4-6), 1965. A 12-year-old Puerto Rican girl adjusts to New York City apartment-houSe living. BOBBS MERRILL CO., INC., NEW YORK, N.Y. ~Booker T. TVashin.gtcm: Ambitious Boy, Augusta Stevenson, (3-5). *Gcorge Carvei-: Boy $cientist, Augusta Stevenson, (3-5). CRITERION BOOKS, INC., NEW YORK, N.Y. Fofana. Rene Guillot (5-7). 1962. Fofana, young chief of the Lobi tribe, and a French boy share an extraordinary adventure in the jungle of Equatorial Africa. *Loo7~i)lg for Orlando, Frances Williams Brown (7-9), 1901. A Quaker boy and his family engage in the dangerous activities of the Underground Railroad and shelter a young Negro. THOMAS Y. CROWELL CO., NEW YORK, N.Y. *Tjni.ted ~Vatioas Day, Olive Rabe (2-4), 1965. Purpose, work, and spirit behind the U.N., ~vit.h emphasis on its promotion of brotherhood throughout the world. *By ~Secret Railway, Enid L. Meadowcraft (4-up). A Chicago lad in 1860 be- friends a Negro boy and becomes involved with the Underground Railroad. PAGENO="0179" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 171 North Town, Lorenz Graham, 1965. A Negro family's experiences in their life in a northern town. Titnba of Salem TTillage, Ann Petry, (6-9), 1964. The story of the slave Titiiha and her husband, John Indian, from the day they were sold in the Barbados until the tragic Salem witchcraft (trials. iTongue of Flame: The Life of Lydia Maria Child, Milton Meltzer, (8-10), 1965. A timely biography of a little-known 19th century woman writer who was a tireless crusader for the abolition of slavery. ~IIai-riet Tubman: Conductor on the Underground Railroad, Ann Petry, (7-up), 1955. An outstanding book about an American slave who risked her own life to lead slaves to freedom. My Dog Is Lost, Keats and Cherr. Kgn.-3. A Puerto Rican boy, who could not speak English, traveled through an American city and made new friends. The Rice Bowl Set, Patricia Martin. Kgn.-3. A presentation of life of a Ohinese American boy who lived in San Francisco. Passover, Norma Simon. Kgn.-3. A book explaining the meaning of symbolic celebrations by Jewish people in America and Israel. Down the Mississippi, Clyde Bulla. 4-6. Eagle Feather, Clyde Bulla. 4-6. Life among Indians livIng in America. The story will leave a feeling of the independence and dignity of the Navajo. Indian Hill, Clyde Bulla. 4-6. The problems a child faces when he moves from one community to another are portrayed in this present-day story of Navajo Indians ~ ho must leave their reservations ~Squanto Pisend of the White Man Clyde Bulla 4-6 Jo/in Billington, Friend of Squanto, Clyde Bulla. 4-6. Tales of early times giving facts -of (the first bitter year at Plymouth in New England. Johnny Hong of Chinatown, Clyde Bulla. 4-6. A story of a little Chinese- American boy whose natural kindness brings him an ever-widening circle of friends. Big Ride, Dorothy Erskine. 4-6. A historical .novel describing the trek of Spanish colonists, from Mexico across the desert and mountains and up the coast to what is now San Francisco, in the late 18th century. A House for Henrietta, Elizabeth Lansing. 4-6. A story with overtones-empha- sizing how kindness, understanding and help ~can bring happiness to the dispossessed. A t~nall Circus, Elizabeth Lansing. 4-6. This story centers around a little Italian girl who longs -to have her family leave the circus and settle down and live like other people. By Secret Railway, Enid Meadowcraft. A historical story about the loyal white friend of a Negro in the slave state of Illinois. And Now Miguel, Joseph Krumgold. 7-9. A moving story of a family of New Mexican sheepherders, in"which Miguel tells of his great longing to be recog- nized as a maturing individual. They Stand Invincible, Robert Bartlett. 10-12. A story about men who are reshaping our world. (Albert Schweitzer, Martin Luther King, Alan Paton, etc.) Our Foreign-Born Citizens, Annie Beard. 10-12. Bibliographies of people and ~ r~ id descriptions of their activities and contributions *In Their Own Words. A history of the American Negro, 1619-1865, Vol. I; Vol. II. (7 up.) Milton Meltzer. 1964. A calendar of Negro history with excerpts from letters, diaries, -journals, autobiographies, speeches, resolutions, newspapers, and pamphlets. DODD, MEAD & CO., NEW YORK, N.Y. *Famons American `Negroes, Langston- Hughes-1954. , (7-9.) Biographical sketches of 17 outstanding American Negroes. *Famoi~s Negro Heroes of America, Langston Hughes. 158. c-Famous American Negro Poets, Charlemae Rollins~ 1965.' DOUBLEDAY & CO., INC., NEW YORK, N.Y. *Brig/it April. 3-5. 1946. Marguerite de Angeli. Modern story about a little Negro girl in Germantown, Penn. 5Mary Jane. 4-7. 1957.- Dorothy Sterling. A realistic story of school integra- tion. ` - *Freedom Train. 4-8. 1954. Dorothy Sterling. The Story of Harriet Tubman. Story of the courageous slave who after escaping from a Maryland plantation devoted her life to helping others escape. PAGENO="0180" 172 BOOKS POW SCHOOLS AND TREATMENT OF MINORITIES *Lucretia Mott. Gentle Warrior. 7-10. 1964. Dorothy Sterling. Portrait of a Quaker lady who was in the vanguard of the anti-slavery movement from the 1830's until the Civil War. *Lift Every Voice. The lives of Booker T. Washington, W. E. B. DuBois. Mary Church Terrell and James Weldon Johnson. 6-10. 1965. Dorothy Sterling and Benjamin Quarles. .4 Glorious Age in Africa. The Story of Three Great African Empires. 7-10. 1965. Daniel Chu and Elliott Skinner. A Guide to African History, Basil Davidson. Great Rulers of the African Past, Lavinia Dobler & Wm. Brown. Books written on a fifth-sixth grade reading level but directed at reluctant readers in Junior and Senior high schools. DUTTON *Alljos Fortune: Free Man, Elizabeth Yates. 7-9. 1950. The simplicity and dig- nity of a human spirit and its triumph over degredation is movingly portrayed in this biography of a slave who bought his own freedom. FOLLEYP PUBLISHING CO., CHICAGO, ILL. *Thi.rtyOne Brothers an4 Sisters, Reba P. Mirsky. 4-8. 1962. Life on the South African veld and of Nomusa, daughter of a Zulu chieftain. *~mj115a and the New Magic, Reba P. Mirsky, 1962. *South Town, Lorenz Graham. 7-up. 1959. A Negro family in the South meets prejudice and hardship with courage. GINN & CO., NEW YORK, N.Y. *Negroes Who Helped Build America, Madeline R. Stratton. 5-7. 1965. Preface by Joseph E. Penn. Fourteen notable Negroes and their contributions in sci- ence, government, the arts, education, and civil rights. GROSSET & DUNLAP, NEW YORK, N.Y. *Tlie Story of George Washington Carver, Ama Bontemps. 4-6. The Story of the American Negro, Earl Schenek Miers. 6-8. 1965. HARCOURT, BRACE & WORLD, NEW YORK, N.Y. *Two Is A Team, Lorraine & Jerrald Beim. 3-5. 1945. Teamwork and friend- ship of a little Negro boy, Ted, and his White friend, Paul. E. M. HALE & CC)., BAIT CLAIRE, WIS. Come To The City, Grace Paull. Kgn.-Znd. Colorful sights including the Statue of Liberty, the United Nations and their colorful flags, the zoo, a bus to China- town and a subway. A Little Oven, Eleanor Estes. Kgn.-2n4. Two little girls become playmates, one from France and the other from California. Andy Says Bonjour, Pat Diska. 1-3. A little boy from America went to live in Paris. The Little 1n4ian Basket Maker, Ann Clark. 1-3. A little American Girl is taught to make baskets in the tribal Indian fashion. My Friend Mac, McNeer and Ward. 1-3. A little French Canadian boy finds real friends in school. Looking For Something, Ann Clark. 1-3. A picture of life in Ecuador. Market Day for Ti Andre, Maia Rodman. 1-3. An adventure story with authentic detail about the customs of Haiti. The Painted Cave, Harry Behn. 1-3. An Indian boy interprets the story about his People in the painted cave. A Pnppy Named G4h, Sam Machetanz. 1-3. A real life story of life in Alaska. Ranton Makes A Trade, Barbara Richie. 1-3. A very resourceful boy trades at a Mexican market place. Their First Igloo, True and Henry. 1-3. Two Eskimo children and their ad- ventures on Baffin Island. This Is The World, Josephine Pease. 1-3. A story for little children about how people look and live and what they do. Wish Around the World, Vana Earle. 1-3. A story about how people live in othercountries. PAGENO="0181" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 173 The Christmas Rocket, Anne Molloy. 3-5. An Adventure story about an Italian boy who will some day be a potter. Cowboy Tommy, Sanford Pousey. 1-3. A story of a boy's adventures with cow- boys and Indians. Elephant Bridge, Jeffrey Potter. 3-5. Adventures of a lad who wanted to go to war with other Burmese Villagers. The Happy Orpheline, Natalie Carison. 3-5. A story Of French children who live in an `Orphanage in Paris. The Magic Listening Cap, Yoshiko ljchida. 3-5. Japanese folk tales to which children easily relate. Rain in The Winds, Claire & George Louden. 3-5. Life in a small village in India. Tim, A Dog of the Mountains, Johnson, Margaret. 3-5. Comparison of life in America and in the mountains of Afghanistan. Trouble for Tomas, Franz Hutterer. 3-5. Life in a small village in Yugo- slavia. The Vanilla Village, Priscilla Carden. 3-5. Life in Mexico. Carver, George, Florance Means. 4-6. A biography showing great vitality and personality. Cathie Stuart, Nora MacAlvay. 4-6. Li'fe in Scotland, excellent Scot's back- ground and authentic drawings. Getting To Know Puerto Rico. Regina Tor. 4-6. Authentic information about the traditions, religious customs, economic problems and family life in Puerto Rico. Tli.e `Hat-Shaking Dance and other Tales from the Gold Coast, Gourlander and and Prempeb. 4-6. Folk tales of the Ashanti, who live on the African Gold Coast. Joel Is the Youngest, Judith Is'h-Kishor. 4-6. This: book covers most of the important Jewish holidays and stories of people `who were important in Amer- ican History. The Magic Calabash, Jean Cothran. 4-6. StOries from Alaska, Puerto Rico, Virgin Islands and Hawaii supply a rich variety of tales from different cultures. Maui's Summer, Arnold Bare. 4-6. A story of a tour. of the Hawaiian Islands. Ootook Young Eskimo Girl, Lyn Harrington. 4-6. A story about a little Eskimo girl, whose family battles for their livelihood in Alaska. The Picture Story of Alaska, Hester O'Neill. 4-6. . The history of Alaska with a description of cities, villages and people. Second Son, Margaret McDowell. 4-6. Life in a village in the Philippines. The Shepherd's Nosegay, Parker Fillmore. 4-6. A collection of folk tales from Finland and Czechosolovakia. Stories California Indians Told, Anne Fisher. 4-6. Authentic Indian Legends. Toto's Triumph, Claire Bishop. 4-6. A story of a young `boy's courage in a mis- erable winter in Paris. And Long Remember, Dorothy Fisher. . 5-7. Lives of 13 famous Americans w~ho helped make America great. (Lincoln, Lee, Carver, Hale, etc.) Armed With Courage, May MeNeer. 5-7. Seven biographies showing great physical and spiritual courage, determination and self sacrifice. Nightingale, Dain'ien, Carver, J. Addams, Grenfeil, Ghandi and Schweitzer. Candita's Choice, Mina Lewiton. 5-7. A girl from Puerto `Rico comes to America and the adjustments she made. Tli e Cornhusk Dofl, Eleanor Wilcox. 5-7. A picture of frontier life with the Indians. ` , ` ` ,~ Digging Into `Yesterday, Estelle Friedman. 5-7. The accomplishments of men who lived long ago. (Crete, Troy.) His Indian Brother, Hazel Wilson. 5-7. A book of survival taught by an Indian boy. Let's Visit Southeast Asia, John Caidwell. 5-7. Brief account `of some of the customs, races, religions, resources and political problems of the crossroads of Asia. A Present from Rosita, Celeste Edell. 5-7. A Puerto-Rican girl learns a new way of life when she came to America. Tino and the Typhoon, Alice Kelsey. 5-7. A realistic story of the life of the fishermen in asmall village in the Philippines. `Boss Chombale, Margaret Hubbard. 6-8. An adventure story of life in Southern Rhodesia. PAGENO="0182" 174 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES Breakthro-uglis In Science, Isaac Asimov. 6-8. Short biographical descriptions of the great scientific discoveries and what they mean to all of us. (Archi- medes, Galileo, Copernicus, Pasteur, Jenner and etc.) Cap and Candle, Dorothy Blatter. 6-8. A picture of love and romance in present- day Turkey. Franklin of the Artic, Richard Lambert. 6-8. John Franklin, Britain's greatest Arctic explorer and his adventures with Indians and Eskimos. The Golden Goblet, Eloise McGraw. 6-8. An adventure story with an exciting historical background. (Egyptian life.) A Holiday With Eric, Ruth Daggett. 6-S. A heartwarming story of young people learning to adjust to new situations and to understand each other. (England & U.S.) Tl~ e Knight of the Golden Fleece, Virginia Chase. 6-S. The troubles and honors of an American who went on an expedition for Charles II. Jlusa the Sho~m-aker, Louise Stinetorf. 6-8. An exciting story of a village shoemaker in Algeria. The Silver Disk, Loring MacKaye. 6-S. An adventure story involving vaga- bonds in Palermo, Sicily. HARPER & ROW PUBLISHERS, ELMSFORD, Ic.Y. Elementary The Shaman's Last Raid, Betty Baker. A story of the relationship of different generations. Two American Indian children learn to appreciate the ways of their great-grandfather. The Case of the Hungry Stranger, Crosby Bonsall. Four small boys play detec- tive and solve a neighborhood mystery. Only the illustrations reveal that one of the boys is a Negro. The Tomahawk Family, Natalie Carison. A skillful young teacher changes the attitudes and values of a Sioux family On a North Dakota reservation. Breakthrongk to the Big League, Robinson & Duckett. Emphasis on moral cour- age and discipline required in breaking down racial barriers. Junior High School Anchor Man, Jesse Jackson. A theme about mutual understanding and mutual trust as the first step in problem solving. A Nation of Immigrants, John F. Kennedy. A story of what 42 million immi- grants contributed to America and what they gained by coming. Faces Looking Up, Mina Lewiton. Twelve stories, each about a child at school in a different country. Berries Goodman, Emily Neville. A story showing the effects of prejudice (anti- Semitism). A Cap for Mary Ellis, Hope NewelL A career story of adjustments a Negro student nurse had to make in a formerly all-white nursing schooL Passage to America, Katherine Shippen. A book to make young readers proud of their country and of their ancestors who migrated to America through cen- turies and built a better way of life. Senior High School It Takes Heart, Mel Allen. Stories of courage displayed by some famous figures in the sports world. Golden Slippers, Ama Bontemps. Brief biographies of the poets are included in this anthology of Negro poetry. Jazz Country, Nat* Hentoff. A story of a young white boy's venture into the world of jazz, where the acknowledged "greats" are chiefly Negroes. Anything Can Happen, George Papashvily. An account of a Russian immi- grant's trials and tribulations as he attempts to become Americanized. Tomorrow Is Now, Eleanor Roosevelt. A story of the ideals of the United Nations at home, particularly in the areas of.civll liberties and equal rights. The Return of Hymen Kaplan, Leo Rosten. A continuation of the hilarious adventures of new Americans in their quest for knowledge in a night school class. Miscellaneous Call Me Charley. 5-8. 1945. Jesse Jackson. Charley, the only Negro boy in his school, had to use all his good qualities to achieve his place in the community. PAGENO="0183" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 175 The Empty Schoolhouse. 3-5. 1965. Natalie Savage Garison. A 10-yr.-old Negro girl in a small Louisiana town stands alone in her decision to attend an integrated school. A Clouded Star. 9; and up. 1948. Anne Parrish. A novel based on Harriet Tubman, and a flight to freedom on the Underground Railroad. HOLT, RHINEHART & WINSTON, NEW YORK N.Y. Visit to a Chief's Son, An American Boy's Adventure in Africa, Robert Halmi & Ann Kennedy. This story of an American boy's visit to the Masai Tribe in Kenya gives a fascinating picture of tribal life and easy friendliness that can springup between boys of entirely different backgrounds. Terrapin's Pot of Sense, Harold Courlander. From the rich Negro culture the folklorist has culled 31 tales recounted in rural Ala., N.J., & Michigan. The stories disclose subtle, penetrating insights into human foibles with con- tagious humor and freedom from dialect. The Cow-Tail Switch and Other West African Stories, Harold Courlander & George Herzog. Seventeen stories, mostly gathered in the Ashanti country, are told with humor and originality. Their themes are frequently primitive explanations of the origin of folk sayings and customs, and show examples of animal ingenuity and trickery. The Fire on the Mountain, Harold Courlander and Leslau Wolf. An outstand- ing collection of Ethiopian folk tales. The authors heard them told by native storytellers and in translating them, have preserved not only their sly wit and simple wisdom, but the very rhythm of each narrator's voice. Chariot in the Sky, Ama Bontemps. This thoughtful, enlightening book shows how the Negro spirituals grew out of a slavery and how the Fisk Jubilee Singers made those songs known to the world. HOUGHTON MIFFLIN CO., NEW YORK, N.Y. *Reach For a Star, Florence C. Means. 7-12. 1957. Novel of freshman life, romance and new friendships set against the background of the large Negro campus of Fisk University. *Pat/?,ways To Freedom, Edwin P. Hoffman. 7-10. 1964. Episodes such as the 1799 campaign for free schools in Providence, R.I., the strike of the Philadelphia workers for a 10-hour day in 1835, the struggle of the newly freed Negroes to own land on the Sea Islands in 1864. KNOPF *Frederick Douglass: Slave-Fighter-Freeman, Ama Bontémps. 5-7. 1959. *Mary McLead Bethune, Emma Gelders Sterne. 7-9. 1957. An example of the American opportunity to rise according to one's ability and determina- tion is shown in this biography of the Negro founder of Bethune College. J. B. LIPPINCOTT CO., PHILADELPHIA, PA. Happy New Year, Yen Liang. K-3. Dee-dee and his sister Bao celebrate the colorful New Year festival in old China. Snow Storm Before Christmas, Candida Palmer. K-3. 1965. Two inner-city Negro children have an exciting trip to downtown Philadelphia to do their Christmas shopping. Twent V-One Children, Virginia H. Ormsby. K-3. 1957. A typical week in an elementary school, and the arrival of an interesting new Spanish-speaking pupil. What's Wrong With Julio, Virginia Ormsby. K-3. 1965. The story of how a classroom of children help solve their mutual problems when five Spanish- speaking children enter the class. Berries in the Scoop, Lois Lenski. K-3. 1956. A French School for Paul, Mireille Marokvia. K-3. 1963. Though homesick at first, Paul makes new friends and has many adventures at a French board- ing school. Indian Island Mystery, Mary 0. Jane. Int. 1965. Abbie Jane and Eric prove their Indian friend's innocence and find that differences in race and back- ground make people more interesting. PAGENO="0184" 176 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES Ladycake Farm, Mabel Leigh Hunt. Tnt. 1952. A Negro family moves to the country and learns, along with their neighbors, that racial understanding can be more than a fine phrase. Little League Amigo, Curtis Bishop. Tnt. 1964. A Cuban refugee is. intro- duced to American ways and the team spirit of the Little League. Little League Double Play, Curtis Bishop. Tnt. 1962. Ronnie and Mexican- born Julian teach Aunt Susan a. lesson about `loyalty and sportsmanship as well as baseball. Little League Heroes, Curtis Bishop. Tnt. 1960. A Negro boy wins his place on the team. The Thick of the Gol4len Cross, Kathryn Vinson. Tnt. 1960. Moving story of a boy's heroism in the Greek-American sponge divers' village of Tarpon Springs, Florida. Musa, the Shoemaker, Louise A. Stinetorf. Tnt. 1959. This story of the boy Musa, apprentice to the village shoemaker, reflects the spirit and feeling of Algeria. Rainbow on the Rhine, Helen Train Hilles. Tnt. 1959. An American boy has exciting experiences in modern Germany and has fun learning new customs and a new language. Stars for Christy. Mabel Leigh Hunt. Tnt. 1956. A good family story of a little Ttalian city child who spends a holiday in the country and sees the stars as she never did before. Understanding Kim, Pelagic Doan. Tnt. 1962. Two ten-year-olds, one of whom is an adopted Korean War orphan, must learn to adjust as sisters in the Crandall family. Wonderful Good Neighbors, Ruth Helm. Tnt. 1956. Clothes looked queer, customs seemed strange to a city boy in Amishland, but eventually he found his place there. Bayou Snzette. Lois Lenski. Tnt. 1943. Suzette, a bayou-French girl, shares her home with an Indian friend in the Louisiana Bayou Country. San Francisco Bay, Lois Lenski. Tnt. 1955. The new friends and experiences he meets in the city show a Chinese-American boy the richness of `his double heritage. Elephant Outlaw, Louise A. Stinetorf. Tnt. 1956. The fast-moving, exciting adventures of two boys in an East African jungle, with authentic, colorful background. Singing Among Strangers, Mabel Leigh Hunt. Tnt. 1954. A deeply moving story of a courageous Latvian family forced to leave their home and flee to America. Mee~in.g With a Stranger, Duane Bradley. 5-6. 1964. Teffera, a teenage boy in an Ethiopian village, cares for the farm when his father is in the hospital and helps the United' States agriculturist establish a training, program for farmers. *TJ,,ree' On The Run, Nina Bawden. 5-7. 1965. An African boy, the son of an ousted Prime Minister, flees through England to escape a wicked uncle who wants to kidnap him and take him back to Africa. LITTLE, BROWN & CO. *~ff~j~ippi Possum, Miska Miles. 1-3. 1905. A Negro family and a little gray possum share the same tent when.the mighty Mississippi overflows. *Bagebahl Fiyhawk, Matt `Christopher. 4-5. 1963. Chico moves from Puerto Rico to New York City and believes he can make new friends through baseball. JULIAN MESSNER *Melindy's Medal, G. Faulkner & J. Becker. 3-5. 1956. Melindy, a Utile Negro girl, mOves from a basement apartment to a housing project. *Rcllphj. J. Bunche: Fighter for Peace, Alvin Kugelmass. 7-up. 1962. Booker T. TVas1~ington, Shirley Graham. 6-9. 1955. The. Story of Phyllis Wheatley, Shirley Graham. 1953. MORROW, WILLIAM, & CO. , *North. Star Shining, Hildegarde Swift. 5-9. 1947. Vivid account of the impor- tant role played by Negroes in our history. *Clagsmates by Request, Hila Colman. 7-9. 1904. Carla and a few high school PAGENO="0185" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 177. classmates voluntarily transfer to an older, previously all Negro school-where they learn that prejudice works both ways. PANTHEON The Princess and the Lion, Elizabeth Coatsworth. 4-6. : 1963. Adventure and suspense in ancient Abyssinia as a young princess strives to reach her im- prisoned brother, who is to be the new king. RANDOM HOUSE A Raisin in the Sun, Lorraine Hansberry. 9-up. 1959. A Negro family receives a legacy. `CHARLES SORIBNER'S SONS, NEW YORK, N.y. *Josefl~j February, Evaline Ness. K-2. 1963. A little `Haitian girl gives up her baby burro to buy shoes for her grandfather. *Freedom River, Marjory S. Douglas. 6-9. 1953. A Negro slave, a Seminole, and a white boy solve their problems together. THE VIKING PRESS *Carrie and the Yankee, Mimi `C. Levy. 5-7. 1959. A Negro girl hides a wounded `Yankee. ALBERT WHITMAN & CO., CHICAGO, rLL. What Mary Jo Shared, Janice May Udry. 5-7. Story of a little girl whose family happens to `be Negro is illustrated with warmth and realism. BANTAM BOOKS, NEW YORK, N.Y. Up from Slavery, `Booker T. Washington. Autobiography. FOLLETT PUBLISHING CO., CHICAGO, ILL. Grade 1-Intermediate 1-3 (For motivating culturally deprived youngsters) Play with Jimmie, Laugh with Larry. A Day With Debbie. Fun With David. Four Seasons With Suzzy. In `the Big City. All of a Kind Family, Sydney Taylor. (Family relationships, strong character- ization of Jewish family life in N.Y.) More All of a Kind. (Significance of Jewish holidays and the ceremonies with which they are observed.) Foreign Born American Series, Clara Ingram Judson. Life in Other Countries-Children of the World Books. CROWELL BOOKS, THOMAS Y. CROWELL CO., NEW YORK, N.y. Intercultural relations Grades K-3 My Dog Is Lost. (Juanito, who had just arrived from Puerto Rico and could not speak English, made many new friends.) Rice Bowl Pet, The, Martin, Patricia Miles'. (Exciting sections of San Francisco are presented as well as a glimpse in'to the life of a Chinese American boy.) Grades 4-6 By Secret Railway, M~adowcroft, Enid LaMonte. (After losing his certificate of freedom Jim is aided by his loyal white friend in his homeward trip on the Underground.) ` Eagle Feathers, Biilla, Clyde Robert. (A Navajo Indian boy of today-life in the white man's school for Indian children.') House For Henrietta, Lancing, Elisabeth Hubbard. (Kathy finds a home for her new friend a Hungarian refugee) Indian Hill, Bulla, Clyde Robert. (The problems a `Navajo Indian child faces when he moves from one Community to another.) ` PAGENO="0186" 178 BOOKS FOR SCHOOLS, AND TREAT~NT OF. MH~ORITIES John Bfflington, Friend of Squanto, Bulla, Clyde Robert. (Sequel to Squanto, Friend of the Wlüte Men.) Johnny Hong Of Chinatown, Bulla, Clyde Robert. (A charming story of a little Chinese-American boy whose natural kindness brings him an ever-widening circle of friends.) Small Circus. (A delightful story about an Italian family that comes to this country with a small traveling circus.) Giades 7 and i~p Great American Negroes, Revised by. William A. Fahey. (Short chapters de- picting the early years in the lives of great Negro figures.) B-B: Fighter of Goliaths, Samuels, . Gertrude. (Biography of David Ben- Gurion. a leader of modern Israel.) Giants of Jazz, Terkel, Studs. (Biographies of a dozen of the most celebrated figures in the history of jazz.) North Town, Graham, Lorenz. (Adjustment to the life and the race problems of the North by a Negro boy from the South.) John Greenleaf WhIttier, Holberg, Ruth Langland. (Fighting Quaker.) Harriet Tubman. Petry, Ann. (Conductor of the Underground Railroad.) Flight To Freedom, Buckmaster, Henrietta. (The story of the Underground~ Railroad.) Rifles for Watie. Keith, Harold. (A young farm boy joins the Union forces, a slave-owning Cherokee Nation.) They Stand Invincible, Bartlett, Robert Merrill. (Biographies of contemporary leaders. Men who are r~shaping our world.) HARPER & ROW PUBLISHERS, ELMSFORD, ~.Y. Huina~ Relations Set, Series I Series have been carefully selected to help young people understand the various ethnic groups in our culture. so that they may better know their own role in the practice of brotherhood and meaningful social relationship. The stories and biographies concerning significant soëial problems have been chosen for variety, readability, and subject appeal. The Shaman's Last Raid. The Case of the Hungry Stranger. The Tomahawk Family. A Summer Adventure. Candita's Choice. That Bad Carlos. Breakthrough to the Big League. Jvnior High, Series 2 Call Me charley. . Anchor Man. A Nation Of Immigrants. Faces Looking Up. Berries Goodman. A Cap For Mary Ellis. Passage To America. Who Wants Music on Monday? High school, series 3 It Takes Heart. Golden Slippers. Jazz Country. Stride Toward Freedom. An American Dilemma. Anything Can Happen. Tomorrow Is Now. . Fifth Chinese Daughter. The Return of Hyman Kaplan. . Stories of people of different countries Janet And Mark, Preprimer 1. Outdoors And In, Preprimer 2. City Days, Gity Ways, Preprimer 3. PAGENO="0187" BOOKS FORSCHOOLS AND TREATMENT OF MiNORITIES 179 Just For Fun, Preprimer 4. Around The Corner, Primer. Real and Make-Believe, First. All Through The Year, Second. From Faraway Places, Third. Trade Winds, Fourth. Crossroads, Fifth. Seven Seas, Sixth. HOLT, RINEHART & WINSTON, INC., NEW YORK, N.Y. Hoit Urban Social Studies This is a new series designed to help children recognize and understand the roles of many different people in contemporary urban life. In emphasizing the realistic situations and problems that children face and must understand, the program encourages children to see and identify with people of different races and heritage as they live and work together in an urban environment. William, Andy and Ramon. Five Friends at School. Knowing Our Neighbors, 4-7. Around the Earth. In The United States. In the United States and Canada. In Canada and Latin America. :En Latin America. Land of the free series Each book in this series is an exciting story about a distinct national group that came from another country to find freedom in the new land. Today, America is what those people of many nationalities have made it and are still making it. Each group has brought its own important contribution to the building of a new and vigorous nation. Chariot In The Sky. Door To The North. 1The Last Fort. Song Of The Pines. I Heard Of A River. Science a modern approach Holt's exciting new elementary science series reveals the processes of science in a carefully programmed sequence of activities. Within the block-depth structure of the books, emphasis at every grade level is on activities through which the pupil learns to depend on his own observation and experience for arriving at basic concepts of science. Science A Modern Approach. Kgn.-6. M'GRAW-HILL BOOK CO., MANCHESTER, MO. Tue skyline series Every possible step was taken to create a picture world which would adequate- ly represent a wide range of city scenes and people never before presented in a text with such gentle realism. Look OutforC. The Hidden Lookout. Who Cares? SCOTT FORESMAN & CO., FAIR LAWN, N.J. The New Basic Reading Program-Curriculum Foundation Series (Multi-Ethnic Edition). Robinson, Monroe, Aetley, Hack, W. Jenkins; Greet (Linguistic Advisor). For those communities desiring a reading program that reflects a diverse so- ciety, the Multi-Ethnic Edition of The New Basic Reading Program brings to children an awareness of the many cultures, races, and kinds of people of America. PAGENO="0188" 180 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES PP levels We Read Pictures. We Read More Pictures. Before We Read. Now We Read. Fun With The Family. Fun Wherever We Are. Think-and-Do Book. The New GUFISS WHO. Think and Do Book. More Fun With Our Friends. Think and Do Book. Grade 2 Friends Old And New. Think and Do Book. More Frien~s~ Old and New. Think and Do Book. Grade 3 Roads To Follow. Think and Do Book. More Roads To Follow. Think and Do Book. J. B. LIPPINCOTT CO., PHILADELPHIA, PA. Basic Reading is now being augmented with the addition of multiethnic Ex- tended Readers for Pre-Primer, Primer, and general Grade 1 reading levels. These will be available in the spring of 1966. The basal materials for Grades 1, 2, and 3 of the program are also being prepared in multiethnic form, and this edition will be available for the start of school in September, 1966. Basic Reading. The Primary Grades. Grade 1. Grade 2. Grade 3. THE MACMILLAN CO., NEW 1~OBK, N.Y. A broadly built reading program, designed to accommodate those differences in background and ability that exist among all children but are particularly wide among children in our city schoolrooms. The Bank Street Readers PP ievel~ In The City. People Read. More About In The City and People Read. P level Around The City. 1st reader level Uptown, Downtown. 2nd reader level My City. Green Light Go. 3d reader level City Sidewalks. Round The Corner. SCOTT FOBESMAN & CO. Grade 4 Ventures. Think and Do Book. Grade S Vistas. Think and Do Book. Grade6 Cavalcades. Think and Do Book. SILVER BUBDETT CO., MORRISTOWN, N.T. Homes around the World. (Series of five books, The World Children Live In shows the well-known patterns of play, work, family and school operating in rural, urban and other regions.) PAGENO="0189" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 181 SCIENCE RESEARCH ASSOCIATES, INC., CHICAGO, ILL. Our Working World focuses on the family in the first grade. In Step with the expanding world of the child, the program moves into the neighborhood in the second grade, and studies the metropolitan area in the third grade. ALBERT WHITMAN & CO CHICAGO ILL What Mary Jo Shared, Janice May Udry. (An understanding story of a little girl whose family happens to be Negro is illustrated with warmth and realism. The other children, white and Negro, are as happily pictured.) TEMPO BOOKS, GROSSET & DUNLAP, NEW YORK, N.Y. Roosevelt Grady, Louisa R. Shotwell. (Like all 9 year-olds, Roosevelt wants a real home and permanent friendships, instead he must move on when his migrant family follows the harvest seasons.) Mr. BURTON. Mrs. Lumley, Congressman Hawkins asked me to ex- press his greatest possible admiration for your husband. He was with this subcommittee on a recent investigation on a trip overseas. He asked me to express my regrets that he could not be here. Mrs. LtTMLE.Y. Thank you. I wanted to tell you 1 flunked statistics, so I won't give you any impressive figures or percentages. If you are interested in discussing the philosophy we use in choosing books and putting them on the approved textbook lists to make the books avail- able in the schools, I will certainly be happy to answer any questions. I would like to begin, before we get into my statement, by thank- ing the chairman and members of the Committee on Education for the teriffic job you did in making Federal legislation for education a reality. I am speaking for myself and, believe me, I am willing to be harassed a great deal to do what we are doing for the kids in public schools in the District of Columbia. Thank you. I will be happy to answer any questions if you have anything specific. If you want me to take any particular point, I will. be happy to do that. Mr. DANIELS. Will you briefly outline for the committee what the District of Columbia school system has done with respect to the treat- ment of minority groups in the reading material in the school system in the District of Columbia? Mrs. LUMLEY. You probably noted part of this lengthy thing as a bibliography. It is just a list of books dealing with all minority cul- tures and is available for teachers and principals and our own reading clinic use. The District of Columbia public schools choose books by means of committees. The Deputy Superintendent appoints a chair- man for each of the subject areas and each of the teachers and principals and other officers study the new books on the market for approximately 3 months each year. Every committee is charged with and is given the responsibility to look for books dealing with all cultures. I am sure you are aware in the District of Columbia public schools we have a large majority of Negro children, Puerto Ricans, and children from the embassies. We are always looking for books, not just the so-called good books, but paperbacks, too. I know "good" refers normally to content, but I am talking of books in quantity that reflect the culture, the contribution from the Eskimos, PAGENO="0190" 182 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES Indians, or any culture we can possibly get. Until the last 2 years; when money became available, it was difficult to buy anything. We didn't even have enough textbooks. The first money from Federal aid. went to purchasing textbooks so children would be able to use a book and have something to use besides a text. We are looking for multiethnic books in texts, not just library books. We have found some. Some are just a pat on the head in my point of view. There is still a great need for multiethnic textbooks, library books, and others. We can't just depend on publishers for a good supply of multiethnic books. Ideas must come from the schools. Publishers reflect what the educators ask for. If we don't ask for them, we can't pass the buck to the publishers. There is hardly a week we don't have correspondence or someone stopping by saying, "What do you need, what are you looking for?" It takes a lot of people saying, "What do you need," before they can. publish a book of the kind that any few of us might ask for. The publishers are more than willing. They want to publish what we want to buy. I think some of them have done it at the risk of not selling in some cases. Mr. DANIELS. The gentleman from Indiana, Mr. Brademas. Mr. BRADEMAS. I have no questions. Mr. DANIELS. Mr. Ashbrook? Mr. ASHBROOK. Washington would probably be somewhat of a. unique situation in that the minority is the majority. Do you have any types of books that could better reflect what is clearly a majority in this particular school area, the District of Columbia? Or it is a. type of situation like we have seen up to now, where. they have to take any and all books? Mrs. L't~IIEr. We are trying to consider what we think at the present time is the best available, particularly in reading. We are using the multiethnic books put out by several publishing companies. There are several fine social studies available particularly dealing with the Negro culture and we are using them. `We are buying, using, and putting them on our so-called accepted. text list. The District of Columbia schools have put out this book,. "The Negro in American History," which was prepared by a commit- tee of teachers and principals of the District of Columbia schools. It is used as part of the text in the history department in the secondary schools and as a reference book in the elementary schools. It is also used in urban areas who purchase it from our curriculum. department. Mr. ASHBROOK. I would gather from what you have said that your feeling as to the scope of these books, the number available, is still very p~i' and very limited? Mrs. LIJMLEY. I think it is limited and, in many cases very poor.. We have had crayons used to incorporate the cultures of the country,. but on the other hand we have publishers taking the step. I think educators are taking time to write books. We should take t.he time to write the books. I have a lot of faith in the publishers, however.. They are in the business to satisfy us. Mr. ASHBROOK. Having more Negro students as you do in the Dis- trict of Columbia, it would seem that they should have courses in Amer-- PAGENO="0191" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 183 ican history emphasizing the Negro contribution. Is there the ability in a school system here to have courses of that type and have textbooks used, or does it have to be an ad hoc thing like that mimeographed sample which you put. together? Mrs. Limiiii~y. We are also using textbooks that do reflect the culture. The supervising director of the history department has written a fore- word to a recent history book saying he thinks it is an outstanding book. It does incorporate and reflect the outstanding contribution of the Negro in American history. That textbook is being used widely. It is what we need. It is a must with us, not just a supplementary book. Mr. ASHBROOK. I got the impression that the book you pointed out was put together because of some inadequacy? Mrs. LTTMLEY. I think I neglected to tell you this was put together by a committee about 7 years ago. Since then this committee has been following the multiethnic books. I am sure you realize that in the last 2 or 3 years we have witnessed a major breakthrough in any kind of multiethnic books. The second printing of this mimeographed manual was in 1964 and the first in 1961. It is about 6 years old. Mr. BURTON. Will the gentleman yield? Mr. ASHBROOK. Yes. Mr. BURTON. Has the book been revised since first published? Mrs. LUMLEY. Yes, in 1964. Mr. BURTON. Do you have any extra copies? Mrs. LUMLEY. I will see that you get copies of this publication. It comes from our publication department, I have given the names of the committee. * We are not satisfied with it. It is something being redone through the curriculum department to bring it up to date, and certainly as we get more information. When we started out, I would say it was rather hurriedly because of the great need to do something for the Negro in our American history. Mr. BURTON. Was that done by the local public school district? Mrs. LUMLEY. Yes. Mr. BURTON. By in-house personnel or outside? Mrs. LUMLEY. It was done entirely by local staff members. Mr. BURTON. Have you sought or received evaluation from other * historians with respect to the accuracy or completeness of the material? Mrs. LUMLEY. The only thing I could tell you, is that many copies have been used by many major cities and they are given t.he right by our school district to reproduce it anyway they see fit. Mr. BURTON. My question is have you sought or received evaluation of historians as to the adequacy or accuracy of the material? Mrs. LUMLEY. I don't know if you would call them historians, only other curriculum departments. I understood your question and answer by saying they were using it, which meant they thought it was au- thentic. I can't say whether it is or isn't. But we are using it and it is a stopgap or interim measure. It has history material which the District Department of Public Schools in the District of Columbia feels is appropriate. It has entire chapters dealing with the Negro in American history. Mr. BURTON. No further questions. Mr. DANIELS. I understand `there are a number of children in the public school system that are deficient in reading. PAGENO="0192" 184 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES Mrs. L1MLEY. Unfortunately, yes. Mr. DANIELS. Do they receive special reading instructions? Mrs. LUMLEY. To the limit of the availability of staff they do. Since the new Federal legislation we have been able to more than double the staff of reading specialists. In addition to having a stafi of reading specialists we also, beginning next month, will have on the streets mobile units which will go out to the students to give our diag- nostic reading test to determine what is causing the reading deficiency. Up until this time a child needed to bring a parent in for the reading test. It took some time for a parent and student to get over to take the test. We have gotten some Falcon wagons with the necessary test- ing equipment and materials. There is room for the teacher and three students to come in and it. is done on an individual basis for this kind of testing. A hundred or one hundred and fifty books are taken into the school the unit is serving that day and they can be put in the wagon. They, in turn, can return the 100 or 150 they were using before. We are planning to have enough people, or at least one administrative unit in order to have a person available to go out and work with teachers and principals where it is not possible to sit down and give remedial instruction. The greatest need we see isto improve the teachers in the District of Columbia schools. Mr. DANIELS. How far behind are these children when they need special instruction? Mrs. LtTMLEY. FrOm 2 to 5 years. When we say behind we are using an arbitrary grade level. Mr. DANIELS. Are you referring to children in the elementary schools? * Mrs. LU3ILEY. I am referring to both. After they are in secondary school we use a different scale. We try to get some subject areas and see if we ca.n help in that way by developing their vocabulary, teaching them to fill out application forms, using the kind of books published to help students help themselves; in other words, how to be a good service station operator, that kind of thing. After they reach a certain point of deficiency, we don't say they are in ninth grade-maybe we~ do to each other-but we think more in terms of where they are functioning and how can we bring them to be independent readers to function by themselves. We are very far behind in being able to meet the needs, I am con- vinced the only way is to make more opportunities available to teachers so teachers in c1assrooms can help the cases that have to come to classes for special attention. Mr. DANIELS. What did you mean "far behind," is it a matter of finances? Mrs. LU3ILEY. We have more students needing help than we are prepared to give. Mr. DANIELS. You need more qualified teachers? Mrs. LUMLEY. Yes, more professional staff. We are fortunate in the District, that many teachers have a wonderful background in read- ing. You might ask why aren't the children reading well, but I am talking of the number of people prepared to do special reading instruc- tion such as in larger cities. PAGENO="0193" BOOKS FOR SCHOOLS AND TREATMENT OF 1\~t[NORITIES 185 We are able to add the teachers to our clinic staff and with the orientation we give they do a fine job. There is a point of no return. We can't keep adding remedial teacher on top of. remedial teacher. There are others working with the classroom teacher. This is preven- tive work so the children coming up now in elementary schools never have reading problems. Mr. DANIELS. What percent of your school population do you con- sider lacking or deficient in reading habits? Mrs. LUMLEY. That depends on the way we interpret the statistics. We have actually said that we consider 20 percent of our population have a reading deficiency. That would not include those severely retarded in reading, only those having some difficulty. Mr. DANIELS. Mr. Burton? Mr. BURTON. Would you bring the microphone a little closer, I am having trouble hearing all you have to say. I want to ask an opinion of which has relevance .to the District and perhaps many major cities in the country with respect to de facto segregation. How feasible is it to eliminate de facto segregation in a setting of de facto, if not de jure residential segregation? Mrs. LUMLEY. Well, I think that is something I can't answer, if you are referring to some of the recent things, the reporting done in the newspapers about our attempt to so-called equalized integration in our schools. Mr. BURTON. I don't have reference to any specific effort to im- prove the picture of integration. Mrs. LIJMLEY. The freedom of choice? Mr. BURTON. No; mine is more generally how optimistic can we be about cities having meaningful integration in practice, with the lack of legal tools to eliminate residential segregation? Mrs. LUMLEY. That is really a hard question. I think there again it is only going to be overcome when professional staff members. take the same view that some of the parents take who are interested in children being children. In the District of Columbia, where the school remains all one ethnic group, do you make someone feel at home if you bring them in or do you do them a disservice in the classroom if it is done by the accompanying fanfare and parents standing outside making coin- ments. I don't know how you can overcome that in education. I am a firm believer that we are all in the world together and, if we try, it will work out but I have no pat answer as to how to integrate a certain section of town that up until that time has been just one group of people. Mr. BURTON. Let me particularize. The school age population in the cities is becoming more and more heavily nonwhite. Given a school setting with a private school alternative that costs money, almost by definition to the parents, I am quite troubled as to how we are ever going to meaningfully eliminate de facto segregation, more particularly at the grammar school level. I assume at the junior high school or high school level this might be easier to deal with. I must say I am quite pessimistic about the long-term outlook, talking in terms of the next 10 or 15 years. I am not convinced there is any set of tools we can provide that will do more than mitigate the de facto segregation in the hard core cities. `T1-368-66------13 PAGENO="0194" 186 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES Mrs. LUMLEY. I worry about the effect of what we do to children re- gardless of color or race when we make them uncomfortable. We are not living up to our job as educators, I believe, until we get together as neighborhood groups and get someone in as a dynamic leader, some- one to make us see where we are going and how to get there, how to live in the century we live in. If we had a set of tools I would hope we would use them. It is a matter of human dignity. We have no right to make any person feel inferior or unwanted in public schools. As educators we have to ac- cept the responsibility and say we have failed. I have no answer. I wish I did. Mr. DANIELS. That concludes your testimony. We want to thank you. We have three other witnesses scheduled this morning. I regret we won't be able to hear these witnesses because in about 2 minutes the House will meet and the conrniittee may not sit while the House is in session. I had hoped we might continue this meeting but this afternoon there is a conference in another committee and the length of the conference cannot be determined now. I would ask these witnesses to return at a later date or they may sub- mit their statements for the record and they will be read and studied by the committee. We have Mrs. Alice Rusk and Mr. Robert W. Locke. I would like to ask if it will be convenient for them to return to- morrow morning at 10 o'clock? Mr. LocKE. I would be glad to come back tomorrow morning. Mr. DANIELS. Fine, I am sure the committee is very much interested in the testimony you will give. Mrs. Rusk? Mrs. RU5K. I will be able to return. Mr. DANIELS. I am sorry for this delay but we have no control over the situation. Thank you very much. We will adjourn and reconvene at 10 o'clock tomorrow morning. (Whereupon, at 12 noon, the committee adjourned, to reconvene at 10 a.m., Wednesday, August 31, 1966.) PAGENO="0195" BOOKS FOR SCHOOLS AND THE TREATMENT OF MINORITIES WEDNESDAY, AUGUST 31, 1966 HOtrsE OF REPRESENTATIVES, AD Hoc SUBCOMMITTEE ON DE FACTO SEGREGATION OF THE COMMITTEE ON EDUCATION AND LABOR, Washington, D.C. The subcommittee met, pursuant to notice, at 10 a.m., in room 2175, Rayburn Office Building, Hon. Phillip Burton presiding. Present: Representatives Burton, Carey, Hawkins, and Brademas. Also present: Dr. Eunice Matthew, education chief, and Charles Radcliffe, minority counsel. Mr. BURTON. I would like to say good morning to you. Because so many of the committee members are in conference on another bill, I will be conducting the hearing for a while this morning. First, we would like to have Mr. Locke of McGraw-Hill come for- ward to testify. STATEMENT OF ROBERT W. LOCKE, SENIOR VICE PRESIDENT, McGRAW-HILL BOOK CO.; ACCOMPANIED BY DR. RICHARD SMITH, SENIOR EDITOR, TEXT-FILM DIVISION, McGRAW-HILL BOOK CO. Mr. BURTON. We are happy to welcome you, Mr. Locke. Mr. LOCKE. Mr. Chairman, I have quite a long statement because it is very detailed and quite specific. In the interest of saving time, if it is all right with you, I would like to read parts of the statement and leave out some of the detail but submit it for the record. Mr. BURTON. Without objection, we will insert the full statement which will appear in the record as though read. Mr. LOCKE. Mr. Chairman, my name is Robert W. Locke, and If have executive responsibility within the McGraw-Hill Book Co. for the development, production, and sale of all textbooks and other educa- tional materials designed for schools. It is my privilege to state McGraw-Hill's objectives with respect to the representation of minority groups in our educational publications and to give an account of what we have done to meet those objectives. Needless to say, the matter is of great importance to us and to the schools for which we publish. I should state at the outset that McGraw-Hill produces a wide range of materials designed for classroom instruction, and I will include all of them in this statement. Besides hardbound textbooks, which in 1965 accounted for less than 50 percent of our sales to schools, we publish such other printed materials as workbooks, lab- 187 PAGENO="0196" 188 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES oratory manuals, and paperbacks; we are one of the maj or producers of educational ifims, ftlmstrips, and transparencies; we produce rec- ords and tapes for instruction in language and for drill in subjects like shorthand and typmg; we publish intelligence and achievement tests for schools; and we publish magazines for students of business education and foreign languages. In addition to these instructional materials for elementary and secondary school students, we publish books and produce films for teacher trainmg purposes, we publish magazines for both teachers and school administrators, and we publish general books about edu- cation. Our policy with respect to the treatment of minority groups applies to all these publications. Our position with regard to the treatment of minority groups in books and other materials for school use-classroom and library ma- teriaIs-~our position with respect to both classroom and library ma- terials is as follows: 1. American Negroes and other minorities should be represented in textbooks, both in content and illustration, on the same basis as other groups in the United States. We are committed to fully inte- grated textbooks and other instructional materials for the pluralistic society in which we live. 2. In subjects such as history and social studies, there should be forthright discussions of the economic, political, and moral questions relating to intergroup relations. 3. We will not publish an alternate version of any book or film in order to sell it to schools which do not wish to use integrated materials. Educational tests: Our position with regard to intelligence, achieve- ment, aptitude, and other educational tests has not yet been formu- lated. We acquired a test-publishing business, the California Test Bureau, a year ago, and for the first time came face to face with the teclmical and philosophical questions about the reliability of standard- ized tests that are administered to minority group children, especially those who have suffered economic and cultural disadvantages in their preschool years. These are questions that we feel need more research than has been given them. However, if pressed to state a position at this time, ~ours would probably be as follows: 1. There should not be separate tests for minority groups. iRather, the tests administered in the early grades should be constructed with the verbal differences of various minority groups in mind. 2. More important, the administration of tests by school guidance people should take these differences into account. 3. And most important, intelligence tests of young children should be supplemented by other means of evaluating their potential to do schoolwork. Teacher training programs: We feel strongly that much can be done with teacher training programs, because sensitive and effective teachers can do more good than all our teaching materials. Several years ago we put special emphasis on the development of teacher train- ing materials that would help both practicing teachers and also col- lege students in education courses to become more aware of the prob- lems ofteaching minority group children. PAGENO="0197" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 18~} Much of this can be done with motion pictures. We are also making sure that our professional education books discuss and illustrate mixed classrooms. Likewise, our policy is to call to the attention of school administrators the problems of teaching minority group children. General books: Finally, we feel that we should use our general pub- lishing facilities to bring the whole problem of ininoi'ity groups to the attention of the public. S~ce'schools in this country are ultimately controlled by citizens on school boards, it is important that those citizens be thoroughly aware of the issues involved. Advertising: There are two further matters of McGraw-Hill's policy that I wish to state. The first is that our advertisements for educational materials, which typically include photographs of chil- dren in school, should show children of all groups. Editorial personnel: The second is more important. McGraw-Hill is, of course, an equal opportunity firm and a member of Plans for Progress. We decided many years ago that there should be no color or racial bars to any job in the company. As a result, a number of the people responsible for the development of educational materials are nonwhite, and they naturally have a particularly good understand- ing of the problems of properly representing minority groups. Therefore, our policy of equal employment has made it possible for us to do a better job of developing effective books and films than we could otherwise. These editors are not assigned to work on special books for minority groups; rather' they are in positions of general editorial responsibility, e.g., senior editor for audiovisual materials (employed in 1961), senior editor for professional education books (employed in 1953), senior editor for books in psychology (employed in 1960), and editor for preschool programs (employed in 1965). I should interject, I think, this point is especially important because it takes the most exceptional editor, who is not of a minority group, to understand in real detail the problems of developing effective ma- terials which properly represent minority groups. Materials which represent a decided effort toward the rectification of the adverse treatment of minority groups: Textbooks take several years to develop and publish, but supplementary materials take less. Likewise, films and filmstrips can generally be produced more quickly than books. Therefore, we put much of our early effort into supple- mentary materials designed specifically to help redress the balance, or rectify the adverse treatment of minority groups. However, we have put even more effort into the development of basic textbooks that don't need to be supplemented by anything special. Today, when people speak of race and minority groups, almost auto- matically they tag on the word "problems"-race problems, minority problems. As publishers we would like to help alter this point of view. Our proposition is that society is served better by diversity than by homogeneity, even if homogeneity were possible. The racial, religious, and ethnic diversity of the United Sta~tes is a positive virtue rather than a problem to `cope with. The schools are a good place to start effecting this change. What follows is a list of some books, films, and other materials that we feel do a particularly good job of representing minority groups. Booksand films for academic subjects: PAGENO="0198" 190 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 1. The Skyline Series (published in 1965). This is a multietimic series of readers for grades 2, 3, and 4 which contains stories of chil- then from all groups and in settings that are more relevant than the typical suburban setting. The series was developed with the help of Dr. Samuel Shepard, Jr., of the Banneker District of the St. Louis school system. 2. "The Unfinished Journey" (to be published early in 1967). A high school literature anthology by Theresa Oaks of the American Jewish Committee and Prof. Jerry Weiss, of Jersey City State College, containing mostly contemporary American selections designed to ex- plore the ways in which racial, religious, and etimic diversities have been reflected in modern literature. Of the 21 selections in the book, there are two stories dealing pri- marily with Puerto Ricans, five with Negro Americans, two with American Indians, four with Jews, one with Catholics, and one with Swedes. 3. Americans All (published in 1965). A series of paperbound books that provide basic content for the study of minority groups in social studies and American history classes at the junior high school level. The specific titles are "The American Negro," "Our Oriental Americans," "Our Citizens From the Caribbean," and "Latin Ameri- cans of the Southwest." 4. "Heritage of Liberty" (published in 1965). A book sponsored by the Center for Information in America, which explains and an- alyzes the sections of the Constitution dealing with civil liberties and the role of the Supreme Court in their implementation. The book is designed as a unit in U.S. History, Problems in Democracy, or Ameri- can Government, generally 11th and 12th grade courses. 5. "The Challenge of Democracy" by T. P. Blaich (first published in 1942, and most recently revised in 1966). This definitive text for the 12th grade Problems of Democracy course, which has now gone through five editions, has always included chapters on minority groups and civil liberties. The photographs in all editions have represented minority groups in natural and mixed settings. 6. A more recent textbook for the same course is "The Problems and Promise of American Democracy," sponsored by the Eagleton In- stitute (and published in 1964). We believe that it contains the most authoritative, forthright, and scholarly treatment of the problems of freedom, equality, and justice to be found in any high school text- book. The following quote from the section entitled, "The Future of Equality" summarizes the authors' views: Viewed in world perspective, the question may no longer be whether the white citizens of the United States will permit the colored citizen of this land to enjoy the blessings of liberty to the full. In a world where white men are outnumbered three to one, where they can be outvoted and outmaneuvered in all international organizations, there is a distinct possibly that, if we cannot live up to our ideals in the WeSt. the world will be organized on an antiwhite basis. The genuine issue is whether the world will be permitted to evolve in peace from the status of white supremacy to one of racial equality. 7. A series of three motion pictures (released in 1965) called "A History of the Negro in America," designed for use in junior high and high school courses on U.S. history. We also have a set of eight filmstrips in the same subject. These books and films are for courses in which minority-group problems should be discussed in detail. In most courses, however, the PAGENO="0199" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 191 role of minority groups is not part of the subject matter, and our ob- jective, therefore, is primarily to see that nonwhites and other minori- ties are mentioned appropriately in the text and shown in the illus- trations. In elementary mathematics, for instance, the main opportunity to do this is in the word problems (which mostly involve children) and in the pictures used either to illustrate concepts or to stimulate interest (and again the pictures often are of children). The books and films that follow are good examples of this. 8. "Experiences in Science," by Tannenbaum and Stillinan (1966). This is an elementary science program for the first six grades, and we have taken great care to include minority-group children in the illus- trations. The series is worth mentioning in another respect. It is based on the so-called discovery or inductive method of teaching science, on the theory that children learn as much from what they work out for themselves as from what the teacher or textbook tells them. In science this means conducting experiments, and we have made that literally possible by carefully designing inexpensive materials so that each child can do his or her own experiments; for instance, a unique microscope made of wood and a teardrop of glass that a small child can operate and that actually magnifies about 90 times; or a packet of seeds, some sphagnum moss, and a small container for a unit on how plants grow; and even live animals for units on animals and their environment. We believe that this program will help all children, regardless of their background, to develop an understanding of science and espe- cially of the way to think about problems in science-scientific rea- soning-but we also suspect that it will be particularly good for chil- dren who have relatively low verbal abilities, as do many of the cul- turally disadvantaged. 9. A series of filmstrips for elementary mathematics, called "Modern Arithmetic" (and released in 1964). These filmstrips have a number of frames in which children appear, and they are of both white and nonwhite groups. The filmstrips have been outstandingly successful. 10. We have produced a great many films and filmstrips in geog- raphy, and all the ones produced in recent years include minority group people. This does not make the geographic content of the films more or less valid; it simply makes the films more relevant for nonwhite children, and hopefully for white children as well. An ex- ample is our series of five films on United States Geography (produced in 1963). Vocational books and films: I wish to call special attention to voca- tional and occupational materials because McGraw-Hill is the major publisher in this area, a particularly sensitive one insofar as minority groups are concerned. In addition to making sure that the' books and films discuss and illustrate Negroes, Spanish-Americans, and Orientals in all types of jobs-not just the clerical or manual ones-we are producing some special occupational training programs that focus quite directly on the problem of intergroup relations in jobs. A good example is a new series called "What Job for Me?", a collec- tion of 14 short books about specific jobs and built around stories designed to interest students who are in the lower educational brackets. PAGENO="0200" 192 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES Typical titles are "Charley the TV Repairman," "Alice the Waitress," and "Ginny the Office Assistant." Charley is a young married Negro boy who has graduated from a technical school and gets a job working for Sam, a Jewish owner of a TV repair shop. In "Alice the Waitress," a Negro guidance coun- selor helps Alice, who is white, to make a critical choice. Teacher-training materials: A list is attached of professional books that deal with the problems of teaching children from minority groups. I wish to call attention here to one short but significant book and an outstanding film series. The book is "Negro Self-Concept," a short book for teachers that McGraw-Hill published (in 1965) in conjunc- tion with the Lincoln Filene Center for Citizenship and Public Affairs, and which considers the problem of giving Negro children a a better image of their own place in American society, probably the crucial issue in the teaching of Negro children. * The film series is "Teaching the Disadvantaged Child," which has three films called: "Portrait of a Disadvantaged Child-Tommy Knight," "Portrait of the Timer City," and "Portrail of the Inner ~City School-A Place to Learn." The focus in these films is not on minority groups, per se, but on dis- advantaged children of all whith and nonwhite groups. However, after a good deal of discussion, we decided to make Tommy Knight a Negro child. More important, these ifims are superbly done, and they dramatically * illustrate the value of motion pictures in bringing home a conceptual point. It is really impossible for teachers to see these films without becoming involved. I brought one of those films with me and if there is time I would like to show it because it really shows dramatically how a film can be used to show the problem. Mr. BURTON. How long is the film? Mr. Loci~. The first 10 minutes would get the problem across. With me is the senior engineer who developed the film. Finally, we have published a number of books about various aspects of minority group problems, especially the problems of Negroes. NOtable among them are Whitney Young's "To Be Equal" (1964) and James Conant's "Slums and Suburbs" (1961). Also, we publish a magazine for school administrators and school board members, The Nation's Schools, which has run many forthright articles on school integration problems (see the exhibits). In Business Education we publish a magazine for students, Today's Secretary, and one for teachers, Business Education World, both of which have car- ried articles about Negro secretaries and students. For instance, the October 1962, issue of Today's Secretary had a feature article on Negro secretaries, and the October 1964 issue had a followup' editorial. The April 1966 issue of Business Education World `carried a feature article on Negroes in `business education. Copies of these articles appear `in the exhibits. Samples of our ad- vertising are being submitted to the committee, along with the books, films, and other materials that make up our exhibit. The varying needs and demands of school personnel for revision of texts (and other materials) to correct biased and inadequate treatment of minority groups: What the schools need is more* difficult to deter- PAGENO="0201" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 193 * mine than anybody thought at first because there are no simple an- swers-at least there are no simple answers that are worth much. Perhaps I can illustrate this point by listing a few of the questions we have asked ourselves about the kinds of instructional materials that will do the best job of representing minority groups. 1. At first we asked ourselves whether we should develop special books for schools that have largely nonwhite (or other minority groups) students in order to provide them with stories, for instance, that are more relevant to their environment than the "Dick and Jane" stories of the past. We decided that we should, and the "Skyline Series" is one of the results of that decision. Obviously the answer was not simply to retain the stories and change the illustrations to include a few dark-skinned children. Nor was the answer to include stories about African children or dark-skinned children in other parts of the world. If the books were to penetrate to the heart of the problem, the stories themselves should reflect the environment and the experience, the satis- factions and frustrations of children living largely in urban ghettos. 2. But readers such as the "Skyline Series" with their warm and friendly stories and illustrations also met the needs of children in schools attended largely or entirely by white pupils. For these chil- dren the "Skyline Series" made them aware of the common bond of all children regardless of racial background or environment. 3. What about reading level : Don't minority group children in city schools have less verbal ability than white children in suburban schools? Or is it more accurate to say that children of all groups who live in slums are apt to have less verbal ability than children of all groups who live in the suburbs. We believe the latter is more accurate, and that is -why there is as much concern now for multilevel materials as for multiracial materials. 4. Related to this is the matter of motivation. Books and films with high motivational value will do a lot more good than materials with- out it. Do the same things motivate minority group children that motivate other children? Probably yes, but the answer to this is not at all clear. 5. Elaborating on this point, should stories use the idiomatic lan- guage of the minority group? Or, forgetting the minority group origin, should the characters in stories with slum settings speak the language of the slum? That might make them more meaningful. But reading teachers are trying to get the children to speak better English, and won't the slang in the stories hurt this effort? (Some good re- search is being done in this whole area.) 6. To touch on a particularly sensitive matter, what type of Negro should be used in illustrations to represent the whole group? In our opinion, the illustrations should be representative of all of America's Negroes in order to show that they have different physical characteris- tics and a wide range of color (just as white people do), and that they are found at all levels of our society. And the same thing applies to other minority groups: Jews, Spanish-Americans, Orientals, and Puerto Ricans. 7. Turning to the development in Negroes (and in all children, for that matter) of a better understanding of the contribution of minority groups to American history and life, what are the best ways to do it? PAGENO="0202" 194 *BOOKS.FOR SCHOOLS AND TREATMENT OF MINORITIES And in what subjects? Or in ~.ll subjects? There are some Obvious answers, like the development of book units or films on Negro history, but there are also many less obvious possibilities. For instance, in material on the westward expansion of the country, why did the American Indian react as he did, what was his philosophy, and what impact did his actions have on the makeup of the westward movement itself? What is the significance of the role of Negroes as soldiers in the Civil War, and in subsequent wars? The possibilities are endless and there is no lack of good source material. 8. In illustrative test. writing, what role do you put nonwhites in? For instance, in the occupational books referred to earlier, that is, "Charley the TV Repairman" and "Alice the Waitress," who should be the Negro, who should be the white, and who should be the Jew? Mixing them up makes the examples more realistic and therefore more apt to hold the student's interest; and the choices we make of these alternatives will also influence the attitudes of the students, simply because the attitudes of Negroes toward Jews are involved (remember that Charles is a Negro boy who gets a job with a Jewish boss) and because most whites still think of white bosses and Negro subordinates (but Alice is white and goes to a Negro guidance coun- selor for advice). 9. Speaking of motivation, how do you draw on the strengths of minority groups? For instance, the independence that many of them have. 10. Perhaps most important of all, how do you get at the attitudes of teachers themselves, because they are a much greater force in edu- cation than publishers or their books and films. That is why we did the film series on teaching the disadvantaged child, and why we rec- ognize that much more needs to be done. I have cited these examples of our concern merely to make the point that the effective representation. of minority groups requires the most thoughtful and intellectually honest editorial effort we can apply to it. Mr. BURTON. Mr. Locke, with your indulgence we have a Member of the House here who had to leave another meeting and must return quickly. Would you object if we have Congressman Gettys and his people come up ~ Mr. GETTYS. Thank you very much. If I may introduce the men from my State and let them take their regular order, we would not interrupt the witness. Mr. BURTON. I would prefer that if that is acceptable to you. Mr. GEITYS. Thank you very much. We appreciate your kindness in interrupting the witness. I have, Mr. Chairman and members of the committee, Dr. J. Car- lisle Holler, who is the director of the division of instruction of South Carolina Board of Education and the witness, Mr. H. C. Quarles, director of the division of textbooks, South Carolina De- partment of Education. I would like to introduce them to the com- mittee and I thank the committee again for indulging me this oppor- tunity. Mr. BURTON. Thank you, Congressman. We we~Icome the gentle- men. PAGENO="0203" BOOKS FOR SCHOOLS AND TI~ATMENT OF MINORITIES 195 Mr. BRADEMAS. I know Mr. Locke's testimony is not much longer. In my view it is extremely well prepared. I think we might let him go ahead and read the balance of it. Mr. BURTON. With that suggestion, you may proceed, Mr. Locke. Now, that we have the time problem out of the way, don't feel the need to rush through what you have to say. Mr. Lociui. It is difficult to comment precisely about this matter because we submit all books and films wherever possible and when- ever we think that a school is either interested in them or has the funds to bu~ them or has called for a specific adoption. Since we are competing against the books and other materials of all publishers, we are obviously not successful in every presentation we make. As a rule, the selecting authority, which varies from system to system and State to State, and which can be an individual, a commit- tee, or a State board, does not provide us with an explanation as to why our book was not selected. In an effort to get Some precise information about the pattern of sales for some of our books and films that are particularly forthright in their treatment of minority groups, I have obtained the sales records for the first half of 1966 of most of the books and films cited earlier in this statement, and they are included in the exhibit that I am sub- mitting to the committee. I have studied these sales reports and do not feel that I can draw any valid conclusions from them. Trends in the costs of books and tests since the passage of NDPJ.L4 and up to and including ESEA I assume that the committee wants to know what has happened to the prices of books and films that have sold best because of such Fed- eral programs as NDEA and ESEA. I can make the following state- ments for McGraw-Hill: 1. NDEA had its principal impact for us in the sale of films and filmstrips, although the impact was not significant until about 1962 or 1963. Although costs have risen, our film and filmstrip prices have changed very little in recent years, as the following table will show for the past 5 years: Year Prices changed ~ Percent of total titles Effect on total price- level (percent) 1962 1963 1964 1965 1966 113 79 56 None 25 10.3 7.2 5.6 2.5 ±1.0 ±3.0 ±0.5 No change ±0.2 2. The impact on our sales of ESEA has naturally been very re- cent-in fact, almost entirely during 1966-and principally in the sale of reading programs. McGraw-Hill is the publisher of "Programed Reading," developed by Dr. M. W. Sullivan, and its sales have risen sharply this year. The table in appendix 5 shows the prices of all the units of "Programed Reading" since publication of the first units in 1963. The increases have been extremely nominal. PAGENO="0204" 196 BOOKS FOR SCHOOLS AND TREATMENT OF NINORITIES Anticipated needs for increased expenditures by schools for texts and library books Purchases of new textbooks and other instructional materials have risen sharply this year because of ESEA, and part of the gap has been closed between what should be done for schoolchildren and what is being done. The dramatic growth in reading clinics, for instance, and the wide use this year of special reading materials should do much to increase the reading abilities of younger children and reduce the number of educational problems when the same children reach the dropout age. However, more is needed, and the following comments may be ap- propriate: 1. Instructional materials of all sorts are improving rapidly as educators, authors, and publishers learn more about how best to help children learn. As the rate of improvement goes up, schools should replace their old programs more rapidly, and this costs money. 2. Among the newer instructional programs are many nonbook materials, including films, individual lab kits for science instruction, and even educational games for preschool programs. They tend to be expensive and can seldom be purchased by a school unless it literally multiplies its budget for instructional materials. These new so-called multimedia programs are often extremely ef- fective, and schools need more money to buy them. 3. Commissioner Howe has pointed out that the availability of larger funds for education may result in the sale of untested instruc- tional materials, and especially of instructional equipment. Much of it will be unfamiliar to teachers and they may find it difficult to choose the right programs for their students. In our view, these newer programs have exciting possibilities for improved instruction, and they should be well worth their substantial cost. However, we share Commissioner Howe's concern, and we feel strongly that publishers and other producers of educational materials and equipment should provide schools with sufficient technical data as to the effectiveness of their programs so that teachers who are more at home with books than with fl]ms or with instructional equipment will be able to evaluate them properly. We will both produce these programs and provide tecimical data as to their effectiveness. 4. Overriding these considerations, if our present efforts to expand educational opportunity are successful, they will in turn create greater demands. As children and older students improve their basic skills and capacity to learn and grow in their aspirations, they will want and need even more education. We should not hold back these aspirations with either ineffectual or insufficient books, films, or any other kind of instructional materials. And we have only scratched the surface in preschool programs, educa- tion for the handicapped, and continuing education. There is much more to be done, and it will require more money as well as the in- tellectual efforts of teachers, authors, and publishers. To conclude, and returning to the question of how minority groups are represented in textbooks, ifims, and other materials, I believe that McGraw-Hill has made good progress, but we must and will do more. PAGENO="0205" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 197 (The information referred to follows:) APPENDIX 1 Books and Other Printed Materials for Classroom Instruction (McGraw-Hill Book Co.) Elementary Experiences in Science (texts and experimental materials for science in grades 1 to 6): Grade 1 (1966) (~) Grade 4 (1967) Lloyd: You Learn To Type (1966). Skyline Series (1965) (Brown-Phillips-Jaffe-paul): Watch Out for C. The Hidden Lookout. Who Cares. ~Seeondary social studies Eagleton Inst. Politics: The Problems and Promise of American Democracy (1964). Hemphill: Cavalier Commonwealth (1963). Smith: Economics for our Times (1966). Bitter: Our Oriental Americans (1965). Senior: Our Citizens From the CarIbbean (1965). Clemons: The American Negro (1965). Barth: Heritage of Liberty (1965). Kohn: The World Today: Its Patterns and Cultures (1966). Kiuble: Tropical Africa Today (1965). Bertrand: Our Land in a World Setting (1966). Blanch: The Chaflenge of Denlocrany (1966). Becondary homemaking and gu4dance Sturm: Guide to Modern Clothing (1962). Sorenson: Psychology for Living (1964). Shank: Guide to Modern Meals (1964). Beery: Manners Made Easy (1966). Barclay: Teen Guide to Homemaking (1967). Baxter: Your Life in a Big CIty (1967). Hot and Cold Young Animals Light and Shadow Earth and Sun Weather Plants in Spring Grade 2 (1966) Magnets Batteries Groups Balances Air Living Things Grade 3 (1966) Motion Earth, Sun, and Seasons Heat Sound Life Histories Plant and Animal Responses Solids, Liquids, and Gases Adaptations Atmosphere and Weather Chemical Change Geologic Processes Ecology Grade 5 (1967) Microscopic Life Molds Unbalanced Forces Balanced Forces Mapping Time Grade 6 (1967) Electricity Life Processes of Plants Light Color The Universe Continuity of Life PAGENO="0206" 198 BOOKS FOR SCHOOLS AND TREATMENT OF MLNORITIES 1~econdary language arts Oinmanney: The Stage and the School (1960) Hibbs: Speech for Today (1965). Carisen et al.: Insights: Themes in Literature (1967). Oarlsen et al. : Encounters: Themes in Literature (1967). Carisen et aL: American Literature: Themes and Writers (1967). Oarlsen et al. : Western Literature: Themes and Writers (1967). Secondary science Braungart: Biology-The Study of Living Things (1963). Diehi: Health and Safety for You (1964). Secondary driver edncatiom American Automobile Association: Sportsmanlike Driving (1965). $econdary vocational Archer: General Office Practice, 2/e (1963). Drnest: Salesmanship Fundamentals, 3/e (1965). Bredow: Medical Secretarial Procedures, 5/c (1966). Rosenberg: College Business Law, 3/e (1966). Huffman: Office Procedures and Administration (1965). Robinson: College Business Organization and Management, 3/e (1964). Place: College Secretarial Procedures, 3/e (1964). Tonne: Business Principles, Organization, and Management, 2/e (1963). Price: General Business for Everyday Livthg, 3/e (1966). Wilhelms: Consumer Economics, 3/e (1966). Strony: The Secretary at Work, 3/e (19643). Wood: The Receptionist (1966). Basic Education for Drop-Outs, Job Corps Programs, Etc. Programmed math for adults: Series One (1965-66) (p) Book 1-Addition. Book 2-Advanced Addition. Book 3-Subtraction. Book 4-Multiplication. Book 5-Division. Book 1-Problems Involving Basic Addition. Book 2-Problems Involving Advanced Addition. Book 3-Problems Involving Subtraction. Book 4-Problems Involving Multiplication. Book 5-Problems Involving Division. Instructor's Guide for Series One: Books 1-5. Placement Examination for Programmed Math for Adults, Books 1-5. Progress Tests for Books 1-5. Achievement Examination for Programmed Math for Adults. Programmed math for adults: Series Two (1966) Book 6-Fractions (p). Book 7-Decimals and Percentages (p). Book 8-Measurements. Book 9-Consumer Math. Book 10-Personal Math. Book 6-Problems Involving Fractions. Book 7-Problems Involving Decimals. Instructor's Guide for Series Two: Books 6-10. Advanced Placement Examination for Programmed Math for Adults, Books - 6-10. Progress Tests for Books (3-10. Intermediate Achievement Examination for Programmed Math for Adults. Programmed math for adults: Series Three (1967) Book 11-Advanced Personal Math. Book 12_Understanding Algebra. Book 13-Using Algebra. Book 14-Using Geometry. ]3ook 15-Using Trigonometry. PAGENO="0207" BOIDKS FOR SCHOOLS AND TREATMENT OF MINORITIES 199 Instructor's Guide for Series Three: Books 11-15. Progress Tests for Books 11-15. Final Achievement Examination for Programmed Math for Adults. Programmed reading for adults (1965-66) Book 1-.-The Letters of the Alphabet (p). Book 1-The Letters of the Alphabet, T/E (p). Book 2-The Sounds of the Letters (p). Book 2-The Sounds of the Letters, T/E (p). Book 3-From Words to Sentences (p). Book 4-Sentence Reading (p). Book 5-Paragraph Reading (p). Book 6-Consecutive Paragraphs. Book 7-Content Analysis. Book 8-Functional Reading. Diagnostic Placement Test. Teacher's Guide to Programmed Reading for Adults. Step up your reading power-Jim Olsen (1966) Book A (p). Book B. Book C. Book D. BookE. Teacher's Guide. Occupational for Vocational Schools and Special Progra4ns, Such as Job Corps What job for me? (1966-67) Anton: Charley the TV Repairman (p). Anton: Cool It Man! Appleton: John, the Second Best Cook in Town (p). Asherman: Frank the Vending Machine Repairman. Borisoff: Carmen the Beautician. Borisoff: Nick the Waiter. Chase and Elmore: Ginny the Office Assistant. Goodman: Pete the Service Station Attendant (p). Kipniss: Judy the Waitress. Lawson: Betty and Her Typewriter. Swinburne: Joe the Retail Salesman. Olsen: Sandy the Lineman. Hamer: Timo the Draftsman. Wright: Phil the File Clerk. APPENDIX 2 Films and Filmstrips for Classroom Inst ruction Films which include noiv-wlvites Junior High Guidance Series (1964): Improving Study Habits. Your Junior High Days Junior High: A Time of Change United States Geography~Social Studies Series (1963) The Great Lakes Region: Men, Minerals and Machines. The Southwest Region: Land of Promise. The Gulf Coast Region: The South's Land of Opportunity. The Middle Atlantic Seaboard Region: Great Cities-Megalopolis. The Southern New E~igland Region: New Industries. AIBS-Unit IV (1961) : Muscles. General Science Series (1965) : Water and Life. Federal Government Series (1963): Department of Health, Education and Welfare. Learning To Understand Children (1947). The Boston Massacre (1956). The Emancipation Proclamation (1955). Puerto Rico: Showcase of America (1962). Puerto Rico: The Peaceful Revolution (1962). PAGENO="0208" 200 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES Clinton and the Law (1957). A History of the Negro in America Series (1965): A History of the Negro in America-1619-1860: Out of Slavery. A History of the Negro in America-1861-1877: Civil War and Reconstruction. A History of the Negro in America-1877-Today: Freedom Movement. United States Geography-Social Studies, Set II (1965): Alaska-America's Northern Frontier. Hawaii-America's Tropical State. Pacific Northwest-Putting Water to Work. The Southeast-Challenge and Change. Human Reproduction, 2/e (1966). Films which concentrate on it er-group relations Superfluous People (1063). The Battle of Newburgh (1963). Harvest of Shame (1961). Walk in My Shoes (196.3). Willie Catches on (1963). Sit-in (1961). A Day in the Night of Jonathon Mole (1960). High Wall (1952). Everybody's Prejudiced (1961). What About Prejudice? (1959). Filmstrips which include non-whites Junior High Guidance Series (1963). United States Geography-Social Studies Series (1963). Communism: What You Should Know About It and Why (1962). Democracy: What You Should Know About It and Why (1964). Elementary Economics Series (1960). United States Geography-Social Studies Series, Set II (1965). The History of the American Negro Series (1965). Learning About Our Language Series, Set I (1966). College Library Series (1066). APPENDIX 3 Teacher-Training Books and Films Education books Babbidge & Rosenzweig: The Federal Interest in Higher Education (1962; 0P5/66). Brubacher: Bases for Policy in Higher Education (1965) Brubacher: A History of the Problems of Education, 2/e (1966) (1/c 1947). Cox and Mercer: Education in Democracy (1061). DeYoung and Wynn: American Education, 5/c (1964). Hurlock: Adolescent Development, 2/c (1955). Massialas and Cox: Inquiry in Social Studies (1966). Richey: Planning for Teaching, 3/c (1963). Wiggin: Education and Nationalism (1962). Teacher-training films Elementary School Science Teaching Series (1964). S Incident on Wilson Street (1964). Ways of Learning (1064). Teaching the Disadvantaged Child (1965): Portrait of a Disadvantaged Child-Tommy Knight. Portrait of the Inner City. Portrait of the Inner City School-A Place To Learn. PAGENO="0209" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 201 APPENDIX 4 Books for the General Public, Magazine Articles as~d Advertising Books for the general public Conant: Slums and Suiurbs (1961). Davie: Negroes in American Society (1949). Humphrey: War on Poverty (1964). Kvaraceus et al: The Negro Self-Concept (1965). Sutherland: Letters From Mississippi (1965). Young: To Be Equal (1964). Magazine articles Copies `of articles and editorials from Today's Secretary, Business Education World, and Nation's Schools are attached. Advertising Samples of our advertising for books and films are also included in the exhibit. APPENDIX 5 Sullivan programed reading series Title 1963 1964 1965 1966 Pre-reading Primer 1. 11 93 (1) (1) (1) (1) (1) 0. 99 Book 1 Book 2 Book 3 - 99 99 . 99 . 99 (1) (1) (1) (1) 0. 99 (1) (1) (1) (1) (1) (1) (1) (1) 1. 11 1. 11 Books 4-10 - Books 11-14 Booksl5-21 0.99 1.23 Teacher's Alphabet Cards Student's Alphabet Cards Sound Symbol Cards Teacher's Guide to Programed Reading Test Booklet, Series 1 Placement Examinations Guide to Placement Examinations Programed Reading Filmstrip 1 Programed Reading Filmstrip 2 Programed Reading Filmstrip 3 Programed Reading Filmstrip 4 Programed Reading Filmstrip 5 . Programed Reading Filmstrip 6 Programed Reading. Filmstrip 7 Teacher's Guide to Filmstrips Teacher's Guide to Series 2 Storybooks 1-3 Storybooks 4-7 2. 70 1. 38 1. 35 . (1) (1) (1) 1.35 . . (1) (1) (1) (1) (1) (1) (~) (~) (1) (~) (1) (1) (1) (1) . 69 6. 00 .24 1. ii (1) (1) (1) . (1) (1) (1) (1) (~) (`) (1) (~) (1) (1) 1. 44 .72 1. 11 1. 11 1.23 . . 3.75 3. 75 3. 75 3. 75 ~ 75 3. 75 3;75 . 72 .99 .99 . . . 1 No change. Mr. BURTON. Mr. Brademas? Mr. BRADEMAS. Thank you very much. I would like to say `at the outset that I found your statement a most impressive one for a couple of reasons: one, you. didn't pretend you had solved all the questions, and, two, you raised relevant issues. Have you found at McGraw-Hill any resistance in selling your text- `books on the part of school systems because, as you indicated, the materials you `produce are integrated? Mr. LOCKE. Let me answer a couple of different ways. There is no specific evidence, that I know of, of resistance `on the p'ai~t of school boards, teachers, or any other authorities to buy textbooks which are notably integrated. However, I `can't help `believing `there is some resistan'ce `because people `choose textbooks for all sorts `of different reasons. There must be some `people in this country `who would prefer not to use integrated textbooks. However, we `have no `specific evidence of that. 71-368-66-----14 PAGENO="0210" 202 BOOKS FOR SCHOOLS AND TREATMENT OF MLNDRITIES Much more important than that, we have had a lot of discussion with people about the way we have presented minority groups. As I tried to point out, this is a very difficult and sophisticated question. As I tried to point out, most publishers operate under the handicap that their editorial staffs are largely made up, almost entirely of middle-class whites. It is very difficult for someone like me to develop a really sophisticated understanding of the problems of disadvantaged children and children in minority groups and, unless you do, you can't do a proper job of producing educational materials. Mr. BRADEMAS. This brings me to my next question: How do you determine what texts or other teaching materials you are going to de- velop? You indicated in your testimony that it takes several years to develop in line of textbooks, something, I think, the lay public does not generally realize. How do you decide you are going to undertake the Sky Line Series as distinguished from other series of a different nature and content? How do you determine what goes into those textbooks? What kind of process. intellectually, do you use? Who writes them? Mr. LOCKE. First of all, I should be quite frank to say that the first thing we think about is how large the market is, how strong some of the other books are, and what our relative capacities are in that par- `ticular field. If it is a field where we happen to have some strength and know what is being done, we are more likely to do something new in that field than in a field where we don't have much confidence. That is basically the first decision. Fields vary almost as much as books. There are some fields where we have to do most of the writing ourselves. We conceive it and write it. Sometimes we find `an author, but in most cases the staff writes, makes the photographs, and prepares the artwork. Generally at the high school level, the authorship is superior and we do much less editorial work. We basically supplement what the author does. Mr. BRADEMAS. I take it that a presupposition of all our discussion here is that textbooks are at least one of the essential factors in the learning process of children. To what extent do textbook publishers, McGraw-Hill in particular, enter into conversation with people doing research in education, research in the learning process? I don't need to elaborate on my question, do I? Mr. LocKE. As much as we can. You can't do a decent job in this business unless you spend as much time as you possibly can talking to teachers and talking to people doing research on the education process. Mr. BRADEMAS. Now, the Elementary and Secondary Education Act has authorized $45 million more money to establish regional research laboratories across the United States. Would textbook publishers be in touch with such laboratories? Mr. Lociu~. Yes, sir; we are. 1~fr. BRADEMAS. You indicated in your testimony your awareness of the crucial role of teachers in publishing textbooks. Is there some sort of network of seminars across the United States at which seminars you can say to teachers: "Look, this is the purpose of this particular series. This is the way we intend it to be used. Have you any questions or sug- gestions?" Mr. LOCKE. Yes, I think the most accurate answer is "Yes," but it varies Many textbook salesmen, the best of them, are former teachers and men who really understand the problems of teachers. In the course PAGENO="0211" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 203 of their regular calls, they are doing a lot to help teachers understand the objectives for which we developed a particular series, the way the series can be used and, in effect, are helping teachers plan their courses and the use of materials. I think you find the better salesmen of virtually all textbook pub.. lishers do that. Beyond that, we and other publishers put on workshops. We, for instance, run a great many workshops in business education. Here we have a strong group. McGraw-Hill publishes Gregg Shorthand and a typing program. We, in effect, developed the system and prob- ably have done more to shape the way in which shorthand is taught than any other organization. There is a real demand for us to put on workshops for teachers in the techniques of teaching shorthand; and we do. This is something I think there will be a lot more of in the future. Mr. BRADEMAS. I had more particularly in mind the question of teaching teachers how to use the texts in areas where they are teaching disadvantaged children, which poses, I should think, a much more com- plicated problem. Mr. LOCKE. We have not done that. Mr. BRADEMAS. Don't you think that would be a good thing? Mr. Looji~~s. Yes. Mr. BRADEMAS. Have you at McGraw-Hill, purchased any audio- visual or electronics company, or have you not got into that yet? Mr. LOCKE. Twenty years ago we started a text-film program. At the time, thanks to what was done in World War II, it was clear audio- visual instruction could play a real part in the whole instructional process. It wasn't clear how anybody could make any money, but we took a fling and built a very large film business. Our sales this year of nonprinted materials to schools will be some- thing like 20 percent of our sales to schools. Beyond that in other parts of our publishing program we developed records, tapes and other nonprinted materials. We are-if everything goes smoothly~-now, in the process of merging with the Educational Developments Laboratories of Huntington, Long Island, who are pro- ducers of a system for reading instruction. They say E.D.L. has a developmental reading program which in- volves special educational reading equipment plus a filmstrip input. The two are tied completely together so one is useless without the other. This is probably the most effective piece of instructional technology available. Mr. BRADEMAS. A couple of other quick questions. Do you sell books to parochial schools and, if so, what percent of your total sales would that represent of sales to elementary and sec- ondary schools? Mr. LOCKE. We do but I don't know the percentage. I could get that figure, if you wish. Mr. BRADEMAS. That might be of interest. (The requested information follows:) SEPTEMBER 12, 1966. Hon. JOHN BRADEMAS, House of Representatives, Washington, D.C. DEAR MR. BRADEMAS: I now have the figures on our sales to Catholic schools. During 1964 they were 11.4 percent of our sales, and in 1965 they were again 11.4 PAGENO="0212" 204 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES percent. I don't know how they managed to be exactly the same percentage each year, but they did. Sincerely yours, ROBERT W. Loci~n, Senior Vice President, McGraw-Hill Book Co. Mr. BRADEMAS. My other question has to do with a statement I have heard to the effect that American textbook publishers give dis- counts for large order purchases to retail stores but not to school systems. Is this true? Mr. LoC~. I think that statement could refer only to what is Irnown as trade books, which would include children's books, but the state- ment, as far as I know, caiinot be applied to textbooks. Our dis- count for textbooks is 25 percent and we grant that to schools, job- bers, and stores and do not exceed it under any circumstances. Mr. BRADEMAS. If you sold children's books as distinguished from textbooks to a school library, the library people would not receive a discount? Mr. LOCKE. Yes, they would. Mr. BRADEMAS. I don't ask the question from prejudice but for my information. Mr. LOCKE. I presume your question has to do with library bind- ing matter, but I would prefer not to comment on that because we do produce children's books in library bindings. We have a suit pend- ing in Philadelphia. Furthermore it happens to be a part of our business with which I have had virtually no experience. I am not competent to comment on it. Mr. BRADEMAS. My last question has to do with the indication in your testimony that there has been substantial impact caused by the recently enacted elementary and secondary school legislation on the sales or purchase of textbooks for elementary and secondary schools. Has your firm found that the availability of these Federal funds for the purchase of books for schools has caused any substantial fears of Federal control of these books, fears on the part of either local or State authorities? Mr. LOCKE. I think I would say no to that~ although it is a difficult question to answer quite that directly. I heard more concern yester- day about that in the hearing here. Mr. BRADEMAS. When your salesmen go out into the school systems, are you suggesting that so far as you know, they don't find great concern expressed by the local and State school authorities that these Federal funds are going to be followed by control over the content of the books? Mr. Loc~. No, I would say the greatest concern we have heard has been all the paperwork required to get projects approved. I would guess that is something that won't last too long because most of the schools have added someone to help take care of the paper- work. Mr. BRADu~rAs. Thank you very much. Mr. LOCKE. Could I correct a statement which Mr. Brademas read into the record? I am referring to the piece which appeared in the Times on Sunday. That was a little misleading. As I recall the story in the Times said that the average profit of textbook publishers last year on elementary and secondary textbooks was 10 percent. Mr. BRADEMAS. I think what it said was that the average-we will check the article for the accurate figure-that the average profit in- PAGENO="0213" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 205 crease for the six leading firms, of which McGraw-Hill was one, as distinguished from all textbook firms was 8 percent. Am I wrong about that? Mr. Locjiu. You may be correct. The average profit last year after taxes of the six or seven largest elementary and secondary publishers was about 8 percent; the average of all was more like 7 j~ercent. These figures are available from the American Textbook Publishers Institute. I would doubt, frankly, if the profit this year was as high as 10 per- cent. All are selling more books, and especially films, than we expected. We are glad we are; but frankly I doubt if profit margins will go up that much. Mr. BRADEMAS. If you would like to submit a corrected or additional information, I am sure the committee would be glad to have it. Thank you again for your statement. (The information follows:) MCGRAW-HILL BOOK COMPANY, New York, N.Y., $eptember 7, 1966. Hon. JOHN BRADEMAS, House of Representatives, Washington, D.C. MY DEAR Mn. BRADEMAS: To pursue the matter of publishing profits that came up last Tuesday during the hearing on the representation of minority groups in textbooks, I checked the figures developed by the American Textbook Publishers Institute through its regular independent statistical study. In 1965 the average net profit after taxes of 32 elementary and secondary publishing operations was 7.9 percent. This is not the average profit of all of the firms that have some educational publishing activities, but rather the profits of those activities them- selves. For instance, in McGraw-Hill's case, we report the profits of our educa- tional divisions but not of the whole company since we aslo publish in other areas. Since your concern is the sale of instructional materials to schools, and the profits therefrom, the ATPI figures are really more relevant than the figures quoted in the Times. Incidentally, the ATPI does not make these figures public, although some other parts of the annual statistical survey are released tO the press. I will find out for you what percentage of our sales at the elementary and *secondary level are to Catholic schools, but this will take a little more time. We don't break our figures out this way so they are not readily available. I enjoyed the opportunity to testify before the subcommittee on Tuesday, and I particularly enjoyed the exchange with you since you obviously understand a lot about our business. I hope that we will have an. opportunity to meet again in the future. Sincerely yours, ROBERT W. LOCKE. Mr. BURTON. Congressman Carey? Mr. CAiuY. Thank you, Mr. Chairman. I should like to pursue the point just covered by Mr. Brademas at a little greater length. I, too, read the recital in the business section of the New York Times of the attractive prospects in stock purchases of textbook publishing concerns, which was developed by those interested in selling stocks. Since I first raised this point on the increased cost of text materials and increased profits for textbook publishers in the very early days of the hearings on the Elementary and Secondary Education Act, I am entirely satisfied that you have a clean slate. But, could you tell us something about the small textbook publishing firms you have acquired in the last few years? How many small companies have you acquired? PAGENO="0214" 206 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES Mr. LOCKE. We acquired last year a test publishing firm, California Test Publishing Laboratories, which is not a textbook publishing firm. We felt for a long time that to do a thorough job we should have competence in evaluation, which is what test publishing is all about. If you take that position you have two alternatives: one is to start from scratch to develop new tests; that is, standardized intelligence or achievement tests, or both, or to acquire a company that is already in the business and for one reason or another wishes to sell out. We felt that the latter made more sense because time was short, and the development of an achievement test takes longer than the develop- ment of a textbook. It is a very tecirnical process. We felt the best move for us was to acquire a test company if we could. Mr. CAREY. I am not questioning the wisdom of your acquisitions. I just want to Imow how many additional companies were purchased by the textbook publishers in the past year? Mr. LOCKE. California Test Labs was one, another is the Educational Development Laboratories, for which we have an agreement now in process for purchase. EDL is not a textbook publisher, but the developer of basic materials. We don't believe the answer to the production of elementary mate- rials is the acquisition by industrial companies of hardware companies who can increase their input. We think we know more about text- books than the hardware people; but we recognize we need the compe- tences to develop educational materials. That is basically what the acquisition of EDL by McGraw-Hill means. Mr. CAREY. What percent of elementary and secondary school text- books is represented by McG-raw-Hill in the percent of your sales? Mr. LOCKE. Approximately 12 or 13 percent. I don't know the exact figure. Mr. CAREY. Let's say the elementary school field alone. How much of the elementary textbook market for new books is sold by McGraw- Hill? Mr. LOCKE. Our percent of total elementary sa~Ies would be less than that. We are stronger at the secondary level. I don't know exactly what it is, but it would be something under 10 percent at the elemen- tary level. Mr. CAREY. In response to a question by Mr. Bradernas you said you expected to increase your profit percent? Mr. LOCKE. Yes. Mr. CAREY. To a level of about 8 percent? Mr. LocicE. I wish I could tell you. Our profits after taxes last year at the elementary and secondary level were around 8 percent; I guess this year they will be slightly more than that. I doubt if they will be 10 percent. I wish they would be. Mr. CAREY. Has an additional volume of sales been stimulated by sales under the new educational laws? Mr. LOCKE. My guess is that something like 30 or 40 percent of our increase in sales this year at the elementary and secondary level will be as a result of NDEA funds or ESEA funds. Mr. CAREY. I noticed the drug and pharmaceutical industry, when they anticipated increased volume of sales resulting from medicare, held a series of conferences with the appropriate officials m the De- PAGENO="0215" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 207 partrnent of Health, Education, and Welfare, to take into consideration the anticipated volume of purchases and appropriate discounts on these' sales. This was initiated by drug officials, and I thoroughly endorse this action. With this anticipation of increase in sales volumes under NDEA and ESEA, have you undertaken any conferences with educa- tional officials in the country about volume purchases? Mr. Locicj~. No. Mr. CAREY. Do you think that would be in order in a governmental activity where you would not need to exert pressure for sales? Mr. LOCKE. Nobody will buy anything unless they think it is good. So part of the increased sales is actually the,result of a great deal of intellectually honest work in producing the materials in the first place. Secondly, we are working very hard selling to people who have got- ten Federal funds. Granted, we have a larger market but we are work- ing very hard to get a reasonable share of that market. Mr. CAREY. Isn't it true also that your industry particularly has undergone vast new technological changes in the automation of pub- lishing materials? Hasn't there been a great saving by this automa- tion? Mr. Loc~. No; I would not agree with that. Computerized type- setting has been of some use where great speed is of importance but speed of typesetting is of absolutely no concern in materials like this. (At this point, the witness held up a sheet of color pictures.) Mr. CAREY. These are supplemental materials? Mr. LOCKE. These are not supplementary. This is part of an ele- mentary science program for the first through sixth grades. Mr. CAREY. In programing your profit, if it does increase due to volume, are you devoting this to increased research in materials? Mr. LOCKE. Yes, I think we are, but not simply because more funds are available. Our feeling is that instructional materials are on the verge of a tremendous transformation. Over the last 3, 4, or 5 years, we have learned there are other kinds of materials that are as effective for specific uses as textbooks and that, in fact, there are some much more effective textbooks in certain situations. We are beginning to learn how to use equipment properly in education. There are some good examples now like language labs which have' enormously instructhe value. Computerized instruction is going to' come, I believe. It is technically feasible. There has been enough effectiveness to show it can make a large contribution to education. This represents the kind of publishing we `have done for a long time. In order to play our part we are going to have to do much more research than we have done in the past. We have to think very seri- ously of the problem of `teachers; they are not familiar with non- printed material. There are thousands of teachers that don't know how to thread a motion picture projector. We have to do much more `than we have ever done in the past to show teachers how to use materials correctly and how to do it effect- ively. The need for research is far greater than it has ever been before. Whether there were Federal funds or not, we would be spending more money on research. Mr. CAREY. Let me talk a moment about the difference in purchas- ing techniques~ and the difference `in acquisition of books in public PAGENO="0216" 208 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES schools and nonpublic schools. It is true in nonpublic schools, most parents have to purchase the books for the children as distinguished from the public system where books are free. Mr. LoCKE. I would say in most private schools the school purchases the books and the cost of the books is part of the tuition the parent pays. Mr. OAREY. Directly or indirectly the books are paid for? Mr. LocKE. Yes, by the parents. Mr. CAREY. Whereas, the books in public schools are free? Mr. LOCKE. Yes. Mr. ~ Do you determine any difference in the quality of the books by reason of the means of acquisition? Mr. LOCKE. I don't think, as a general answer, that would mean much. There is, however, a great deal of difference in the selection policies of schools of all kinds. I can think of private schools which, because of limited funds, are using books that are now quite old. Mr. CAREY. That is what I am getting at. Mr. LOCKE. There are private schools because of limited funds using books quite old. I don't think t.here is any pattern. I would say public schools are the beneficiary of Federal funds and private schools are not. It seems to me there is at least the possibility that many public schools will be using more modern and effective teach- ing materials than many private schools. Mr. CA1~Y. With the consequences, of course, and effect on the education of children in those schools. Historically there has been the criticism of nonpublic schools that their literature is overly permeated with religious content. Has there been a tendency to secularize the materials in religious schools in the sense of actually discounting religious permeation in the texts? Mr. LoCKE. I would say, yes, although I am not an authority on that. Mr. CAREY. Would you say that more a.nd more of the non-public- school authorities are purchasing materials identical or similar to the public schools? Mr. LOCKE. Yes. Mr. C~uu~y. This would be more true in the historically secular sub- jects such as mathematics, civic, and geography? Mr. LOCKE. Yes. Mr. C~iui~. In your research on the question of how better to handle the participation of minority groups in instructional materials, have you had any interest in the actual development of a curriculum and discipline in this field where special teachers would use special ma- terials to teach human relations or community relations courses as subject matter courses in the school and not just trust to the accidental instruction of the minority with a picture colored as a Negro boy or a Puerto Rican boy? Actually, this would be a particular discipline where a guidance and counselor or teacher would conduct a course in elementary and second- ary schools and use materials to illustrate and develop this? Mr. LOCKE. I had not thought of that quite as you stated but in many of the social studies courses there is plenty of opportunity to call specific attention to the problem of intergroup relations. In this social studies course a good deal is devOted to intergroup relations. PAGENO="0217" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 209 What we are trying to do is to make sure that book is designed to cover that. This goes way beyond content and illustration to show we do have a mixed society. Mr. CAREY. Which specific text did you refer to? Mr. LOCKE. This particular one is a text `for a course that is typi- cally offered in the 12th grade called "Problems of Democracy." This was published in 1964. Mr. CAREY. I don't expect you to express `any `competence in this regard but I would comment, on my own, that the 12th grade i's a little late, to start `telling children about the different groups in our society. By that time I would expect most of the antipathies would `be struc- tured `into the children's makeup. I would think `by the time the children reach the 12th grade, it is a little late to structure their ideals. Mr. LOCKE. I `think you would find we don't structure elementary social studies as we do not publish those. I think you can find ele- `mentary social studies where there is a much more forthright discus- sion now than in the past. Mr. CAREY. Thank you. I have great respect for your company ~in the publishing field. Mr. BURTON. Congressman Hawkins? Mr. HAWKINS. No questions. Mr. BURTON. Any questions from counsel? Dr. MArrHEW. No questions. Mr. RADCLIFFE. No questions. Mr. BURTON. We are going to defer the viewing of that movie for the moment and will now call as our next witness Mrs. Rusk. STATEMENT OP MRS. ALICE RUSK, LIBRARY SPECIALIST, BALTI- MORE CITY SCHOOLS, REPRESENTING THE AMERICAN LIBRARY ASSOCIATION Mr. BURTON. We are delighted to have you here. Mrs. Ru5K. Mr. `Chairman and members of the conunittee, I am Alice Rusk, library specialist in the Bureau' of Library Services of the Baltimore City Public Schools. Today, I am representing the American Association of School Li- brarians, in `which organization I serve as a member of the board of directors; as member of the council of our parent body, the American Library Association; `and as chairman of the Committee for the Im- provement of School Library Programs. The 9,804 menibers of the American Associaltion of School Librarians constitute almost one- third of the total membership of the American Library Association. In January 1965, I testified before the General Education Subcom- mittee, urging passage of the Elementary and Secondary Education Act. `So, I am pleased to have this opportunity to appear before members of the House Education and Labor Committee `today to voice our sincere appreciation for your diligent efforts in winning approval of this legislation. In the short time Public Law 89-10 has been in operation, dramatic improvements have been initiated to develop quality library service for all the Nation's `schoolchildren. PAGENO="0218" :210 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES School librarians have realized through the years, as have all edu- *cators, the value of good literature in building character, developing nttitudes, strengthenmg human relations, and helping with self-iden- tity. Although such realization has been implicit in the book selection we have carried on through the years, our thinking in this regard was crystallized in the school library bill of rights, endorsed by our present group, the American Library Association, in July 1955, which reads as follows: School library bill of rights: School libraries are concerned with generating understanding of American freedoms and with the preser- vation of these freedoms through the development of informed and responsible citizens. To this end the American Association of School Librarians reaffirms the library bill of rights of the American Library Association, and asserts that the responsibility of the school library is- To provide materials that will enrich and support the cur- riculum, taking into consideration the varied interests, abilities, and maturity levels of the pupils served. To provide materials that will stimulate growth in factual knowledge, literary appreciation, esthetic values, and ethical standards. To provide a background of information which will enable pupils to make intelligent judgments in their daily life. To provide materials on opposing sides of controversial issues so that young citizens may develop under guidance the practice of critical reading and thinking. To provide materials representative of the many religious, ethnic, and cultural groups and their contributions to our Amer- ican heritage. To place principle above personal opinion and reason above prejudice in the selection of materials of the highest quality in order to assure a comprehensive collection appropriate for the users of the library. This bill of right appears again in "Standards for School Library Programs," a 1960 publication of the American Library Association. These standards, which are in the process of being revised and up- graded, are the result of the combined thinking of representatives from the American Association of School Libraries and 19 other pro- fessional or public service organizations. We have serious concerns about the subject matter in books, both factual and fictional. We have equal concern that the subject matter be presented in the best style, language, and format, so that we can develop in our boys and girls standards of taste and selectivity in reading. To this end we recognize the value both of sound literary criticism ~nd of the availability of selective, but not restrictive, lists. One of our recent publications is "Selecting Materials for School Libraries: Guidelines and Selection Sources To Insure Quality Collections," and copies of this brochure have been distributed to you. (See appendix.) If you were to examine all sections of this pamphlet you would find in each, lists which contain a representative sampling of books which relate to all ethnic groups and present these groups in a fair PAGENO="0219" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 211 and unbiased manner. I would direct your attention, however, to the section entitled, "Lists of Specialized Material." Of the 33 lists enumerated, 14 lists have to do with minority groups and/or human relations and/or reading material for slow or re- iluctant readers. These 14 lists represent 42 percent of the total lists enumerated within this section. Many school systems, recognizing the need for identifying quality books on intercultural relations, develop relevant lists on a local level. One example I can show you is this list, "The Negro in American Life," which was developed by the bureau of library services of my own school system in Baltimore City. The AASL Committee on the Improvement of School Library Pro- grams, when it met in July 1966, discussed at length the necessity for keeping lists up to date and the responsibility our organization has for being a source of suggestions for book purchases, particularly in certain areas of great current concern. As a result of this meeting, the ~following committee recommendation was presented to the executive board of the American Association of School Librarians: that an ad hoc committee be appointed to explore the practicality of using data processing procedures for producing, as printouts, up-to-date lists in certain areas of concern (examples: early admissions or Headstart programs; culturally different), such lists to be available from a central location. The decision of the executive board was to refer this project to a newly established division of the American Library Association, the division of information science and automation, for more expert treat- ment. We anticipate being actively involved in supplying the raw material, in other words, the selected books, if this project is under- taken by that group. Our organization is very much concerned, ~lso, about the kind of program that is carried on with library books and other library mate- rials once they are within the schools. To promote excellence in such programs, we are sponsoring a nationwide demonstration project of good school libraries in action. This 5-year undertaking, the Knapp School libraries project,1 is being conducted with grant funds from the Knapp Foundation. Eight demonstration centers, six of which are still in operation, have been identified in eight schools strategically located throughout the main- land of our Nation. A brochure about this project is included in the materials distributed to you. We are fortunate to have one of these centers at the Mount Royal Elementary School in Baltimore, Md. You are cordially in- vited to visit this inner city during the next school year to see the library program in action. I shall be pleased to arrange visits for any of your committee who wishes to come. Mr. Chairman, I thank you and your committee members for this opportunity to talk to you about the very important question. I shall be glad to hear any questions you and the committee members may have. If I can answer them at this time, I shall. 1 In 1962, the Knapp Foundation-established in 1929 and noted for its many studies and projects for the advancement of health, welfare, and education-made a grant to the American Library Association to carry out a 5-year project of the American Association of School Librarians to demonstrate the educational value of a full program of library services. PAGENO="0220" 212 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES If I do not have the information at hand for an adequate answer, I shall make every effort to get it for you as soon as possible. Mr. BURTON. Thank you very much, Mrs. Rusk. Congressman Carey. Mr. ~ Thank you. I really have no questions, I just want to commend and compliment you on the exhibition of text materials and figures I have been reading through here, "A Selected Reading List Part 2: For Young Adults." I want to keep it and call it to the attention of the board of li- brarians on which I serve in New York City. Mr. BURTON. Dr. Matthew? Dr. ~{ rruEw. I was very pleased to hear your statement and learn of the role school librarians are taking in this matter. I would like to know to what ex±ent school librarians are working with textbook publishers and schools for the material which goes into these books? Mrs. RUSK. I think through the years we have worked with pub- lishers and had amicable relationships with them. I can't think of specific present projects in which we are involved. Publishers visit our various systems. Dr. MATrHEW. I think librarians are closer than teachers to chil- dren in respect to their reading experiences and therefore can know the kind of things children look for, their reactions to the things they read, the distortion about what they read, etcetera. Mrs. RUSK. I could point out publishers who visit library systems. Of course, in libraries the logical person they would have contact with, if it is a large system, would be the supervisor or director of libraries to discuss the various kinds of new books and to discuss new pub- lishing practices. We have this kind of relationship in that these di- rectors and supervisors are all members of our association. I would like to point something else out to you that may be helpful in answering your question. In the American Library Association when one takes membership one becomes a member of two divisions. There are five divisions according to the kind of library and eight divi- sions according to kind of service so that you would find that the mem- bers of the American Association of School Librarians would also be members possibly of the children's services division, and a type of service for the young adult services division which is another type of service. One of the activities of children's service division annually is the awarding of the Newberry Medal for the most distinguished book for young people for the year that was written by an American author, and the Caldicott Medal, which is an award to the artist for the most distinguished picture book for young people during the year. These two awards originated as the outcome of relationship between book publishers and the librarians in their concern for excellence and quality. Dr. M~rrnnw. Are librarians getting as many books from the moneys made available by legislation because of the pricing of books and the quality of them? Mrs. RUSK. Would you repeat that, Dr. Matthew? Dr. MATTHEW. Are librarians able to get as many books for the money made available from the legislation, for example, the ESEA or the NDEA because the prices of the books are fixed? Or because the PAGENO="0221" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 213 prices of the books are higher than they might well be if one were buy- ing trade books as opposed. tO books with publishers' library bindings and then because of the physical quality of the books provided to the schools? Mrs. RUSK. Before I answer that I would like to ask you this, Would this reflect back to the comment made the first day that because of the litigation that is going on concerning book pricing, that we would refrain from commenting in this direction? Dr. MATTHEW. Yes, but I think we have deviated from that provid- ing we name no specific publishers. Mr. BURTON. Yes, that would be all right. Mrs. RUSK. I don't know whether I am sidestepping your question or not, but I would say that `school librarians typically are interested in getting the best value for our money. The purchases we have been able to make with title II funds have been within the same price con- siderations as the purchases that we have `been able to make with other funds that were available before title II funds were available. Dr. MATTHEW. Despite the increased purchasing? Mrs. RUSK. I am speaking a great deal `from personal experience. In my own city we `always did quantity purchasing so I cannot say that any grea'ter discounts have been reflected because of `title II. Dr. MATTHEW. Thank you. Mr. BURTON. Thank you very much, Mrs. Busk. We will now have Mr. Lerone Bennett. Mr. Bennett is an author and senior editor of Ebony magazine in Chicago. Please come forward. STATEMENT OP LERONE BENNETT, EDITOR AND AUTHOR, JOHNSON PUBLISHING CO., CHICAGO, ILL. Mr. BURTON. It is good to have you with us. Mr. BENNETT. Thank you, Mr. Chairman. I would like to say first of all I have been specializing in the writing of books and feature articles on the history of the American Negro in life and culture. I have prepared a statement and I would like to read excerpts from that statement, and then I would like to take what I con- sider a very average American history textbook and indicate some of the things I am talking about in my statement. Mr. BURTON. Without objection, the statement will appear in the record. STATEMENT OF LERONE BENNETT, JR., ATJTHOR AND SENIOR EDITOR, EBONY MAGAZINE America's current domestic crisis is a reflection of the failure of our schools to perform their basic fimction of preparing youths to live productive and mature lives in a multiraciai society. This failure is rooted in an ensemble of factors, including the serious distor- tions and omissions in textbooks and teaching materials. And it is my opinion, and the opinion of many writers and scholars in this field, that segregated text- books-the segregated and segregating use of words, symbols, and ideas-are as dangerous to the internal peace of America as segregated schools and residential areas. In a very real sense, segregated schools and residential areas are external reflections `of segregated minds mo'ulded by distorted teaching tools in a white- oriented educational framework. If we integrated all our schools and all our residential areas tomorrow and if we continued to use the same textbooks, then all our schools and all our residential areas would soon be segregated again. It should be apparent by now to most Americans that education cannot solve the race problem because education is a part of the problem. That fact was PAGENO="0222" 214 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES evident in recent weeks in Northern cities where rioters demonstrated con~ elusively that hate, horror, and swastikas are the wages of mis-education. Ironically, the largest white explosion occurred in Chicago which was founded before the Revolutionary War by a bold black man, Jean Baptiste Pointe Dii Sable. Du Sable built the first house in Chicago and opened the first business there, but few people know his name. And it seems to me that a solution to our current crisis depends to a great extent on the opening of our minds and our textbooks to all the Dii Sables and the excluded range of American life and cul- ture that they personified. From the standpoint of social utility and from the standpoint of truth, we are entitled to demand a balanced portrayal of American Negroes, particularly in history texts. With few exceptions, American history texts defame or ignore black Americans. To quote the authoritative study prepared by a group of Cali- fornia scholars: "The greatest defect in the textbooks we have examined is the virtual omission of the Negro.. . The Negro does not "exist" in the books. The authors of the books must know that there are Negroes in America, and have been since 1619, but they evidently do not care to mention them too frequently." The California study went on to say that the "tone of a textbook is almost as important as anything it has to say. In their blandness and amoral optimism these books implicitly deny the obvious deprivation suffered by Negroes. 1n several places, they go further, implying approval for the suppression of Negroes or patronizing them as being unqualified for life in a free society." As an author and as an EBONY MAGAZINE writer specializing in historical articles, I have examined over the last five years many textbooks now in use in American school systems. In most of the books I have examined, black Amen- cans appear suddenly by a process of spontaneous generation. There is little or no material on the great African empires of Ghana, Mali, and Songhay; nor is there a relevant confrontation with the history of black and brown peoples. before the explosion of Europe in the fifteenth century. Of equal importance, in the negative conditioning of black and white Americans, is the glossing over- of the extraordinary complexity in the peopling and building of America. Con- trary to the popular view, black people came to America long before the May- flower. They were with the first French and Spanish explorers. They fought with Prescott on Bunker Hill, they were with Washington at Valley Forge, they were with Grant in Virginia. And if our history has any meaning Crispus At- tucks, the hero of the Boston Massacre, and Salem Poor, a Bunker Hill hero, ought to appear on the pages of our textbooks as they appeared in the paintings and~ drawings of contemporaries. With rare exceptions, American textbooks ignore free Negroes and present a. rose-colored view of American slavery. We are asked to believe that, as a general rule, black men hugged their chains. We are presented a picture of fat, happy,. docile slaves who were almost, as one text says, members of the family. Few authors explore the implications of the repeated slave revolts; few authors deal' with the Underground Railroad or Negro abolitionists and rebels like Frederick Douglass, Denmark Vesey, and Harriet Tubman. After the slave era, a white curtain of silence descends on Black Americans. We are told occasionally that black people are happy and that they are making progress. But care is taken lest we see them, and they seldom appear onstage- to speak for themselves. There are few, if any, references to the nameless black men who helped to create the social wealth of the South and the black politicians who gave many Southern communities their first public school systems and their first welfare institutions. We are not told of the individual achievements of black men and women like Phillis Wheatley, the colonial poet who was the second American woman to write a book; Benjamin Banneker, the astronomer who- helped to lay out Washington, D.C.; Jan Matzelinger who revolutionized the shoe industry by inventing a machine for attaching soles to shoes; and Charles Drew- who helped perfect the blood plasma technique which has saved the lives of so many Americans, black and white. The use of textbooks filled with half-truths, evasions and distortions is disastrous to both white and black Americans: to white Americans because one cannot know a great deal about America unless one knows a little about the Negro: to black Americans because personal health depends to a great extent on group self-esteem and because the spirit withers and dies if it is deprived of the opoortunity to feed on the deeds of great men and the ideals of great movements In ~eneral, white-oriented textbooks tend to inoculate white Americans with the virus of racism, gitinz them a sense of exclusive identification with a land' created by blood and sweat of men and women of all races and creeds. The- PAGENO="0223" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 2151 effect on black youth is equally disastrous. B. A. Johnson, a Negro historian, wrote: "During my eleven years as a teacher, I have often observed the sins of omission and commission on the part of white authors, most of whom seem to have written exclusively for white children, and studiously left out the many creditable deeds of the Negro. The general tone of most of the historians has been that of the inferiority of the Negro. . . . How must the little colored children feel when he has completed the assigned course of United States his- tory and in it found not one word of credit, not one word of favorable comment for even one among the mifflons of his forefathers, who have lived through nearly three centuries of his country's history." I might add that this statement was made in 1891, and that very little has changed in our educational system in the intervening years. It may be that some of our problems with disturbed and angry black youths. stem from this situation. The pattern of meaning we call education is not relevant to the lives of black Americans who constitute the majority of the public school pupils in Washington, D.C., and a majority of the elementary school pupils in Chicago and other cities. Education does not tell these students who they are and how they got that way. It does not give them an image of their condition. It does not corroborate their reality. They do not live in the coun- try described in the books. The books, the words, the pictures are about another' people who live in another country. Within recent years, there has been increasing public recognition of the dimensions of this problem. Several big-city school systems are now using sup- plements. But supplements are at best temporary and inadequate substitutes. The only solution is an adequate supply of total texts which give a balance por- trayal of the role and achievements of all Americans. Although publishers are beginning to offer balanced texts, the supply does not meet the demand or the need, and I believe the federal government must bring its resources and powers to bear in an effort to solve the problem. It would be useful, I think, for the Office of Education to convene a national conference of publishers, school administrators, teachers, and black and white scholars, in- cluding officials of the Association for the Study of Negro Life and History~ There is a need also for additional funds for enrichment and supplementary programs for teachers and administrators as well as students. Beyond all that, I think it is necessary for Congress to specify that all fed-~ erally-funded and federally-assisted programs must use teaching tools and teaching materials that give a balanced picture of all the people. Opponents of this view have raised the question of censorship. But in my opinion, they are 100 years too late. The problem now is not imposing censor- ship; the problem is ending a de facto censorship which stands between the~ American educational system and its historic mission of creating one people out of many. Mr. BENNETr. America's current domestic crisis is a reflection of the failure of our schools to perform their basic function of preparing youths to live productive and mature lives in a multiracial society. This failure is rooted in an ensemble of factors, including the serious distortions and omissions in textbooks and teaching materials. And it is my opinion, and the opinion of many writers and scholars in this field, that segregated textbooks-the segregated and segregating use of words, symbols, and ideas-arc as dangerous to the internal peace of America as segregated schools and residential areas. In a very real sense, segregated schools and residential areas are external reflections of segregated minds molded by distorted teaching tools in a white-oriented educational framework. If we integrated all our schools and all our residential areas tomorrow and if we continued to use the same textbooks, then all our schools and all our residential area~s would `soon be segregated again. It should be apparent by now to most Americans that education cannot solve the race problem because education in America is a part of' the problem. That fact was evident in recent weeks in northern cities. where rioters demonstrated conclusively that hate, horror, and swastikas are the wages of miseducation. ` PAGENO="0224" 216 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES Ironically, the largest white explosion occurred in Chicago which was founded before the Revolutionary War by a bold black man, Jean. Baptiste Pointe du Sable. Du Sable built the first house in Chicago and opened the first business there, but few people know his name. And it seems to me that a solution to our current crisis depends to a great extent on the opening of our minds and our textbooks to all the Du Sables and the excluded range of American life and culture that they personified. From the standpoint of social utility . and from the standpoint of truth, we are entitled to demand a balanced portrayal of American Negroes. American history texts defame or ignore black Americans. To quote the authoritative study prepared by a group of California scholars: . The greatest defect in the textbooks we have examined is the virtual omission of the Negro * * *~ The Negro does not "exist" in the books. The authors of the books must know that there are Negroes in America, and have been since 1619, but they evidently do not care to mention them too frequently. The California study went on to say that- The tone of a textbook is almost as important as anything it has to say. In their blandness and amoral optimism these books implicitly deny the obvious deprivation suffered by Negroes. In several places, they go further, implying approval for the suppression of Negroes or patronizing them as being imqualified for life in a free society. As an author and as an Ebony magazine writer specializing in historical articles, I have examined over the last 5 years many text- books now in use in American school systems. In most of the books I have examined, black Americans appea.r suddenly by a process of spontaneous generation. There is little or no material on the great African empires of Ghana, Mali, and Songhay; nor is there a relevant confrontation with the history of~ black and brown peoples before the explosion of Europe in the 15th ëentury. Of equal importance, in the negative conditioning of black and white Americans, is the glossing over of the extraordinary complexity in the peopling and building of America. Contrary to the popular view, black people came to America long before the Ma~j flower. They were with the first French and Spanish explorers. They fought with Prescott on Bunker Hill, they were with Wash- ington at Valley Forge, they were with Grant in Virginia. And if our history has any meaning, Crispus Attucks, the hero of the Boston Massacre, and Salem Poor, a Bunker Hill hero, ought to appear on the pages of our textbooks as they appeared in the paintings and drawings of their contemporaries. With rare exceptions, American textbooks ignore free Negroes and present a rose-colored view of American slavery. We are asked to believe that, as a general rule, black men hugged their chains. We are presented a picture of fat, happy, docile slaves who were almost, as one text says, members of the family. Few authors explore the implications of the repeated slave revolts; few authors deal with the underground railroad or Negro abolition- ists and rebels like Frederick Douglass, Denmark Vesey, and Harriet Tubman. After the slave era, a white curtain of silence descends on black Americans. We are told occasionally that black people are happy PAGENO="0225" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 217 and that they are making progress. But care is taken lest we see them, and they seldom appear on stage to speak for themselves. There are few, if any, references to the nameless black men who helped to create the social wealth of the South and the black poli- ticians who gave many Southern communities their first public school systems and their first welfare institutions. We are not told of the mdividual achievements of black men and women like Phillis Wheat- ley, the colonial poet who was the second American woman to write a book';' Benjamin B'anneker, the astronomer `who helped to lay out Washington, D.C.; Jan Matzeliger who revolutionized the shoe indus- try by inventing a machine for attaching soles to shoes; and Charles Drew who helped perfect the blood plasma technique which has saved the lives Of so many. Antericans, black and white.' The use `of textbooks filled with half-truths, evasions and distortions is disastrous to both white `and black Americans: to white Americans because one cannot know a great deal about America unless one knows a little about the Negro: to black Americans because personal health depends to a great extent on group, self-esteem and `because' the spirit withers and dies if it is deprived of the opportimity to feed on the deeds of great men and the ideals of great movements.' In general, white-oriented textbooks tend to inoe~ilate white Ameri- cans with the virus of racism, giving them a sense'of `exôlusive"identifi- cation with a land created by blood and sweat and tears of men and women `of~ all races and creeds. The effect on black youth is equally disastrous. .` ` E. A. Johnson, a Negro historian, wrote: ` ` During my eleven years as a teacher, I have often observed the `sins `of omission and commission on the part of white children, and studiously left out the many creditable deeds of the Negro. `The general `tone of most of the historians' `~ * * has `been that of the inferiority of the'Negro * * ~. How must the little colored child feel when he has completed the assigned course of United States history and in it found not one word of credit, not one word of favorable comment for even one among the millions of his forefathers, who have lived through nearly three centuries of his country's history. I might add that this statement was made in 1891, and that very little has changed in our educational system in the intervening years. It may be that some of our problems with disturbed and angry black' youths stem from this situation. The pattern of' meaning we call education is not relevant to the lives of black Americans who consti- tute the majority of the. public~ school pupils in Washington, D.C., and a majority of the elementary school pupils in `Chicago and other cities. Education does not tell these students who they are and how they got that way. It does not give them an image of their condition. It does not corroborate their reality. They do not live in the country de- scribed in the books. The books, the words, the pictures, the symbols, are about another people who live in another country. Within recent years, there has been increasing public recognition of the dimensions of this problem. Several big-city school systems are now using supplements. But supplements are at best temporary and inadequate substitutes The only solution is an adequate supply of total texts which give a balance portrayal of the role and achievements `of all Americans. " " ` Although publishers are beginning to offer balanced texts, the sup- ply does not meet the demand or the need, and I believe the Federal PAGENO="0226" 218 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES Government must bring its resources and powers to bear in an effort to solve the problem. It would be useful, I think, for the Office of Education to convene a national conference of publishers, school ad- munstrators, teachers, and black and white scholars, including officials of the Association for the Study of Negro Life and History. There is a need also for additional funds for enrichment and sup- plementary programs for teachers and administrators as well as stu- dents. Beyond all that, I think it is necessary for Congress to specify that all federally funded and federally assisted programs must use teach- ing tools and teaching materials that give a balanced picture of all the people. Opponents of this view have raised the question of censorship. But in my opinion, they are 100 years too late. The problem now is not imposing censorship; the problem is ending a de facto censorship which stands between the American educational system and its historic mis- sion of creating one people out of many. I would like briefly to indicate concretely what I am tnlking about. I have here a history textbook which is widely used in America in the North and South. It is currently being used in Chicago and I note it is used in South Carolina. Coming in on the plane last night a young man from Wyoming said, "You are using my textbook." It is being used all across the United States and is an excellent example. Mr. BIJRTON. Would you give the title and date of the publication? Mr. BENNETr. This book is "Our United States," copyrighted 1960 and published by Laidlaw. Mr. BRADEMA5. The authors are? Mr. BENIcE?rr. Harold H. Eibling, superintendent of schools in Co- lumbus, Ohio; Fred M. King, director of instruction, Rochester public schools, Rochester~ Minn.; and James Harlow, Wilson Junior High School, Oakland, Calif. I have mentioned there is very little material on black people in text- books prior to the slave era. This book follows the pattern. There is one sentence introducing black people into American life in 1619. They disappear for 200 years; and then we find them as slave people. Mr. Carey was concerned a few moments ago about the problem of finding illustrative material to bring black people into American life and history. I would say there is no problem at all if we used black people in the pla.ces they appeared in history. For example, here is a picture of the Boston massacre. All the faces are white. Several Negroes were present on that occasion end several Indians. In fact, a black man, Crispus Attucks, led the Bos- ton n'iassacre, yet we hare a beautiful colored picture of all white people. Second, we have all white faces here with George Washington crossing the Delaware. Another distortion of reality because at least two black men were in the boat with Washington crossing the Dela- ware. Two contemporary drawings or paintings indicate that. This is an example of the complete blackout in textbooks. Negroes disappear for 200 years and then we pick them up in the slave period. This particular book has an interesting comment which I would like to read in part to give you an idea of how black people are treated in textbooks widely used in America. Mr. BURTON. Cite the page. PAGENO="0227" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 219 Mr. BENNETT. Page 382, and it is the only example in this book in which black people are presented as people. These are the oniy Negro characters. It is the only extensive reference to Negroes and the only Negro characters in the book. A lieutenant in the Civil War, a Union lieutenant appeared at a plantation in Tennessee to tell the slaves they are free. I will read: The young lieutenant mounted his horse, sat up straight, and called out clearly: "I have been directed by the President of the United States to read to you slaves this Emancipation Proclamation." He went on to tell them how President Lincoln believed slavery to be wrong and how he believed it should be done away with. He then read the Emancipa- tion Proclamation which declared that as of January 1, 1863, all slaves in States which were at war with the United States were to be henceforth and forevermore free. When he had finished reading the presidential order, the lieutenant folded the paper and placed it inside `his tunic. T'o his surprise, the Austin `slaves showed no joy over their new freedom. They stood still, eyeing `the soldiers suspiciously. Finally old Uncle Josephus stepped timidly forward. "Please, sir," he said, cap in hand, "may we please go back to our work now?" "Drat it, man !" the lieutenant lost his patience. "Didn't you understand what I've just said? You're free! You can do anything you want, go anywhere you want !" "Lieutenant," Mrs. Austin raised her hand, "they don't understand what you have just read. We've kept them pretty much in ignorance of what has `been going on. I'm afraid, we haven't clone anything to make them trust you. May I talk to them?" Now, this distorts reality in several ways. In the first place these are the only Negro characters presented in this book which is used in Chicago, Arizona, South Carolina, all across the United States. Secondly, no mention is made anywhere in this book of the 186,000 soldiers who fought in the Union Army for their freedom. No men- tion is made of the 200,000 `black southerners who ran away from the South and helped `the Union Army as laborers. No mention is made of the 29,000 black sailors serving in uniform in the Union Navy in the Civil War. We `are presented with one type of character to indi'cate h'ow black people accepted their freedom, "hat in hand." Another problem of interest, not to me so much but perhaps it `should be of interest to the Pentagon, or someone. Most American textbooks do a very interesting thing. There is usually a very large color photo- graph of Gen. Robert E. Lee. T'here is no photograph of `a Union general. My friend and colleague, Dr. John Hope Franklin, has even examined `textbooks widely used in America in which there are two large photographs of Gen. Robert E. Lee and no photographs of any Union general. Perhaps the moral is: It's more blessed to lead `an army `against your country than `for your country. How did black people accept their freedom after the Civil War? I think this is one of the truly memorable historic flights of fancy in American textbook pu'blishing. The bl'ack `people were free. What did that mean? T'his is how black and white children in America explain the meaning of freedom: Suppose you were awak'ened from sleep t'onight and told your parents were gone away and you must look after for yourself? PAGENO="0228" 220 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES The white people were gone, black people are children and this is the interpretation widely disseminated in northern cities as well as southern cities. Mr. CAREY. is that a specific reference in the book? Mr. BENNETT. Yes, it is on page 391. On the next page- Mr. CAREY. Are you reading directly from the book? Mr. BENNETT. "Suppose you were awakened from sleep tonight and ~told your parents were gone away and had to look after yourself." It's a direct quote. On the next page there are references to the fact that black people participated in the Reconstruction era. The references are uniformly negative so far as they relate to black people. We are told money wa~s spent unwisely for various purposes. We are not told a great deal of 1~ms money was spent to create the South's first public welfare system :and education system, money spent wisely. There is a reference to the overthrow and Reconstruction. There are 282 remaining pages m this book but there is only one single reference to black people after the Reconstruction period. We are told some black people are moving to the North. There is an interesting dis- \cussion on the problems of the cities. What t~re those problems? Water supply, streets, and traffic, the rn~n~ee of fire and protecting property. This book even contrives to discuss at length the slums without once mentioning Negro Americans. I thank you very much for this opportunity to say a few words on this subject. Mr. BURToN. Thank you, Mr. Bennett. Congressman Brademas? Mr. BRADEMAS. Thank you very much for your extremely interest- ing testimony, Mr. Bennett. On page 3, I believe, of your statement you call attention to the lack of material in American school textbooks on African history. Agree- ing that that is probably an accurate description of the situation, would you not also agree that this is a reflection of the fact that we just have not paid enough attention to Africa generally in the United States and that the whole country has a long way to go in this respect? I, for in- stance, have been struck by the fact that the Secretary of State of the United States has never set foot on the continent of Africa. You do not quarrel with what I have said? Mr. BENNETT. I do not quarrel with what you have said. I think it is indeed a blind spot in our national life. I would also emphasize that in order to discuss at any level the history of America, we must realize that we are a combination of immigrants. We are a nation of immi- grants. In order to discuss our country, you generally find some brief discussion of the Old World. Where did these people come from? We find uniformly, with few exceptions-just in one or two texts I can think of at this time-you find almost a uniform absence of material or reference to Africa, where the black people came from. I am happy to note I have seen one book which discusses with understanding and sympathy the history of Africa prior to the white man and the contribution Africa rna~de to world size. Mr. BRADEMAS. If I might offer a modest plug for a bill that touches on this problem, this committee has worked to pass the International Education Act. PAGENO="0229" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 221 We have a great lack of understanding of Asia as well as Africa, I was glad to see that in his message to Congress last February President Johnson urged that we use some of the funds under the research title of the Elementary and Secondary Education Act of 1965 to improve the curriculum in the field of international studies in elementary and secondary schools. I would hope one aspect of that effort would be to give greater atten- tion to this whole problem of African history and, in particular, some- thing along the lines of your observations of the contributions of Africa to the history of the world. Two other questions, quickly. You live in Chicago? Mr. BENNETT. Yes. Mr. BRADEMAS. Has any systematic study of which you are aware been made of the extent to which textbooks in American schools, let's say in Chicago, or let's say in some of the big city metropolitan school systems of the North, let's forget the question of South for a moment, and talk of my part of the country and your part of the country, are limited? Are we aware there is racial bias in the textbooks used in the schools of Chicago or in the schools of New York, Philadelphia, Detroit, or South Bend, md., for that matter? Mr. BENNETT. I refer in my statement, I did not read it, to the excel- lent study prepared by a group of scholars in California. This, I think, was one of the best studies of hidden bias in textbooks in North- ern States. Tha.t is on page 3 and the conclusion of the California study was that the greatest defect in the studies we have examined is the virtual omission of the Negro. The Negro does not exist in these books. The authors of the Cali- fornia study -went on to examine the various distortions in the textbooks. Mr. BRADEMAS. Who made the study? Mr. BENNETT. Several scholars in California, including Dr. Ken- neth Stampp. Mr. BRADEMAS. It might be appropriate to have the citation on that study for possible inclusion in the record. Mr. BURTON. Would you see that Dr. Matthew gets that study and we will make reference to it at this point in the record and have it available in the files of the hearing. Mr~ BENNETT. Yes, sir. (See appendix.) Mr. BRADEMAS. On the last page you offer a constructive suggestion; namely, a national conference of publishers, administrators, teachers, and scholars at which this whole problem could be aired and discussed. This would seem to me to be a very sensible proposal. I think that we need to give very careful atteni ion, `and you point out the immediate apprehensiveness some of us might. have to your other proposed rem- edy in which you say, "I think it is necessary for Congress to specify that all federally funded and federally `assisted programs must use teaching tools and teaching materials that give a balanced picture of all the people." I am certainly sympathetic with the purpose of that proposed rem- edy, but the only concern I would have is working out some kind of mechanism that would enable us to achieve such a purpose -without PAGENO="0230" 222 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES putting the Federal Government in the position of telling people what textbooks they ought to use, for example, censorship, the problem you allude to in the next paragraph in your statement. Have you any comment on how we could walk that tightrope intel- ligently without our being charged, as I am sure somebody is going to charge us, with wanting to tell people what to put in their text- books? I don't think the Federal Government should get into the business of censoring textbooks or any kind of books. Mr. BENNETr. I don't think it is a problem of telling people what textbooks they must use. I certainly think it is within bo~mds to say simply that it is in accordance with our national goals that teaching tools and teaching materials be used that give a balanced picture of all the people all of the time. We have had recently on the State level in several States, California and Michigan, I believe, action by the legis- lature requiring or suggesting that materials on the history of black people in America be included in the regular curriculum. The California-Michigan Legislatures did not, I am sure, tend to censor anything. On the national level, their approach would seem to me to be applicable. I would say, after some understanding of the problems involved, I say it because of the understanding of a fact of a condition that exists. This is not the first time in American life that we have grappled with this problem. As I mentioned, in the first two decades of the 20th century, the Association for the Study of Negro Life and His- tory fought for a balanced presentation of American citizens in text- books. I have here an old and weathered copy of a supplementary text prepared in 1942 for the Chicago public school system on Negro history. Nothing has been done about it. I am trying to suggest here that unless there is vigorous action and sustained action on the Federal level nothing will be done about this problem. Mr. BRADEMAS. Thank you very much. Mr. BuRTON. Thank you, Congressman Bradernas. Congressman Carey? Mr. CAREY. Thank you for your testimony, Mr. Bennett. While we are at it, the potent observations you make about the history of Africa and the people of that continent are also typical of our neighbors to the South. Isn't it true we neglect entirely the great development of the Latin American continent? I have found in my experience in my own city-I come from the district where Henry Beecher once preached-I have a curious question which I direct to children of junior high school age of white Anglo-Saxon background. I ask them pointedly about Puerto Rican citizenship and they hedge on the ques- tion. They don't know whether these children are American citizens. This is because we don't tell them they are American citizens. We don't do well in other areas in addition to the black minority. Is it not true this textbook is probably an antique in terms of good teaching in schools in this day and age even though it was published in 1960? Since 1960 we have seen and heard slogans on thisparticular point of the contribution of minorities in our country in the last 6 years. The best I think to be said of this book is that it is out of date. Is that correct? Mr. BEN~TT. I would add it is out of date, but really the book has structural problems. I think the problem in this book is rooted in the PAGENO="0231" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 223 structure and concept of this book. I would agree that we do not give adequate attention to many minorities but I tend to resist the equation of the treatment of black Americans with the treatment of other mi- norities in history textbooks for one simple reason and that is that one cannot teach American history without confronting black people. You can't talk about the Civil War without talking about the Negro. Mr. CAREY. The book is only a teaching tool. Is it not a great re- sponsibility on the part of the teacher who is well prepared in this field to quarrel with the book? Mr. BENNETT. Precisely. I would say because of a great many problems many teachers, many scholars, in fact, are unaware of many things concerning the history of black Americans. I will cite one incident. I was doing an article for Ebony magazine for the Revolu- tionary War period and called an agency to ask for a picture of George Washington crossing the Delaware, a picture of Bunker Hill, and one of the Boston massacre. The expert in charge of this said, "You are calling for Ebony; you must be a Negro. I don't know why you want the pictures, there are no Negroes on these pictures." I said, "You are wrong," and he said, "Don't tell me I am wrong, I have handled those pictures for 30 years." I said, "Go and look. I will hold the phone and then you can tell me." He looked at the pictures, came back to the phone apologetically, and said, "There are Negroes right in t;he middle. I have been looking at them every day for 30 years and I never noticed them." What is involved is that we have a trained blindness in many scholarly circles. This is why I said we need additional money for an enrichment of a program for scholars and teachers so they will know. Many people looking at this picture of George Washington crossing the Delaware or the all-white picture of the Boston massacre wouldn't have the slightest idea what is wrong with it. We have to teach teachers to teach thestudents. Mr. CAREY. Couldn't the practice of the IJ.S. Information Agency under which it has appropriated funds to encourage authors to write books, hopefully balanced, be followed so that we could institute these programs in domestic libraries as we do throughout the world? Mr. BENNETT. Yes. Mr. CAREY. It would seem someone could write a dynamic story with the author recognizing what has happened since 1960 in human rights. An author could devote some of his scholarly time to this. He could produce a better work now by reason of what has happened in our schools since 1960. Isn't it true that if authors will restructure these books to take into account the progress since 1960, this could be one remedy? Mr. BENNETT. I think that is one remedy. It would be very help- ful, too, if the Federal Government would help to stimulate authors and textbook publishers. Mr. CAREY. Isn't title II an author-encouragement program for authors? We are spending a great deal more money for new text- books. We want the contribution of Americans to their own country. Mr. BENNETT. My experience has been the experience of many peo- ple involved m this. Unless people are told precisely that we want PAGENO="0232" 224 ~ooi~s FOR SCHOOLS AND TREATMENT OP MINORITIES a balanced presentation, it won't be done unless pressure is applied. For example, the book I referred to was used for many years in Detroit. The parents of Negro children in that city demanded a revision, de- manded that they stop using that particular book, and then some ac- tion was taken. The Detroit school system published a Negro history supplement, but it took pressure to get some action in this field. I think the Fed- eral Government should encourage authors and textbook publishers to publish balanced materials. Let them know there is a market for the new materials. Let them know also that if they lose, to be quite blunt, the southern market, they can make it up in other areas. I think we need some positive sanctions here so the textbook pub- lishers know they will not lose money. If they lose in some places, they can make it up in others. Mr. CAREY. I would hope there would be a great deal of pressure from teaching organizations for teachers to quarrel with what is in these books that do not square with history. It is not the Bible we are teaching here. We do need a liberal interpretation. I think it is an opportunity to dispute the findings in the books. That wouldn't cure the problem, however, because the book remains in the school. You would find the same distressing facts you have found, but you could use them as object lessons for the students until we improve the books. Mr. BURTON. One final question. Has the book by Horace Cayton been updated? Mr. BENNETT. It's been updated recently. Mr. BURTON. What is it called? Mr. BENNETT. It's called Black Metropolis, and. it is in a paper- back. Mr. BURTON. Thank you very much. We will now hear from Mr. Valdez and proceed until the first quorum call in deference to those who have come from far away. STATEMENT OP TITO VALDEZ, DIRECTOR, STATE TEXTBOOK DIVISION, SANTA FE, N. MEX. Mr. BURTON. Thank you for coming. Mr. VALDEZ. Mr. Chairman, members of the committee, I want to express my appreciation for this privilege and I hope my contribu- tion will be of some assistance to you. In the first place I should like to alert you to the fact I am not a curriculum person and that I am not an expert in the field of textbooks or other instructional materials. I will read a statement which is mostly an elaboration on the very brief statement that 1 submitted to the committee. The State school authorities in New Mexico do not make any dis- tinction in the treatment of any group in making available State funds for the purchase of instructional materials. The formula or policy followed is of general application. We allocate funds instead of books. These funds are distributed equally on a per pupil basis to each administrative unit. The schools in turn submit orders to the State textbook division for materials se- PAGENO="0233" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 225 lected from the State approved list according to their needs and a~ ad ability of funds. In the expenditure of these funds, preference is to be given to basal materials: These funds may be supplemented by the schools with moneys derived from other sources. The regular textbook fund was supplemented by approximately $50,000 from Federal funds for pur- chases to be made through the State textbook division during the last school year. Instructional materials to supplement those purchased through the State textbook division with Federal funds amounted to over $1 mil- lion, when aibout $560,000 was spent from title II, Public Law 89-10 and approximately $137,000 for textbooks, $109,365 for library books, $217,000 for audiovisual materials, and $18,120 for other library sup- plies; or approximately $481,845 was spent for instructional materials under title I of Public Law 89-10. Approximately $2 million was spent the last school year by the State textbook division; and an additional $1 million was spent from Federal funds for instructional materials purchased, were from Federal funds, exclusive of materials bought with ~ `and NDEA funds. Realizing that today's textbooks reflect varying educational philos- ophies, the changing laws of learning, social needs, and varying points of view, the listing of approved materials is of the multiple type, and very liberal in listing, so that the local people can select without much difficulty materials that are best suited to their needs and local conditions. * The materials submitted for approval are reviewed and evaluated by committees representative as much as possible of all sections of the State and different sizes of schools and communities, rural as well as urban. These committees have the responsibility of selecting m:a~ terials that will become available for use by pupils of all levels of achievement. They consider many factors which are of importance in evaluating books for State approval, such as: provision for individual differences in abilities and in interests; also, conformity with provisions regard- ing subversive and other unacceptable tendencies. The recommended evaluation form, among other items, calls for consideration of the author's aims or viewpoints, suitability of illustrations, adaptation to local conditions, and subversive tendencies and influences. The findings of the field committees are evaluated and reconciled by the main State committee, which is composed of specialists from the State department of education; and recommendations are made to the State board of education, which is the adopting agency, for their consideration. The local schools are at liberty to select from the master list the ma- terials needed and best suited for their conditions. The local schools have their own evaluating committees to determine the selections from the master list for their local school use. Comparatively speaking, New Mexico is a sparsely settled State; and its people are noted for their hospitality and friendliness, which I believe are factors that `have tended to override any hate or p:rejudice that may have tried to grow. I am also of the opinion that year after year books are reflecting more acurately and more fairly the contributions of minorities, and PAGENO="0234" 226 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES the neglected American is becoming better recognized. The State board of education in New Mexico, I feel, has not hesitated and will not hesitate to make availaible multiethnic instructional materials for use in the schools as they become nvailable from the publishers and adoptions are called for. The Scott, Foresman reading program, Diamond Edition,1 which is multiethnic, was first offered by the publisher at an adoption held last December and was adopted as a basal reading series. We would wel- come the production of more materials that are properly integrated for use in the various subjects and grades taught in schools that are rep- resentative of our multiracial society. The only school grouping I know of that is, perhaps, based on eth- nical considerations or racial lineage in New Mexico is the Indian school system, which is supported by the Federal Government. The quantity and quality of the instructional materials found in our schools today have been made possible to a great extent by means of the funds made available through Federal legislation. A year ago there were approximately 42,000 pupils or approximately 15 percent of the enrollment attending schools with deficient library facilities, as related to the New Mexico minimum standards. These standards are lower than the minimum of $4 to $~ per pupil recom- mended by the American Library Association; and also lower than the national spending median of $2.25 for elementary and $3.27 for high school. The minimum State requirement for textbooks is at least one basic book of recent edition for each pupil for each subject and grade being taught. The textbook minimum requirement was met by all the schools; but the minimum is extremely low. Many of the schools claim that the availability of textbooks is far from being adequate to maintain the kind of educational program that is needed and desirable. The Federal support presently being made available through which instructional materials are being obtained has been of great help and will be needed for some years to come before all of our schools become adequately supplied with the proper inventory of instructional ma- terials needed as a start, before we can think of funds only to maintain the inventories and meat expenses of normal growth. Thank you. Mr. BnRTON. Thank you very much, Mr. Valdez. Mr. Brademas? Mr. BRADEMAS. Just a couple of questions. In your State of New Mexico you have a large number of citizens of Spanish-speaking origin; is that not correct? Mr. VALDEZ. Yes, sir; in the State of New Mexico we have three well- recognized cultures, the Indian and the Spanish being perhaps the first settlers of New Mexico, and also the English speaking, or what is commonly, locally known as the Anglo. Unfortunately, both the Indian and Spanish are strangers at home with respect to the language. It is difficult for the Spanish speaking a swell as the Indian to learn English as a second language. Mr. BRADEMAS. My question following those comments is, Do you in the public schools in the State of New Mexico provide courses in Span- ish either mandatory or permissive for the Spanish-speaking citizens? 1 This refers to the small diamond-shaped marking (Li) on the spine of the text series to differentiate it from the circle (@) edition, with all white figures in the Illustrations. PAGENO="0235" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 227 Mr. VALDEZ. It is permissive and very much highly recommended. We suffer, perhaps, from the lack of proper material to teach a bi- lingual child the English language. Mr. BRADEMAS. That brings me to my next and only other question: We have heard about how American Negroes are not fairly portrayed in school textbooks. To what extent do textbooks in the public schools of your State in your judgment give adequate attention to the Latin American heritage that is important in your State, and also to the heritage of the American Indian as well? Mr. VALDEZ. Actually we have not been so concerned with that kind of representation. We have been more concerned in getting the proper facilities and the means of teaching and offering an opportunity for learning to the bilingual child. Mr. BRADEMAS. Let me press my point a little further. Would a student in New Mexico's public schools be more likely in his history classes to learn something about Latin America than would a student in the schools of Illinois, let us say? Mr. VALDEZ. I don't believe so except for the use of the local history because the books that we use in New Mexico, including the textbooks, are used nationally. The comparison between Illinois and New Mexico in the recognition of Latin America would be the same in the textbooks. Mr. BRADEMAS. Would you make the same observation with respect to the recognition of the role of the American Indian? Mr. VALDEZ. The same; yes, sir. Mr. BRADEMAS. Without knowing anything at all about your school system, I would think that would be a little distressing. One might have anticipated it would be helpful for young people growing up in your State to have a greater background in Latin American history than someone growing up in some other part of the country. Mr. VALDEZ. I think it would be distressing at the more important points of considering such matters as the contents or the means of instructing the bilingual child, as far as I am concerned. Mr. BRADEMAS. Thank you very much. Mr. BURTON. Thank you, Mr. Valdez, your contribution has been most noteworthy. (The statement referred to follows:) PREPARED STATEMENT BY TIT0 VALDEZ, DIRECTOR, STATE TEXTBOOK Divisiox, SANTA FE, N. MEX. I am an employee of the New Mexico Board of Education, and it is the policy of this Board to consider the people whom they serve as being equal and entitled to equal treatment in every aspect of educational opportunity. Funds raised within the State are allocated to the local districts on a per capita basis to children of school age attending school in the State; and no atten- tion is given to ethnic, religious, or any other difference that would class people into different groups. The instructional materials adopted for use by schoolchildren are evaluated at the State as well as the local level, and we have never had any complaints regard- ing the content of our materials as being adverse toward any group or groups. The feeling of discrimination in the field of education with respect to minority groups appears to be nonexistent; and, consequently, some of the features of books that might be the cause of objections by minority groups in other States go unnoticed or are accepted as not being adverse in New Mexico. The selection of the materials is made by the State Board of Education upon recommendation by its main evaluating committee, which serves at the State level. The recommendation of this committee is not made until the findings PAGENO="0236" 228 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES of the various field committees, which are located in different sections of the State and which represent different sizes of school systems, are reconciled with the findings of the State's main committee. The adoptions made by the State Board of Education constitute the master list from which the individual schools may select their materials. The list is of the multiple type, and the individual schools are at liberty to select from the master list the materials which best fill their needs in their communities. On the basis of the attendance reports from the respective school systems the State-appropriated monies are allocated to the various school systems in the State. the same amount being allowed for each child in attendance. Federal education legislation has made funds available to supplement the State appropriations and has made it possible to increase the availability of materials, especially in the library category of instructional materials, to levels that we would have been unable to reach for a number of years in the future. In some of the schools the level reached has been barely to ease the degree of deficiency that existed prior to the federal legislation. Portions of monies from Title I ESEA, P.L. 89-10, and Johnson O'MaIley have been used to supplement the funds for textbooks and library resources. Title II ESEA, P.L. 89-10, monies have been spent approximately 11 percent for textbooks and 89 percent for library and other instructional materials. The need for this support will continue to exist for some time to come, depend- ing on the amounts made available; but, very definitely, almost all of our schools are not adequately provided with these materials to meet a desirable standard, and some of them are still below the minimum requirements in library resources. I feel that between 15 and 20 percent of the federal funds expended for instruc- tional materials is for textbooks, and 80 to* 85 percent for supplementary and library books. Mr. BURTON. Miss Loretta Barrett. STATEMENT OF LORETTA BARRETT, EDITOR, ZENITB BOOKS, DOUBLEDAY & CO. Mr. BURTON. We have your statement, Miss Barrett, would. it be possible for you to syi~opsize the points you think would be of the most interest? Miss BAIuinrr. That is fine with me. First, I would like to say I am an associate editor on the staff of Doubleday & Co. I am also editor of Zenith Books, and have been working on them since last August and became officially in charge of them since December. Zenith Books were developed to aid the teaching of history of the United States, not Negro, Puerto Rican, or WASP history, but U.S. history, the whole picture of the vital contributions various minority groups have made to our Nation in its social, cultural, and political development. The series was created by an editor, Mr. Charles Harris, who fully understood the necessity for U.S. history textbooks to be truly inte- grated, and who began work on this series as early as 1961. I first became aware of this tremendous need when I was teaching history in a high school in North Philadelphia, whose school popula- tion was 99.9 percent Negro. I found that almost without exception the textbooks from which I was asked to teach history had either ignored or underplayed the role of America's minorities in the build- ing of our Nation. It is impossible to fully understand the history of our Nation and society as it is today unless one fully comprehends the role of the various groups in forming our country and ceases to try to present U.S. history as if it were history of a homegeneous society. PAGENO="0237" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 229 It is essential that students learn the contributions that not only their group, but also every other group has made to our society, so that they may have pride in their group and respect for other groups. I don't want to see a Negro history or Puerto Rican history but a united history of all groups. I felt strongly that this lack of information was a major factor m much of the hostility and disinterest that students felt toward history. Some of my students had spent 12 years in school and had never gathered an impression of any Negro exept as a slave. In my search for materials I discovered the first two Zenith books, "Worth Fighting For" and "A Glorious Age in Africa," which opened up an entirely new idea of U.S. history to them. Zenith books present the history of American minority groups and are designed for use in junior and senior high school social studies and English classes. Under the guidance of the series editor, Dr. John Hope Franklin, professor of history at the University Of Chi- cago, we have chosen various periods in American history and com- missioned studies on the contributions of a particular minority group during that period. An example is "Worth Fighting For" by Lawrence Reddick of Coppin State College in Baltimore, Md., and Agnes McCarthy, which describes the Negro during the Civil War and the early years of re- construction. To accompany the narrative history of these periods we are also publishing biographies of outstanding figures of the period who we feel have been largely neglected or underrated to date. An example of this is "Four Took Freedom," which is the lives of four ex-slaves, Harriet Tubman, Frederick Douglass, Blanche K. Bruce, and Robert Smalls, who played an active role before and during the Civil Role. This book is by Rayford Logan of Howard Univer- sity and Philip Sterling. The books are written on an adult interest level, but with a sixth- grade reading level. To guarantee both authenticity and the reada- bility, each book is coauthored by a prominent historian and a profes- sional writer. Zenith books are published simultaneously in hardcover and paper- bound editions, and each book contains approximately 20 illustra- tions. The hardbound editions meet the specifications of the Ameri- can Library Association for library bound editions. We have found that the paperback has a definitive appeal to all children, especially the slow reader, who has, out of discouragement, given up hope of successfully handling his textbook and has lost all interest in reading. To date we have published six Zenith books. Three of the books are concerned with African history and provide a background of the great civilizations in Africa and the origins of our largest minority group. This material serves to develop pride in this heritage among members of other groups in the United States. The other three books deal with the Negro in U.S. history. Zenith Books is a series on all minority groups. We presently have under contract two books on Puerto IRicans, a Chinese-American history, and a Mexican-American history. We are planning several books on the American Indian, in addition to further titles dealing with the Negro. The demands for revision of texts to correct biased and inadequate treatment of minority groups vary across the country. In the urban PAGENO="0238" 230 BOOKS FOR SCHOOLS AND TREATMENT OF MLNORITIES communities where the school population generally has a large per- centage of minority groups, the demand for revision is strongest. The dropout problem has spurred many schools into attempts to make their curriculum more meaningful to the students, and a major way to accomplish this has been through the teaching of the role of minority groups in U.S. history. In some of our more advanced suburban schools in white communities, there has also been a growing demand for the inclusion of the contribution of minority groups and integrated textbooks. However, there are many educators and laymen who have seen no need for any change and many who have resisted the attempt to intro- duce new materials along these lines. The rationalization is often oiven that integrated material may be necessary for Negro areas, but ~we don't need that kind of history in our community." One of the problems is that many of the teachers within our schools ±oday have themselves studied a distorted version of U.S. history, 7totally lacking in any consideration of material concerning minority groups. As a result, they do not have the necessary background to -teach this material, and without this knowledge, they see no need ~for its inclusion in regular history courses. Others, who have either studied these problems or realize the need for such material if we are to give an accurate account of history, are demanding that it be include.d in the textbooks. When textbooks do not fulfill this need, many leaders insist on supplementary material to fill the gap. Teachers, including student teachers in teachers colleges and edu- cation programs, should be made aware of the new materials avail- able in this area and instructed in how to use these materials. The NDEA Institutes for teachers of the culturally deprived held during the past two summers are a start in this direction. Many indi- vidual teachers need encouragement to incorporate the material into their classes. Some school districts have begun to supply bibli- ographies on new material, such as the Oakland, Calif., guide on American minority groups. However, not enough are doing this. The needs in this area vary according to the range of problems facing the different communities. In the urban areas where schools face reading problems and a large dropout population, remedial reading material is needed so that the students will be motivated by a reading level they can comprehend. Education in many areas is so removed from the everyday life of the student that it has little or no meaning for him. There is a demand for urban-oriented materials, which will enable the student to relate to what he is studying. There is an underground of dis- content with American education that is coming forth into the open all over the country. It is demanding that education be made more meaningful by the making of materials more meaningful. This is true in all areas of education and in all communities. There are many problems involved in the book selection policies of educational authorities, which put limits on the uses of integrated texts and related books in schools. The first problem is that the procedure for adoption is radically different from one State to another and from one city to another withiii each State. In many areas, committees are set up to evaluate new materials and to draw up a list of books that may be adopted for classroom use. The PAGENO="0239" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 231 frequency with which committees meet varies anywhere from once a year to once every several years. New material may be developed and published during the time the committee is not in session, yet it cannot be adopted or bought for classroom use, since it is not on the approved reading list. This leads to `a second problem. The classroom teacher is often given little or no say concerning which books should be adopted for classroom use. This is done by committee or department heads, and the teacher is then told vthat is available. This is often unsatisfactory from the ,teacher's point of view, because the materials he considers most effective for his particular class may not be adopted or ordered. After due consideration of all the costs, the price of Zenith Books was decided upon in 1964. The prices for all titles are: hardcover, $2.95 ($2.28 net to schools), `and paperbound, $1.45 ($1.14 net to schools). No increase in these prices is presently contemplated. The needs of the schools for increased expenditures for texts and `library books will continue to grow in the coming years. Educators realize that with the explosion of knowledge a course can no longer be taught with one basic text, but that the student must be exposed to as many `sources of information as possible. The tremendous increase in quality paperbacks is producing a revo- lution within the classroom. Material that was once, if available at all, only in hardcover texts, may now be introduced into the classroom in paperback books and software material, making possible a greatly in- creased use of supplementary reading. This may be more readily adapted to meet the needs of the individual student than can the more formal text, designed to fill the requirements of an entire class. As more books become available to supplement the `basic texts, sdhools must cope with the problem of findin,g the funds to purchase these books. In many of our schools low reading ability is one of our major prob- lems. A child who is a poor reader, often coming from a culturally disadvantaged background, generally has come to hate anything that has to do with reading. This can be done by making books attractive to him and available through classroom libraries and enlarged school libraries. It can also be helped by free books. For years many schools have given the `children free lunches and free transportation. Wouldn't it seem logical to fulfill an equally vital need and give the children free books? The hostility and fear, which many children `feel. for books, can be overcome by giving them. books which they may keep for their own. I have found when a child is allowed to take a book home, two things are accomplished: The child has a book of his own and can grow used to it and through it become familiar with the pleasure of reading; secondly, we have introduced books into a home that had previously been totally without books. Additional information on all the participants in the Zenith series is contained in the attached brochure. Mr. BURTON. We are faced with a problem. We have had our last warning for a quorum call. We will have to go over to the House. We will reconvene the committee at 2 o'clock. If you would like to come back, we would like to have you. PAGENO="0240" 232 ~oo~s P0Th SCHOOLS AND TREATMENT. OP MINORITIES We are grateful to you. I apologize for having you testify under these difficult circumstances. I would like also to apologize to Dr. Passow and Mr. Quarles. We will see you at 2 o'clock. Mr. BRADEMAS. I would like to say to Miss Barrett that she has given a superb statement. Mr. CAREY. I would like to add to the comment by my colleague. Mr. BURTON. Thank you, Miss Barrett. (Whereupon, at 12:25 p.m., the hearing recessed, to reconvene at 2 p.m., the same day.) AP~ERNOON SESSION Mr. BURTON. We will reconvene the hearing now. I want to thank those of you who were called to testify earlier to- day for coming back this afternoon. Dr. Holler, will you and Mr. Quarles please come forward. I saw Congressman Carey on the floor. He said he will make an ef- fort to get back here, but he also has two other places to be, so he may or may not be able to arrange that. Go right ahead. STATEMENT OP H. C. QUARLES, DIRECTOR, DIVISION OP TEXT- BOOKS, SOUTH CAROLINA DEPARTMENT OP EDUCATION; ACCOM- PANIED BY DR. ~. CARLISLE HOLLER, DIRECTOR, DIVISION OP INSTRUCTION, STATE DEPARTMENT OP EDUCATION OP SOUTH CAROLINA Mr. QUARLES. Mr. Chairman, I am Henry Quarles, director of the Division of Textbooks in the South Carolina State Department of Education. Mr. BURTON. Could you please move the microphone closer to you. I think it might help everyone in the audience to hear you. Mr. QUARLES. Mr. Chairman, the information given herein is predi- cated on the past performance of the State school book commission which through a reorganization of the State education agencies by the general assembly became a division of the State department of educa- tion on July 1, 1966. The following answers have been prepared for the questions posed in your letter of August 18, 1966: (a) This division has since its organization in 1936 maintained a pol- icy of equal treatment of all sc.hools and minority groups within the schools. (b) The law requires the State board of education to adopt books for use in the public schools of South Carolina and this office is limited by law to the distribution of oily these books. All, adopted books are under contract for specified periods and changes cannot be made dur- ing the contract period. This division is responsible for the administration of the textbook program and is specifically prohibited by law from having any voice in the selection of textbooks. Books adopted in the past few years have more material and illustrations portraying minority races. In reference to library books, it should be pointed out that the li- braries, especially in the elementary schools, have heretofore been very PAGENO="0241" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 233 inadequate. Due to the benefits derived under Public Law 89-10 a very substantial increase was made in existing libraries and many new libraries were established. The library supervisor and the librarians in the title II program were conscious of the need for books which would show the importance of minority groups in the development of our country. The title II librarians, therefore, prepared and distrib- uted a five-page special list of books about Negroes and their contribu- tion and accomplishments. A copy of the list is attached to this re- port, so that you will have this information available to you. (See appendix.) Mr. BURTON. May I interrupt you at this time? Mr. QUARLES. Yes, sir. Mr. BURTON. Is that the- Mr. QuARLE5. No, sir; that is not the item you have in your hand, Congressman. May I give you this one? Mr. BURTON. Yes; that would be fine. These are mimeographed sheets. Mr. QUARLES. Yes. State department of education, library service. Mr. BURTON. I have it. Thank you very much. Mr. QUARLES. Under (c) the State board of education in 1964, and I might add that this is under a reorganized State board of education which was reconstituted in 1963, formally adopted a new procedure for evaluating and rating of textbooks by professional committees with the recommendations being submitted to the State board of education for their guidance in making textbook adoptions. This method con- stitutes a number of professional committees and cannot be explained briefly. We are attaching, hereto, a complete set of textbook adoption regulations. Do you have this? Mr. BURTON. Yes; we will include your reference to the fact that the committee will have in its files textbook adoption regulations dated December 18, 1964, issued by the State department of education. (See appendix.) Mr. QUARrIES. This is the procedure by which all textbooks are adopted in the State at the present time. Textbooks are assigned to schools in accord with their selection from the multiple adoption made by the State board of education. All assignments are made without regard to minority or majority groups. A complete list of adopted textbooks for use in South Carolina public schools 1966-68 is attached hereto: (See appendix.) The State board of education has approved a list of sources from which library books should be selected. This source list covers all of the major evaluating sources such as the American Library Association, a list from the U.S. Office of Education, Children's Catalog, Standard Catalog for High School Libraries, et cetera. Copies of this source list are attached also. This is the blue-backed book that you have on your desk, I believe. Library books are purchased by each school district and assigned by the district. (d) The administrative coordinator for Public Law 89-10 reports that $5,223,000 of title I money was used to procure textbooks, library books and other instructional materials of all types for use exclusively in the high priority schools. The high priority schools were deter- 71-368-66-16 PAGENO="0242" 234 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES mined by the guidelines for use of title I funds under Public Law 89-10 as approved by the U.S. Office of Education. Title II of Public Law 89-10 was used exclusively for library books. The expenditures for library books from t.his source was $1,254,000. The distribution of books from these funds was based on a combina- tion of enrollment and need. The complete formula is included in the State plan for title II as approved by the U.S. Office of Education. Library books in elementary schools were increased from an average of 5.44 books per pupil to `1.44 books per pupil. The high school libraries were increased from 5.04 books per pupil to 6.04 books per pupil. It should be pointed out that the libraries in many of the schools were improved to meet the State standards for libraries. (e) As pointed out above, approximately $6,500,000 was spent from Public Law 89-10 under titles I and II for textbooks and library books and other instructional material. Funds from Public Law 89-10, title I, are needed to meet the needs of children from low-income families for textbooks and other instruc- tional material in grades 5-12 where the State has not yet established a free textbook program. Additional funds are needed under title II to help those libraries which have not met the minimum State library standards and to assist in the purchase of supplementary materials which are not covered by the State free textbook program. In regard to the proportion of funds, State-Federal, statistics have not been completed to show the total expenditures for instructional materials, therefore, the proportion of Federl funds to the total expenditures camint be determined at this time. Mr. Chairman, we would like to take this opportunity to call to the attention of the committee the fact that South Carolina is not assuming the position of simply waitmg on Federal funds but is initiating new programs and spending additional State funds to improve our public school system. The State of South Carolina has for 30 years operated a textbook program on a fee basis whereby each child paid a fee for the use of textbooks. In some instances local school districts paid the fee for some or all grades and a few districts maintained a free textbook program on their own. The 1966 Session of the General Assembly appropriated $2~500,000 for a statewide free textbook program in grades 1 to 4 for the public schools of South Carolina. This bill furt.her provides that the free textbook program will be extended to include grades 5 to 6 in the 1967- 68 school year and grades Tto 8 in the 1968-69 school year. This is the first time the State has made any appropriation for free textbooks on a statewide basis. We think this constitutes one of the most signifi- cant steps taken in improving the public school systems in South Caro- lina in a number of years. And, Mr. Chairman, I have listed the items that we have furnished you, which is pretty nearly the printed material that is available for distribution. Mr. BnRTON. Thank you, Mr. Quarles. Perhaps it might be best to note here that you have made available to the connnittee a number of items. These enclosures are spelled out at the end of your statement. PAGENO="0243" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 235 Mr. QUARLES. This is correct. Mr. BURTON. At this point in the record we should have those vari- ous enclosures noted in the record. (The enclosures appear in the Appendix.) "Textbook Adoption Regulations." "Rules and Regulations, State School Book Commission (for Rental Book System." "Rules and Regulations for Free Textbooks." "A Complete List of Adopted Textbooks for Use in South Carolma Public Schools 1966-68." "List of the Sources of Selection for Library Materials for South Carolina Elementary and Secondary Schools." "Books By or About Negroes." Mr. QUARLES. Mr. Chairman, we submitted this in as much as we felt it would be much too time consuming to spell out the details of these programs. We think they are fairly well spelled out in these documents. Mr. BURTON. All right. Dr. Holler, would you like to add something to this before we get to the questions? Dr. HOLLER. Mr. Chairman, no, my purpose in coming is due to one of the peculiarities of our law which limited the function of the division of textbooks to that of the management of the textbook dis- tribution program and did not concern itself with the content of the textbooks or with curriculum matters. For that reason I simply came along for the ride, and to answer any question in that field if such a question were asked by a member of the committee and if Mr. Quarles wanted to refer to me. Mr. BURTON. Are you the curriculum man? Dr. HOLLER. I am the director of the division of instruction and that comes the nearest to being the curriculum man that we have in our state department. Yes, the curriculum specialists are in our division. Mr. BURTON. Perhaps it might be best if we get down to a few questions that I suspect you might have anticipated. Approximately how many students do you have in elementary and then in secondary public schools in South Carolina? Mr. QUARLES. There are approximately 665,000. I do not have the breakdown between the two in my mind. Dr. HOLLER. It will not be far from half and half, but there will be 100,000 more in elementary than in the secondary. Our secondary schools range in grades anywhere from the seventh on up. We have no State mandated system there. Mr. Burton. Of that number, how many of the pupils attending school are Negroes and how many are white? Dr. HOLLER. I can give you an approximation. About 39 percent are Negro. That would be within 2 or 3 percent of it. Mr. BURTON. How does the school attendance percentage compare to the percentage of youngsters in the school age bracket in your State? Dr. HOLLER. The term "school age bracket" as used as a national figure includes the 5 year olds. The public school system in South Carolina includes only the 6 year olds and above. Therefore, any use of figures using the national term for school age and then using the school enrollment figures shows a discrepancy. But in our own esti- PAGENO="0244" 236 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES mation, while there are. a great many pupils out of school in South Carolina, this is nothing like the number of out-of-school youth as is reflected by, as I said, the national definition of school age and then the school enrollment. Mr. BURTON. Why do you not pull that microphone just a little closer to you. How many youngsters aged 6 through 16 do you believe you have, in approximate terms, in South Carolina? You have about 665,000 attending school. Putting it differently, how many would not be attending that are of school age? What would be your estimate? Dr. HOLLER. I don't have an estimate on that. Our school enroll- ment figures show a drop-out rate higher than, of course, we are satis- fled with. it is improving every year. Within the last 6 to 8 years we have decreased the number of dropouts before the eighth grade to the point where, among the whites-and this is an estimate-about 90 per- cent of the pupils who are enrolled in the first grade continue on into the eighth grade. We have about 70 percent of the Negroes continuing. That is a number given from memory. I would much prefer sending you a more accurate one. This is a considerable stepup from what was the picture 6 or 8 years ago. Now, as you get on into thc Mr. BURTON. How do you account for that improvement? Dr. HOLLER. Well, we have been emphasizing the improvement of schools. We have been emphasizing meeting the individual needs of pupils. We have been emphasizing school attendance. We do not have, as such, a State attendance law at the present time. There is a strong demand in the State for that, but politics being what it is, you have to get around to where something will be done. Mr. BURTON. Is there any difference in that which you have de- sc.ribe.d as a. statewide matter and the circumstances in your larger cities? Dr. HOLLER. I did not understand the question. Mr. BURTON. Is there any significant difference in the figures or percentages we find in your larger cities as distinguished from your rural areas with reference to either the percentage of students of school age actually attending school, or the rate of dropout? In other words, is this a uniform statewide experience or is it more commonly found in the urban or more commonly found in t.he rural community? Dr. H0I4LER. Here again I would have to speak from observation and not from statistics. I do not believe we have a wide. range of differ- ence between the group of school districts that would be classified as urban and the school districts that would be classified as rural. We do have probably superior general programs, if you take the urban as a group and then the rural as a group. But we do not have a wide. range of difference.s because of the fact that in South Carolina so much of the support of schools is given from the State government. Mr. BURTON. From which level? Mr. QUARLEs. The State level. You asked why the dropout rate has decreased. I think as far as South Carolina is concerned, there is a greater emphasis and a greater interest in education than at any time during the history of the State. This is reflected both in the attitudes of the people toward education PAGENO="0245" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 237 and in the attitudes of the general assembly in providing funds for education. Mr. BURTON. Thirty-nine percent, roughly, of your school-age pupils in attendance are Negro, and that is about 266,000. Mr. QtrAuu~s. 266 is the figure that sticks in my mind. I am not sure about it. Mr. BURTON. What percentage of those students are attending schools where there was integration in the past school year? What percentage would you estimate there will be in the school year coming up? Mr. QUARLES. Do you want `an answer to that? Dr. HOLLER. Neither one of us has an answer to that. All I know is what I read in the paper, so far as this year is concerned. The newspapers are carrying generally the statement that we will have about twice as many Negroes attending formerly all-white schools this year as `was the ease last year. Mr. BURTON. What is your estimate as to what that number is? Mr. QUARLE5. I think 12,000, as I recall, are the newspaper estimates for this coming year. We did not prepare any detailed information on this. Mr. BURTON. We probably have about 15 minutes for you and for Dr. Passow because the bells have rung on us again. Do you have any Negroes on your S'tate board of education? Mr. QUARLES. No, sir. Mr. BURTON. Do you have any Negroes on the curriculum-establish- ing committee or `committees? Mr. QUARLES. Yes; I think every committee Dr. HOLLER. That selects and recommends textbooks has Negro rep- resentatives. Every division in the State department that has admin- `istrative or curriculum responsibilities in the schools has Negro mem- bers of their divisions and on their staff. Mr. BURTON. Congressman Hawkins? Mr. HAWKINS. From the statement that you have given to this committee, I assume the statements made are with respect to the reorganized commission and board rather than to the previous ones? Mr. QUARLES. The statements that I made were based, predicated on the past performance of the school book commission. We had a rather unique system in South Carolina where we had a number of State educational agents with separate governing boards and two of those were poured in under the State board of education this past July 1. The school book commission was one of those that were brought under the State board of education directly, which means that my division is- Mr. HAWKINS. Your statement is made with respect to t'he new board of education and the new commission rather than to the pre- vious ones? Mr. QUARLES. I had reference here, Congressman, to the fact that the State board of education itself was reorganized by a constitutional amendment. It was passed in the general election of 1962 and rati- fied by the general assembly in 1963, establishing a new State board of education with one member from each judicial circuit of the State. This has brought about some policy changes, I am sure, inasmuch as we have a new board which is largely made up' of lay members, PAGENO="0246" 238 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES whereas the previous board was a board appointed by the Governor and consisted primarily of school achninistrators. Mr. HAwKm5. Is this committee, then, the board which adopts the textbooks- Mr. QUARLES. This is the new State board of education. If you will notice, we referred also to the various professional committees that this board uses. This board has only made one textbook adoption since it has been in existence. In this adoption, they followed the professional recommendations in their entirety. Mr. HAWKINS. Then are the textbooks which are adopted the same in all the districts, or do they differ from one district to another? Mr. QUARLES. We have what we call a multiple adoption; I am sure you are familiar with it. We adopt not less than three or not more than five books in any subject field. The various districts may select from this listing which books they prefer using in their own district. Each and every district has the same prerogative of choos- ing. Our commission in the past could not furnish any book unless it was taken from this State adopted list, and it must be the choice of the local district. Mr. HAWKINS. Is there any basic difference in the textbooks used in those schools which have been desegregated as compared with the textbooks which are used in those schools and districts which are at the present time segregated? Mr. QUARLES. They are all selected from the same list. That red back book is a list of the adopted books in the State of South Caro- lina. All schools, regardless of the so-called desegregation, as you referred to it and those that are still to some degree segregated. alT of them have the same privilege of selecting books from that same document. Mr. HAwxn~s. I see this list of adopted textbooks, the red back booklet. Mr. QtrARLES. This is correct. Mr. H~wKn~s. You submitted this to the committee. I see on page 10, for example, in social studies you list a few combination series, "New Friends," "New Friends and Neighbors," and so on. We have had testimony before this committee which indicates that in some instances there are differences in these textbooks. Some have a multiethnic treatment and some do not. Are you familiar with which of these- Mr. QUARLES. You are speaking primarily of one series or are you speaking of all reading material? You are talking about reading material? Mr. HAWKINS. I am just calling your attention to some specific ones. If you have other examples it is all right with me. Mr. QUARLEs. You are referring to the group of books at the top of page 10? Mr. HAWKINS. Actually the ones at the bottom of page 10. Mr. QUARLES. The bottom of page 10- Mr. HAWKINS. "New Fim With Dick and Jane," "The New Friends," "The New We Three," "The New Friends and Neighbors"- Mr. QtTARLE5. Congressman, you will notice all those books have an asterisk by them. The contracts for those books have expired. They are being carried only so far as only currently existing stoek~ per- PAGENO="0247" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 239 mit. These books referred to with an asterisk, are on their way out. We do not have a current contract for them. If you refer to a group above that, you will find that it is a new series by the same company. Mr. HAWKINS. Let's refer to those which are entitled, "More Fun With Our Friends," "Sally, Dick, and Jane," "Fun With Our Fam- ily," et cetera. Would you say that those textbooks have a multi- ethnic treatment? Would any of those textbooks, let's say, exclude illustrations that include persons of all ethnic groups? Or are they all lily white, as we have discovered, are some of the textbooks being used in some of the districts as compared with others that are available which actually portray life and society as they really are? In view of the fact that 39 percent of your schoolchildren are Negroes, I am wondering whether or not these textbooks reflect that fact. Mr. QUARLES. Congressman, let me answer you this way. The State board of education gave formal notice of an adoption to be made in the area of reading in grades 1 through 8. The board accepted sealed bids for this adoption from any and all publishers that chose to bid. After the bids were opened, there was no recourse. The evaluating committees had already been established and had already evaluated the books. This particular company offered in their bid this series of books. This is the only series of readers that this company bid to the State of South Carolina. The State board of education could not adopt a book that was not offered on the contract, according to law. Mr. HAWKINS. With respect, then, to the general adoption, are you `telling me that your evaluation committee does not get into the subject of content- Mr. QUARLES. Yes, sir, the evaluation committees do get into the subject of content. Mr. HAWKINS. Are textbooks reflecting a multiethnic treatment used in your particular schools? Mr. QUARLES. Yes, sir; we do. We do have. Yes. If you will examine the books in this booklet, you will find that quite a few are there- Mr. HAWKINS. Could you just simply give us a few examples? I am not `aware of your situation. I am not trying to indicate any facts by my questions. What I am trying to do is to get some information from you that may help this committee. Mr. QUARLES. Well, let's turn back to page 8, the books at the bottom of page 8 and beginning at page 9. I am sure those have multiethnic illustrations. I believe the ones at the bottom of 9. I believe some of the others up there, `too. However, Congressman, again I will say that my duties concern the administrative handling of textbooks. I do not examine the contents. But there are some books that are multiethnic; there are some that are not multietlmic. The same choice is available to all schools. Mr. HAwKINs. I think it would be helpful to this committee if you could submit to us a list of those books that you have referred to as being mutiethnic that are currently in use in `the schools of your State. I think it would probably do more to convince this committee that we are making some progress if we do have some specific illustra- tions or some specific examples of the type of book that you have just referred to that you are currently using. PAGENO="0248" 240 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES Mr. BuRToN. I would advise, if your schedule permits, we recess and come back in about 20 minutes. I know your schedule has already been adversely affected today. Mr. H~wiuxs. I really do not have but one or two further questions. If it is all right, we can dismiss these witnesses rather than keep them 20 additional minutes. Then go to the next witness. Mr. BURTON. Why do we not do this: I will turn the chair over to you. I will be back at the conclusion of Congressman Hawkins' ques- tions in about 20 minutes. Do you want to continue? Mr. IL&wun~s. Off the record. (Discussion off the record.) ]~1r. BURTON. We will be back in 20 minutes. Mr. QUARLES. We will be here. (Brief recess.) Mr. BtRTON. Permit me to renew my expression of gratitude for your patience. Congressman Hawkins was in the course of questioning you. Mr. HAwKINs. Mr. Quarles, the basis of my questions was really based ôñ the statement that you have made, in which you said: "Books adopted in the past few years have more material and illustra- tions portraying minority races." I was trying to get some specific examples, the reason for such a statement being made, in what way this differs from the past., and to what extent this indicates a new policy of adoption. Mr. Qu~LEs. Congressman, this is a matter of observation and not one of detailed curriculum study of the books. We do know from our experience in handling textbooks that some of them, have moved into the multiethnic illustrations and materials; and we do know that some have not. Now, the books that are currently adopted were adopted at various intervals. We make 4-year contracts, with an option of extending them for 2 additional years if the State board so desires. Just from observation, we do see a difference in some of the later adoptions. But, this is not based on a study on our part. As a matter of fact, I have not seen the evaluating report of any of the evaluating committees who made recommendations to the board as to specifically which books should or should not be adopted. Mr. HAWKINS. The procedure as I irnderstand it is that you have evaluating and ra.ting committees consisting of professional and lay people Mr. QuARLEs. Not professional lay people. The committees consist of professional educators and teachers. Mr. HAWKINS. I see, professional- Mr. QUARLES. But the State board is predominantly made up of lay personnel. They, therefore, have found it necessary to change the method of adoption that had been used by the old State board of edu- cation which in the east had been a professional group. The present board now turns to the method of appointing professional people, who are very knowledgeable in the various subject areas, to examine the books offered by the public companies and to make recommendations. Of course we are always limited by the offering of the publishrng companies. If the publishing companies do not offer you a book or if the publishing companies have not moved into this area and do not PAGENO="0249" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 241 have bóoks.to offer you, you only have to evaluate what you have. I am not in a. position to tell you how these professional committees went about making their evaluation; however, Dr. Holler has already indi- cated that minority race groups were represented in the committees. Mr. hAWKINs. So the adoptions are made for a specified period of time. Do you know what that period is? Mr. QUARLES. That period of time, Congressman, is for a 4-year period with the board having the option of extending it for 2 addi- tional years if it chooses, based on the recommendations of another curriculum committee that they maintain continuously. The idea being that, if there are no significant improvements, say, in your mathematics area from the books that you have at the end of a 4-year period, it would be expedient to continue your contract for 2 more years. `However, if there have been changes and math has been up- dated, then your committee would recommend to the board that they let these contracts lapse and go into a new adoption so as to have the newest material. This means that our material is updated at least every fourth or sixth year, whichever `appears to `be the most advantageous from an educational standpoint. Mr. HAWKINS. Now, also in your statement you indicated that school libraries were very inadequate. How inadequate are they? Mr. QUARLES.. At one time, even `at the beginning of this past school year-Dr. Holler may correct me if I am not correctr-but `at the be- ginning of last school year, we had schools cfor `both races that did not have any library, elementary schools, and- Mr. HAWKINS. Were there very many of these? Have you any specifications as to the `actual number in which there were no libraries? Mr. QUARLRS. it was a small number, but there were many that were very inadequately supplied with library materials. I think you will notice from my statement that the average increase in books per pupil was two books in the elementary schools and one took per pupil in the high school. I might add th'at many of the schools in the so- nailed high-priority group's met the State library standards, while some of the others did not because of the benefits of title I, Public Law 89-10, which made more money available under the high-priority schools. Mr. HAWKINs. You also said that the title II librarians prepared and distributed a 5-page special list of books `about Negroes and their contributions and acomplishments. Was this list used and was the list used both by the white as well as the Negro' schools? Mr. Q.UARLES. Congressman, the list was distributed, I believe I am correct in saying, to all schools. It is `a printed. `document `and is listed among the printed documents available from the State depart- ment of education. It was widely distributed. Mr. HAWKINS. Among all schools? Mr. Qu~nLEs. Among `all schools. Dr. HOLLER. Yes; and the list, o'f course, comes from. the master l1st, but it lifts out a special area that will serve a special purpose. This came about because our library supervisors, Miss Frances Grif- fith who is a Negro and Miss Jones `who' is white, prepared this par- ticular list to meet a particular need as was seen at this particular time. PAGENO="0250" 242 BOOKS FOR SCHOOLS AI~D TREATMENT OF MINORITIES Mr. HAWKINS. A particular need in all of the schools and not a particular need in some schools, is that what you are saying? Dr. Hor~LER. Yes. Mr. HAWKINS. It was distributed among all of the schools? Mr. QUARLES. Yes. Mr. HAWKINS. I have no further questions. Thank you very much. Mr. BURTON. Do you believe multiethnic textbooks are mherently desirable? Dr. HOLLER. Are you asldng me? Mr. BURTON. Yes, sir. Dr. HOLLER. I don't think there is any doubt about that. Edu.~ cators throughout the country have for years recognized the fact that textbooks can never be totally adequate to meet all of the needs at any given time of the public schools. All curriculum specialists have been concerned with building the general concept among educators that the answer to the probleni of the schools lies in the use of many books. This is one of the reasons for the strong support given to title II of the Elementary and Secondary Education Act. It enables children to have access to many books rather than depend upon one textbook. Now, not ortly in the field of library books, but also in the field of textbooks, educators have felt for years that a teacher ought not to be textbook-bound, though a text serves a very good purpose as a principal guide. Most of the States, and I irnow it is true in South Carolina, have developed curriculum guides with the idea of being of assistance to teachers in order to free them from the limitations of a single textbook. They should have access to enrichment material, additional material, more in-depth types of materials, to meet the many levels and the many different needs among their children. Mr. BURTON. Your State board of education or its equivalent, was formerly appointed by the Governor? Dr. HOLLER. That is right. Mr. BURTON. It is now~ Dr. HOLLER. Elected by the delegations of the general assembly from the judicial districts. Mr. BURTON. And your judicial districts-how many judicial dis- tricts are there? Dr. HOLLER. Fifteen. Mr. BURTON. Are they roughly equal in population? Dr. HOLLER. Well, roughly; yes. You could use the word "roughly" there. Mr. BURTON. Do you have disparity of any more than 3 to 1 of the largest to the smallest judicial districts? How many judicial districts in Charleston? Mr. QUARLES. Charleston is not a judicial district itself, Charleston and Berkeley Counties make up one district. Mr. BURTON. How many people in the county and Charleston? About 230,000? Mr. QUARLES. Somewhere in that neighborhood. Mr. BURTON. HOW many people in the State? Mr. QUARLES. 2,500,000, roughly, is my memory of the last statis- tics. That will not miss it far. Mr. BURTON. Is it really not a fact that those in education in South Carolina are no more isolated from the political decisionmaking proc- ess than educators are generally? PAGENO="0251" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 243 Dr. HOLLER. I think that is correct, and I think the question- Mr. BURTON. Are not your range of alternative avenues, of necessity, limited somewhat by what people or their representatives view as important public policy? I suspect that is true in our area. I don't imagine educators get very far afield from what is essentially the main stream of opinion. Dr. HOLLER. I think you have two types of educators, one that deals in the field of ideas, and that tries to pull toward those ideas; and then there are those who, being more practical in the field of politics, stay where the support lies. You need both of them. Mr. BURTON. Dr. Matthew has a question or two, and then we will get to our final witness before we get to this next roilcall. Dr. MATTHEW. First, regarding the statement you made that pub- lishers have not submitted some of the new books, in particular, those with the multietimic treatment, and, therefore, they could not be con- sidered among the bids that came before the State board. My question is: Would it not be difficult for the State of South Caro- lina to supply the schools with an integrated series? Would there not be objection in the communities? Would not parents come to you and say, "We do not want our children to use these textbooks"? Is not that the reason why publishers do not submit these to you, because they know that you would not be able to buy them? Dr. HOLLER. I would not accept that as being the situation. Those publishers who did submit them, found them selected over the materials that they submitted that was not multiethnic. Had the companies that had multiethnic books submitted them, and had these been otherwise educationally sound, they could have been selected. Multiethnic com- position was not the primary issue before the State board at its last ~idoption. It was a matter involvinga great many principles of educa- tion. However, I do not believe there would have been any objection because of the content of the book as long as that particular content had mtegrity to it. Dr. MATTHEW. For example, the Bank Street Readers. Are you familiar with that series? Dr. HOLLER. No; I am not. Mr. QUARLE5. Which series is that? Can you further identify it? Dr. MATTHEW. The Bank Street Readers, which is published by the Macmillan Co., is a series that has been quite favorably received. I do not see it listed among the books in your red list of adopted text- books. This goes to 1968. Would they possibly have had a chance to be considered in this last adoption procedure? Mr. QUARLES. I think we would have to say that certainly publish- ing companies must have had very difficult decisions to make. I would certainly agree with that. But in the case of this particular company we did adopt one of their series of books. I was trying to remember whether or not it did have any multiethnic illustrations. I am not sure. But, the series that you referred to was not offered in this company's bid, if I remember correctly. Now please remember I am trying to recall a bid and I could be in error in that. Mr. BURTON. In order to complete the record, we may have a few written questions to send to you and if you could respond to them m due course, that would be helpful. PAGENO="0252" 244 BOOKS FOR SCHOOLS ANI) TREATMENT OF MINORITIES We have one fnrth~r witness who has to get back home tonight. We have about 10 minutes to justify his 3- or 4-hour. trip down here. Mr. QuAJa~s. We wifi be glad to respond in any way possible. Mr. BURTON. Thank you very much, gentlemen, for your consci- entious presentation. Mr. Qu~uu~s. Thank you. Mr. BURTON. We have your statement here. Why do you not just tell us about it. You have been here most of the day, have you not? STATEMENT OF DR. A. HARRY PASSOW, PROFESSOR OP EDUCATION, COLUMBIA UNIVERSITY Dr. PASSOW. I have been here since 10 o'clock. Mr. BURTON. Why do you not take advantage of 8 minutes of educatmg us? [Laughter.] Can you educate Congressmen in 8 minutes? Dr. PASSOW. Well, I begin my statement by saying that the con- ditions under which I prepared it were very difficult, I should amplify that to say it is extremely difficult for a college professor to open his mouth and speak for the 5 minutes allocated to me, as we usually speak for 50 minutes. Secondly, I prepared this on vacation at Lake Champlain and did not have the data available to me that I would have liked. There have been some analyses of the treatment in textbooks of minorities. I do not need to repeat them. Essentially I think what has been found true of American Negroes is equally true of other minority groups. I think one of the problems that we have encomitered in terms of the kinds of books that are published is essentially that we have not given attention to all of the minority groups in the ways that we ought to be giving attention to them. While the American Negro constitutes the largest minority group, certainly, as you raised the question this morning with respect to the gentleman from New Mexico, the Spanish-American or Mexican- American, the American Indians, the Puerto Ricans, the migrant farm laborers, the urban immigrants, all of whom need to be considered in the kind of materials that we provide. The second point I try to make in my statement is that it seems to me that the major threads of American history, that is, civil rights and equal opportunity, urbanization, and metropolitanization, auto- mation and leisure and other things like that are simply ignored as being too controversial, complicated, et cetera, to need attention. The main point I wanted to make in my paper is that these cut both ways. The emphasis, it seems to me, during the day has been in terms of the minority groups. The consequences of such materials on the self- image, on ego development, on personal dignity and worth, and what the child learns and how he learns it, as far as the minority group child is concerned is pretty well documented in the psych&ogieal literature on learning theory. What we have not looked at is that we are just increasingly beginning to realize that this incomplete dis- torted picture has had its consequences on the white majority children whose education has been equally shortchanged and attenuated. I would like for us not to think only in terms of what the impact of this treatment is on the minority groups but th~ impnct on the majority group as well. PAGENO="0253" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 245 I point out that I think there has been an outpouring of materials. I describe the kinds of materials that we have found in just three summers. Dick Smith, who is sitting over there waiting to show his film, about three summers ago presented a paper at one of my work con- ferences in which he surveyed the American textbook publishers. He had practically, I wouldsay, two or three publishers who had anything to show. At my last summer's conference, just concluded in early June, I had more than 30 publishers. The other point I want to add to this is that our emphasis has been on textbooks and library books, that we have to give a great deal more attention to the other instructional materials-films, filmstrips, rec- ords, dolls, materials of that kind, because if we read the Federal legis- lation the fact of the matter is that many of these materials are pur- chasable and can be included in the purchases of the schools. In fact, the day of the textbook as the central thing, I think, is gone and we have to consider instructional materials much more broadly I presume that the purpose of these hearings is for the purposes of legislation; hence I tried to make some suggestions of what I think are the kinds of directions that legislation might take for the future. I think I will conclude with that. Mr. BtTRTON. Thank you. We would like to have your formal statement appended to that which you have just concluded. (Dr. Passow's prepared statement follows:) PREPARED STATEMENT OF DR. A. HARRY PASSOW, PROFESSOR OF EDUCATION AND CHAIRMAN, COMMITTEE ON URBAN EDUCATION, TEACHER'S COLLEGE, COLUMBIA UNIVERSITY Because of the conditions under which this statement was prepared, it was not possible for me to undertake the kind of systematic study of the treatment of minorities in texts that would enable me to present empirical data to support my position. I am sure that others who have appeared have done so-although much of what is available still tends to be impressionistic. The comprehensive studies such as those prepared by the late Howard E. Wilson (Intergroup 1?ela- lions in Teaching Materials) ; Lloyd Marcus (The Treatment of Minorities in Secondary School Texts); Abraham Tannenbaum ("Family Life in Textbook Town") ; Otto Klineberg ("Life Is Fun * * *") ; Nancy Larrick ("The All- White World of Children's Books") or the University of California history pro- fessors' analysis of American history texts-all represent the kinds of analyses which simply confirm the general impression of sensitive educational practition- ers that minority groups either tend to be ignored or to be depicted in stereo- types which are denigrating. Marcus' analysis of 24 social studies textbooks widely used in 1961 validated the findings by Wilson in 1949-that "the Negroes' position in contemporary American society continues to be very largely ignored"; that "American Negroes continue to be portrayed primarily as simple, childlike slaves and as uneducated, bewildered freedman"; that scientific knowledge underlying sound understand- ing of the basic similarity and equality of the races of mankind is absent from the great majority of the textbooks"; and that "textbooks continue to portray America as an all-white nation, not as an interracial and increasingly integrated one~" What Marcus and others found with respect to the American Negroes was equally true of other minority groups-Mexican-American, American Indian, Puerto Rican. migrant farm laborers, urban in-migrant, mountain people, etc. In social studies texts, the major threads of American history in the making- civil rights and equal opportunity urbanization and metropolitanization auto mation and leisure-are inadequately treated or even ignored as "too contre- versial", "too complicated", or "too much for tender minds." In basal readers, PAGENO="0254" 246 BOOKS FOR SCHOOLS AND TREATMENT OF MLNORITIES too much fun has already been poked at the all-white, middle-class rosey, happy existence of the central characters of such stories to warrant repetition. I need not belabor this picture of what has been a pattern in textbooks and in trade book publishing. Increasingly, the impact of such materials on the minority group child has been understood in terms of both his cognitive or intellectual development as well as his affective or emotional growth. The consequences of such ma- terials on self-image, on ego development, or personal dignity and worth have finally registered on educators. The significance of the content and presentation in instructional materials on the involvemeat of the minority group child in the school's basic task of developing the skills, attitudes, and understanding which will enable the child to participate fully and effectively in American life is patently clear. And, increasingly schools have realized that the incomplete distorted picture has had its consequences on the white majority children whose education had been short changed and attenuated as well. A combination of forces and factors are changing dramatically the treatment of minority groups in published materials. In the war on poverty, and in the civil rights struggle, schools have been called upon to play a central role. There can be no question that legislation, court decisions, and social forces have already had an impact on schools and on the publishers and procedures of materials used in them. For example, three summers ago in connection with our Third Work Conference on Curriculum and Teaching in Depressed Areas, a survey of some 70 or so publishers produced a few books and related materials plus letters indicating that work was underway. Last summer the exhibit was somewhat enlarged. This past summer, some 30 publishers flooded our exhibit room with materials of all kinds-textbooks, basal readers, library books, films, film- strips, records, dolls, etc.-which each firm believed was "appropriate for use with the disadvantaged". Appropriate, insofar as materials produced are concerned, may mean the following: 1. Materials which are inulti-racia;l, multi-ethnic, multi-social class- through the text or content, the illustrations, or both. 2. Materials which are urban-oriented rather than suburban or small- town, depicting life in the urban setting with its problems as well as its cul- tural riches. 3. Materials which present the contributions of various minority groups to the American story. 4. Materials which aim at helping to develop an understanding of the world which surrounds children and youth today, through literary and social science selections (e.g., Martin Luther King's Letter from a B irming- hans Jail and James Baldwin's Blues far Mister Charlie). IS. Materials which draw on the art, music, dance, drama, and cultural heritage of many groups and societies. 6. Materials which use the contemporary story of emerging nations to help children understand the story of America's emergence. While there is now an outpouring of materials from commercial publishers, much remains to be done. Much of the material is patently intended to cover a piece of the lucrative educational market by "desegregating" illustrations or content. It literally creates the "basal reader Negro" who is not unlike the "Company Negro". Such materials do not provide integrated texts in the sense of placing minority groups in the natural mainstream of American history and culture. Often materials are simply tacked on in an extra chapter or ap- pendix representing the publishers' contribution to Negro History Week instead of presenting the Negroes contribution in its proper. place and perspective in the American story. And. inevitably the sordid behavior of the American ma- .jority toward various minority groups is still glossed over or completely omitted. Finally, too little attention has been paid to materials for teachers and other educators to help them with their understanding of minority groups and of how their behavior and attitudes affect what is learned and how. I am not entirely clear about the needs for new legislation. Already, federal legislation and support has made possible preservice and inservice training of teachers to understand better the social psychological effects of minority group status. Federal legislation has made it possible for schools to purchase texts and library materials to an extent not possible previously. To the extent that they are provided with guidelines which will help them select PAGENO="0255" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 247 materials treating minorities more fairly and adequately, their purchases can have a direct impact on what the publishers will produce. Federal legislation might also make it possible for schools to produce their own materials which, while lacking the slickness of commercial production, may have greater value in that it emerges from the experiences of the population it is to serve. Legis- lation could make it possible for schools to "commission" commercial publishers to produce materials tailored to particular criteria established by schools or in- terested agencies (e.g. Urban League or NAACP). Finally, federal aid could encourage researchers to undertake the kind of basic research still not available which would yield more adequate guidance or valid criteria which should be applied to development, dissemination and use of materials relating to minority groups. At present we have some good ideas about what is wrong with the treat- ment of minorities in texts and library materials; we are less clear about what are valid criteria to correct the situation. Thank you very much. Mr. BURTON. Congressman Hawkins? Mr. HAWKINS. I have no questions. I would like to commend Dr. Passow on his statement. I have read the statement. I think it is an excellent statement. I think it makes some very good and specific suggestions. I wish to commend you on the statement that you apolo- gized for putting this together in a hurry. Dr. PAssow. Thank you. Mr. BURTON. Thank you very much, Doctor. We will probably be hearing from you again in the course of your studies on the District of Columbia schools. Dr. PASSOW. Thank you. Mr. BURTON. Miss Barrett, do you have something? Miss BARRETT. Do you have time? Mr. BURTON. Thirty seconds. [Laughter.] You are all going to see that movie. They always say staff counsel are the eyes and ears of the committee and they are going to demon- strate that by watching what I am sure is a very important movie. We will not be able to do that. But, Miss Barrett, you did want to say something else, I believe. Miss BARRETT. An ex-high school teacher has as much problem limit- ing herself as a college teacher. The only thing I did not have time to say this morning Dr. Passow has touched upon. Above and beyond the textbook, I think one of the greatest needs in the schools today is that we are going to have to start thinking about supplying free books. We are teaching in our urban schools a tremendous number of students who hate books. You cannot get them to touch their textbook. They do not have the money to buy their own books. We have given free lunches, free medical care, free everything else. I think it would go a long way to heping them by giving free paperback books. Many children have a fear of books. The only way you can get the child over a fear is for him to have a book of his own. Once he gets used to, a book, he will appreciate what is in it. The second thing, you are getting a book into a home that possibly might not have a book otherwise. I have had parents read a book I have edited, and I know it is probably the first time a book has ever come into their home. This is something I would like Federal legisla- tion to consider in the future. Thank you. Mr. BURTON. Thank you very much. Thank you one and all. We will see you tomorrow. My dear friend, will you show that movie? Are you going to show that film? PAGENO="0256" 248 B~OKS FOR SCHOOLS AND TREATMENT OF ~ORITIES Mr. S3UTH. When? * Mr. BURTON. Right now? Mr. SMFPH. Yes, I can show it now. Mr. BURTON. We are going to officially adjourn, but we hope every~.. one will stay and watch the movie. We are confronted with a problem that we did not plan and now that we are off the record we can dis- cuss it. (Discussion off the record.) (Whereupon, at 3: 30 p.m., the committee was recessed, to recon- vene at 10 a.rn. Thursday, September 1, 1966, in room 2175, the Ray- burn House Office Building.) ** PAGENO="0257" BOOKS FOR SCHOOLS AND THE TREATMENT OF MINORITIES THURSDAY, SEPTEMBER 1, 1966 HousE OF REPRESENTATIVES, AD Hoc SUBCOMMITTEE ON DE FACTO SEGREGATION OF THE COMMIrrEE ON EDUCATION AND LABOR, Washington, D.C. The subcommittee met, pursuant to notice, at 10 :15 a.m., in room 2175, Rayburn Office Building, Hon. Philip Burton presiding. Present: `Representatives Burton, and Hawkins. Also present: Dr. Eunice Matthew, education chief, and Charles Radcliffe, minority counsel. Mr. BURTON. The committee will come to order. We will start today's meeting. I would like to say good morning to you one and all. `We hope to finish up with our witnesses by the time the House goes into session today. Mr. Mack Avants, please come forward. STATEMENT OP MACK AVANTS, EXECUTIVE ASSISTANT SUPERIN- TENDENT, STATE DEPARTMENT OP EDUCATION, BATON ROUGE, Mr. BURTON. Please identify yourself for the record as loudly as you can so everyone can get the benefits of your remarks. Mr. AVANTS. Mr. Chairman and members of the committee, I am Mack Avants, executive assistant superintendent, State Department of Education, Baton Rouge, La. (a) The position of our school system with regard to the treatment of minority groups in books for school use: The content of textbooks and library books is determined by respon- sible publishing firms. No attempt is made by the LOuisiana State Department of Education to influence treatment of various subjects by book publishers. This holds true with topics such as the Civil War, evolution, sex, religion, Americanism, `United Nations, minority groups, and so forth.~ The Louisiana State Department of Education assists the State board of education in the selecting of books for adoption, Louisiana textbooks are selected by textbook committees which study the pub- lications presented by textbook publishers submitting bids. Textbook committees during the administration of Superintendent William J. Dodd, which started in April 1964, have been composed of teachers and school administrators representing all segments of our school systems-white and Negro teachers, white and Negro admin- 249 71-368-66-----17 PAGENO="0258" 250 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES istrators, college administrators and instructors, as well as teachers and administrators from private and parochial schools. Textbook conmdttees recommend at least five books in each subject fields or grade level to the State superintendent who, in turn, makes his recommendation to the State board of education. The State boa.rd of education adopts what it considers the best textbooks in each field for use in all public, private, and parochial schools. When adopted by the boa.rd, these textbooks in each learning area become a part of the State-approved list. Local educational systems select the textbooks from the State-approved list for use at the local level. The State department of education staff attempts at all times to encourage local school personnel to secure the best available textbooks for the pupils and teachers in the State. (b) Efforts of educational authorities in the State and local districts to provide for all children text; and library books which rectify adverse attitudes toward minority groups: Free textbooks are available to all children in public, private, and parochial schools. No State-adopted textbooks convey adverse atti- tudes toward minority groups. No textbooks are adopted which degrade or hold up to ridicule or in any manner tend to embarrass a child of any race, creed, or national origin. Members of the staff of the library section of the State department of education encourage local school personnel to select good materials for their schools and to use the best selection aids, such as the recom- mendations of the American Library Association, National Council of Teachers of English, National Association for the Advancement of Science, Association~ for Childhood Education International, Child Study Association of America, and the Modern Language Association. In serving local librarians, the State supervisor of school libraries recommends: (1) That every school purchase the following necessary basic books: basic book collection for high school libraries, basic book collection for junior high school libraries, or basic book collection for elementary school libraries, as needed to fit the grade level. (2) That every school purchase either or both as needed- "Children's Catalog" or "Standard Catalog for High School Li- braries." (3) That schools purchase as many of the approved standard selection aids and buying guides as possible. The brochure en- titled: "Selecting Materials for School Libraries: Guidelines and Selection Sources To Insure Quality Collections," supplied by the American Library Association, has been distributed to every school library in the State. This publication lists all of the recommended aids needed for selec- tion of quality materials. Many publishers of library books send complimentary copies of their books to the State supervisor of school libraries for examina- tion. One of his primary responsibilities is to become familiar with library books in order to provide assistance to local librarians. The State supervisor has st.ated that to his knowledge library books which he ha.s reviewed reflect no adverse attitudes toward minority groups or any other groups. PAGENO="0259" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 251 (c) Methods of selection, assignment, and distribution of text and. library books for school use: Tec~tbooks.-TJpon authorization of the State board of education, at the request of the State superintendent of education, the division of curriculum and instruction develops plans and sets up procedures for the examination and appraisal of textbooks and materials in the various subject fields recommended for adoption. All local superintendents, State college presidents, and the heads of the diocesan school boards are invited to submit names of the people* best qualified in the subject areas being considered for adoption to serve on the committees. It is desired that committees be composed so that colleges, public and private schools, as well as all geographic areas of the State, are represented. From these recommendations, persons are selected to serve on the committees. In some instances, persons who are recommended are invited to serve as consultants to the committees, along with members of the professional staff of the State department of education. A circular is sent to all interested publishers, inviting them to sub- mit bids and samples for examination and setting up proposed con- tract conditions in detail. A schedule of hearings is set to give representatives of publishers an opportunity to present to the com- mittees the merits of their particular books. Committee members are furnished copies of "General Directions and Specific Directions for the Evalution of Textbooks." (See forms 1 and 2 attached.) They are also supplied with form 3, form 4, part I, and form 4, part II, copies of which are also attached. Books are rated on the basis of authorship, curriculum needs, adapta-. tion to pupil's use, adaptation to teacher's use, format, and miscel- laneous items. These instructions and forms are for the purpose of establishing uniform and unbiased methods of procedure so that all books submitted will be given fair consideration. Committee members are given complete and individual freedom of choice within the limits of the regulations established by the State board of education and contained in the adoption announcement. Recommendations. of the committees are submitted to the State superintendent of education who, in turn, makes his recommendations to the State board of education, the Iinal adopting authority. All superintendents and publishers submitting bids are notified of the textbooks which have been adopted by the State board of education. Books are listed alphabetically by publisher in each field instead of in order of ranking by the committees. This is in keeping with a policy established by the State board of education. After the State board of education has approved textbooks in each learning area, local superintendents are requested to appoint commit- tees to recommend to the superintendent and local board the textbooks: which in their opinion best fit the needs of the students in the local; system. The State department of education is notified of the local textbook selections. Textbook allotments are made to each local unit based upon registra-; tion figures for the preceding school session. Orders for textbooks are placed by each school in the system and a composite order is forwarded to the State department of education. This order is charged against~ PAGENO="0260" 252 BOOKS FOR SCHOOLS AND TREATMENT OF Mfl~ORITIES the textbook allotment and forwarded to the textbook depository. The books are then shipped to the superintendent for distribution. Library books.-Schools are allowed to order with State funds any library books which are represented by entry in standard book reviews or catalogs such as "Standard Catalog for High School Libraries" and "Children's Catalog," both published by H. IV. Wilson Co., and "Sub- ject Index to Books for Primary Grades" and "Subject Index to Books for Intermediate Grades," both published by American Library Association. Individual schools submit orders for library books to their superin- tendent. These orders are then submitted to the materials of instruc- tion section for processing and forwarding to the State library deposi- tory. The costs are charged against the library allotment. Books are shipped to the superintendent, packaged and labeled for each school. * (d) The uses of the provisions of Federal educational legislation for the increase in supply of text and library resources for the schools in your State or district: Federal funds available under title II of the Elementary and Sec- ondary Education Act of 1965 are being utilized to the maximum in increasing the number of textbooks and library resources available in the schools of the State. These funds are allocated to the local school systems on the basis of the relative need of the children and teachers of the State for school library resources, textbooks, and other instruc- tional materials. Participating school systems are expected to utilize title II funds on a school priority basis with first consideration being given to those schools which are most deficient with regard to minimum standards of the American Library Association and the Southern Association of Colleges & Schools. In the 1966-67 school session, approximately 85 percent of the State allotment under title II, ESEA, will be spent for library resources and the remaining 15 percent for textbooks. During the past year, the State spent approximately 90 percent in library books and other instructional materials and approximately 10 percent for textbooks. * (e) Anticipated continued needs for these kinds of support: Title II of the Elementary and Secondary Act of 1965 has made available funds to enhance and upgrade educational materials for use throughout the State. In many cases, worn a.nd out-of-date learn-. ing materials will be replaced as funds are available. Regional accrediting agencies recommend a centralized library at the elementary school level. At the present time, there is a need for more elementary schools to provide centralized libraries. The number of books per pupil in the elementary grades of the schools in Louisiana is considerably below the number which is recommended by regional accrediting agencies. In view of this, funds are needed to make avail- able additional library books. (f) Proportion of this assistance in total budget for tests and school library use: Percentage figure which represents a comparison of title II funds to total amount of funds budgeted from the State level-28 percent. Percentage figure which represents a comparison of title II funds to total amount of funds budgeted with the inclusion of title II funds- 22 percent. (Additional information appears in the appendix.) PAGENO="0261" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 253 Mr. AVANTS. Mr. Chairman, I shall be glad to try to answer any questions you or any member of the committee may like to ask. Mr. BURTON. You did very well. I enjoyed every word you said. Congressman Hawkins. Mr. HAWKINS. Mr. Avants, in your statement you say, "No State- adopted textbooks convey adverse attitudes toward minority groups." Is this a matter of policy and is this according to the instructions given for the evaluation or is this a statement based merely on your own experience? Mr. AvANTS. This is a statement contained in the instructions to the committee. It is a directive of the superintendent and the State board of education. Mr. HAWKINS. This is contained in the policy statement. Have you submitted that statement in any of the material? Mr. AVANTS. Yes, it is submitted. Mr. HAWKINS. Now, with respect to the private schools or non- public schools, would you say there has been an equitable distribution of textbooks and materials between these two groups? Mr. AVANTS. I didn't get the question. Mr. HAWKINS. I assume you do have quite a few parochial schools? Mr. AVANTS. Yes, sir. Mr. HAWKINS. Has there been an equitable distribution of text- books and other materials to these groups? Mr. AVANTS. Yes, the money is allotted for the children. I believe it was $5.04 for books last year, I believe it is $1.05 for library books for each child and then an allotment for paper, pencils, and ink. The money is allotted to the child. It is on a per membership allot- ment. We have not had any complaints. We have not had any criticisms of our method of distribution. Mr. HAWKINS. That is all, thank you. Mr. BURTON. Dr. Matthew? Dr. MATTHEW. Did you say money is allotted to the schools, includ- ing the nonpublic schools, according to the number of children? Mr. AvANTS. It is allotted according to the registration number. That is the way we arrive at our appropriation. We set up $5.04 per child. This year's appropriation will be $5 million, approximately, for textbooks. That is set up for private, public, and parochial schools. The reason is the local school districts get the money for the children enrolled in their public and parochial schools. We set the money in those categories. The money is not actually sent out to the school system. They submit a list of the desired textbooks. We charge that against their account and pay the deposi- tory for the books. It is based on registration. Dr. MATTHEW. How would the parochial and nonpublic schools be serviced under this arrangement? Mr. AvANTS. The private and parochial schools make orders for their school and submit a composite book order to the local adminis- trative unit. In Louisiana it is parishwide, the equivalent of saying countywide. The schools submit the order to the local school system, and it, in turn, submits the order to the State department of educa- tion. We process it to see that all the books were selected from the approved list. We then notify the depository to deliver those books. PAGENO="0262" 254 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES The local schools send us a receipt to show they have been delivered and we pay for them. The local school system sends the books out to the diocesan principal in charge of the parochial school and to the principal of the nonpublic school. Dr. MATTHEW. Is there any question in Louisiana about the non- public schools having access to these materials? Mr. AVANTS. None whatsoever. We had a suit known as the Borden suit in Cato Parish. Our courts, the local courts, ruled that the service was to the child. The children in the private a.nd parochial schools were entitled to the books because it was a service to the chil- dren, not to the schools or to parents. It was appealed to the U.S. Supreme Court and upheld. I believe this principle was used in the argument of this committee before the Congress. Mr. RADCLIFFE. That was the now famous Cochran case? Mr. AVANTS. In Louisiana I believe it was the Borden case. The same holds true for school lunches and transportation. We have no question about it in Louisiana. Mr. RADCLIFFE. If I recall Cochran, or Borden as you refer to it, it was 1935, wasn't it? Mr. AVANTS. Yes, sir. Mr. RADCLIFFE. Has there been any change in your procedures in distributing textbooks since then? Mr. AvA~s. No change whatsoever. I think the late Gov. Huey B. Lông set up this program. It was placed in the constitution so it is a constitutional amendment. Mr. RADCLIFFE. If it had not been for the Cochran case, we would not have had title II today. Mr. AVANTS. I thought it might have been used as the principle in your argument for parochial schools participating. Mr. BURToN. I read your directions to your committee and I want to read two portions. First, on your form 1, "Memorandum on Text- book Adoptions, General Directions to Committees" put out by the Louisiana State Department of Education, the point No. 11 on page 2 appears to be the only one that makes any reference to the treatment of children, groups, and so forth. Let me read the entire direction. It says: 11. Before any book is finally recommended by the committee, it must be care- fully read to make sure that it does not contain statements which are un-Ameri- can, subversive, or would in any way be injurious to children and youth of Louisiana. This task may be divided among the members of the committee. It must be under this section. Mr. AVANTS. That is correct. Mr. BURTON. I had so assumed, but then under form 2, "Memoran- dum on Textbook Adoption for the Specific Evaluation of Textbooks," the third point under authorship, you say, "Is the point of view free from dogmatism, bias, and is it free from material, statements, or illus- trations, offensive to our way of life?" Mr. AVANTS. In both instances that means the American way of life. We think anything intended to embarrass or ridicule a child, would be un-American. The State superintendent has charged the people responsible for these adoptions with that instruction that there shall not be any statement contained in a book that will ridicule, hold PAGENO="0263" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 255 up, or degrade a child, regardless of whether he is a Catholic, Negro, Caucasian, French, or what have you. That is our attitude. Mr. BURTON. I think these two things have to be read together. Our way of life has been determined in some parts of the country to mean segregation. It is your understanding "our way of life" does not have reference to that, is that your testimony? Mr. AVANTS. My testimony is that integration is no longer an issue in Louisiana. It is a reality. We feel-I am speaking for the State superintendent and the board of education-we will not let a text go into our schools that we think ridicules any youngster in our school system. Mr. BURTON. On the basis of their creed, race, or national origin? Mr. AVANTS. That is correct. Mr. HAWKINS. Is that controlled in Plaquemines Parish, which has been in the limelight recently? Mr. AVANTS. Let me say Plaquemines Parish will abide by the same laws. We had the same situation in Orleans Parish and they are now complying with the law. Yesterday, without any duress from the Federal Government and without a court decree, the Orleans Parish desegregated the faculty. Mr. HAWKINS. Public statements seem to contradict that. However, I will take your statement hoping what you say is the truth. Mr. AVANTS. All I can speak on is past experience. We have 63 systems that are now in compliance or in the process of getting in compliance. They have court orders but they have not been approved yet by the Office of Education. All are complying with the provisions of the court order. All have met the requirements of the TJ.S. Office of Education. Mr. BURTON. How many children do you have in your public school system? Mr. AVANTS. About 468.000. Mr. BURTON. How many children in the parochial school system? Mr. AVANTS. Well over a hundred thousand. Mr. BURTON. What is the ratio of Negro students to white students in the State? Mr. AVANTS. I would have to figure out the ratio. I will give you the number, 468,000 to about 218,000. i~fr. BURTON. Wait a minute-468,000 is the number of whites? Mr. AVANTS. Yes, and about 218,000. Mr. BURTON. Negro students? Mr. AVANTS. Yes, sir. I might get that exact figure. Mr. BURTON. That is all right. Mr. AVANTS. I am going from memory. Mr. BURTON. Did you think I asked you how many white students were in the public school system the first time I asked? Mr. AVANTS. Yes; will you ask the question again? Mr. BURTON. How many students do you have in the public schools of Louisiana? Mr. AVANTS. Approximately 700,000. Mr. BURTON. Approximately 468,000 whites and 218,000 Negro? Mr. AVANTS. Yes. Mr. BURTON. Do you have any idea what the number in the parochial and private schools might be? PAGENO="0264" 256 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES Mr. AVANTS. I can give you New Orleans, the Orleans Parish system. Approximately 65,000 in the Orleans Parish are Negro students, 143,000 are white students. Mr. BURTON. In parochial schools? Mr. AVANTS. No; this is public; I have no way of knowing about the private schools. I don't have the statistics. I don't have the break- down. I am using Orleans because it is the largest system involved. I would guess it perhaps would be 50 percent. Mr. BURTON. Have you adopted any of the titles that deal in more affirmative terms with the. multiethnic and racial nature of our society? Mr. AVANTS. More positive terms? Mr. BUR~roN. Yes. Mr. AVANTS. Let me say this. I think it will be indicative of what we are trying to do. Tip until April of 1964 we did not have any staff members in the State department of education who were members of the Negro race. We have employed professional members, and a secretary in our rehabilitation program. This past week we interviewed people for a library position we have in the department. We employed a young man in vocational agri- culture as an area supervisor. We are interviewing people in business education. We are interviewing them in health and physical educa- tion. I suspect today two will be employed, one in the library of science and one in home economics. We plan to bring in people in our elementary and high school division. This would be a positive indication that we are working toward a multiethnic group. Mr. BURTON. No; I mean the textbooks that you use. Mr. AvANTS. In our recent adoption, several books were adopted which contained multiethnic pictorials-I think it was in the reading series. Two or three of the five books we adopted had the multiethnic material. Mr. BURTON. Those books were made available to public and private, integrated and segregated schools alike? Mr. AVANTS. Correct. Mr. BURTON. Could you make a note to yourself to provide the com- mittee with the names of the titles of the books you have just made reference to? The commitee will without objection insert the names of those titles in the record at this point. Mr. AVANTS. I will be glad to. (For material referred to, see appendix.) Mr. BURTON. Thank you, Mr. Avants. Mr. Eller. STATEMENT OP E. B. EILEIt, ASSISTANT COMMISSIONER, DIVISION OP INSTEUGTION, STATE DEPARTMENT OP EDUCATION, NASH- VILLE, TE~ThT. Mr. BURTON. Identify yourself and please proceed. Mr. ELLER. I am E. B. Eller, assistant commissioner for instruction, Tennessee State Department of Education, Nashville, Tenn. Mr. Chairman, it is a privilege to appear before this distinguished committee of the House of Representatives of the Congress of the United States on behalf of this imp~rtant consideration of the texts and library books used in the Nation's schools. I am pleased to be PAGENO="0265" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 257 here and to submit a statement regarding "The treatment of minority groups in texts and library books published, selected,. and used in the public schools of the State of Tennessee." The Congress of the United States, as a result of your leadership and support and that of your colleagues, has demonstrated its recognition of the need for improved text and library book programs and funds for the acquisition of texts and library books. I refer specifically to the National Defense Education Act of 1958 and amendments, and the Elementary and Secondary Education Act of 1965. These legislative measures resulted in increased services to the children and youth attending schools in Tennesseee. As the opportunities for the selection and distribution of a greater number of books to be used by all the students and teachers are in- creased, it is appropriate for all of us to review and reexamine our pro- visions for books acquired to be used in the schools. In response to your chairman' request, I will describe briefly the legal and regulatory provisions for the selection, distribution, and use of all text and library books in public schools of Tennessee. Books for use in the public schools of Tennessee are selected by local school systems through selection committees, school librarians, teachers, supervisors, and administrators utilizing standard selection aids approved by the Tennessee State Board of Education and the Tennessee Official List of Textbooks, fixed by the Tennessee State Text- book Commission. The list of selection aids approved by the Tennessee State Board of Education is as follows: 1. Children's Catalog. Tenth edition. H. W. Wilson Co., 1961. Five annual supplements. 2. Standard Catalog for High School Libraries. Eighth edition. H. IV. Wilson Co., 1962. Five annual supplements. 3. A Basic Book Collection for Elementary Grades. Seventh edi- tion. American Library Association, 1960. 4. A Basic Book Collection for Junior High Schools. Third edi- tion. American Library Association, 1960. 5. A Basic Book Collection for High Schools. Seventh edition. American Library Association, 1963. 6. Lists `compiled and distributed by staff members of the State department of education, working in cooperation with the area of instructional materials and libraries. 7. Lists compiled by national and State educational organizations in special subject areas. Examples of these groups are: National Coun- cil of Teachers, of English, National Council for the Social Studies, National Science Teachers Association and American Association for the Advancement of Science, National Council of Teachers of Mathe- matics, Music Educators National Conference, Department of Home Economics, and Association for Childhood Education International. 8. Books recommended in library periodicals such as "The Booklist," "Library Journal," "School Libraries," "Horn Book," and "Bulletin of the Center for Children's Books." The selection aids approved by the Tennessee State Board of Educa- tion are nationally recognized by librarians as containing only books of high quality with regard to content, subject presentation, and for- mat. Minority groups are represented on `many advisory staffs and committees of the above-mentioned selection sources. PAGENO="0266" 258 BOOKS FOR SCHOOLS AND TREATMENT OF Mfl~ORITIES In addition to utilizing selection sources which contain only books of high literary quality and subject presentation, the local school sys- tems of Tennessee involve minority group members of their profes- sional staff in the selection of texts and library books. Public school laws of Tennessee define the methods by which text- books are selected, assigned, and distributed. The following sections of Public Acts of 1951, chapter 180,i define these methods. Section 2 provides for the creation of a State textbook commission, qualifications of members, terms of members, secretary of commission, and chairman of commission. I will summarize these: SECTION 2. Be it further enacted, That there is hereby created a State Textbook Commission composed of seven (7) members, six (6) of whom shall be appointed by the Governor prior to July 1, 1951, and after the effective date of this Act. The members of said State Textbook Commission shall be educators of high qualifications who are actually engaged in educational work in the State, and whose educational qualifications shall not be less than graduation from a foui'- year college with a Bachelor's Degree. and with at least five (5) years of teach- ing, supervisory, or administrative experience. Two (2) members shall be appointed for a term beginning with the date of appointment of expiring June 30, 1952; two (2) members for a term beginning with the date of appointment and expiring June 30, 1954; two (2) members for a term beginning with the date of appointment and expiring June 30. 1956. The Governor shall fill any vacancy by appointment for an unexpired term. At the expiration of the terms of the first appointees and thereafter, the terms of the members of the State Textbook Commission shall be three years. One member of the State Textbook Commission shall be a County Superin- tendent of Schools; one member shall be a City Superintendent of~ Schools; one member shall be a school principal; one member shall be a teacher or super- visor in the lower grades (grades 1 to 3, inclusive) ; one member shall be a teacher or supervisor in the intermediate grades (grades 4 to 8. inclusive) ; and one member shall be a teacher or supervisor of upper grade subjects (grades 9 to 12, inclusive). At least one member of said Textbook Commission shall be appointed from East Tennessee, one from Middle Tennessee and one from West Tennessee. The State Commissioner of Education shall be ex-officio secretary of the Com- mission, with the right to vote, and he shall serve without additional compensa- tion for such service. The appointed members of the State Textbook Commission shall have their organization meeting in July following the passage of this Act. The State Commissioner of Education (Secretary of the Commission) shall notify the members of the organization meeting and fix the time and place of the meeting. They shall elect one of their members as Chairman for one year; and each year thereafter at the regular meeting in July they shall elect a Chairman for one year. Section 0 provides for the listing of aproved textbooks, authority to determine policies and standards. SECTION 6. Be it further enacted, That it shall be the duty of the State Text- book Commission to prepare a list of approved standard ediltions of textbooks for use in the public schools of the State. A list of at least four books in each subject and grade shall be listed, if available and sufficient merit to warrant be- ing listed. Said Textbook Commission shall select and publish such a list of textbooks for use in the schools of Teimessee not later than February 1, 1952, and not later than February 1 of any subsequent year when listings are made or there are changes to be reported. Said list shall contain the title of the textbooks listed for adoption, the name of the publishers and the prices at which said books are available, as provided in this Act~ The State Textbook Commission shall have authority to determine the policies and the conditions under which textbooks may be added to the list for adoption, as provided in this Act, at any regular meeting or at a date designated at a reg- 1 Acts of Tennessee, 1951. ch. 180. and Tennessee Code Annotated. vol. 9, 1966 replace- inent sctions 49-2001 through 49-2022. PAGENO="0267" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 259 ular meeting. The State Textbook Commission shall also have the authority to determine the policies and conditions under which any book may be removed from the list for meeting, if the Commission finds that such book contains sub- versive material or information, provided the publisher of such book has been given written notice by the Secretary of the Commission not less than thirty days prior Ito the meeting that removal of such book will be considered by the Com- mission. The State Textbook Commission shall have authority to adopt minimum mann- facturing standards and specifications for. textbooks, and to make contracts with publishers for a period of not less than three years nor more than five years. Section 7 provides for the selection and adoption of textbooks by' local school system committees. SECTION 7. Be it further eaa'eted, That the county, city and special school dis- trict boards of education are hereby authorized and required `to adopt textbooks, to be used in the public schools of said counties, cities and special school districts from the list of textbooks ll1~ted for adoption by the State Textbook Commission, said adoption to be for a period of not less than three years, and not more than five years, in accordance with State contracts, provided that cities land special school districts may adopt the same textbooks that are used in the county in which said city or special school district is located; and provided, further, that all cities or' special school *districts having a total popula:tion of less than 5,000 are hereby required `to make their adoption as part of and in cooperation with the county unit in which said city or special school district is located; and provided, further, that county, city and special `school district boards of education shall make their adoption upon recommendation's of committees,. these committees Ito `be set up by subject matter fields arid composed of three or five teachers, or supervisors and teachers, the number `depending upon the relative size of the local school system.. These Committees shall be composed of teachers and supervisors who are now teaching or supervising the respective subjects `and shall be by grade or groups of grades arranged so that a committee may consider an entire series of books if it should so `desire, provided in all cases, the teachers appointed on the Commit- tees herein `provided for shall hold permanent professional certificates an'd `shall have had three or more years `of experience as teachers or supervisors in the public `schools. `The members of the Committee `authorized in this paragraph shall serve for one fiscal year; provided that the members of the first Committees appointed under the provisions of this Act shall `sex-re until June 30, 1952; provided further that all members appointed on such Committees shall subscribe to the oath as set `out in Section 3 of this Act. `The oath shall be administered `by the County Judge or by the Chairman of the ~o'inty `Court, or by some `authorized official empowere'd to administer an oath. The superintendent of schools in the county, city, or special `school district, adopting textbo'ok's' under the provision's of this Act, shall sex ie a's ex-~officio' member of all Committees. `and `shall record `a list of all books adopted `and im- mediately at `the completion of the adoption forward `a copy of `such recorded adopti'on to th'e State Commissioner of Education. Section 13 establishes authority for the distribution of all textbooks under contract. SECTION 13. Be it further enacted, That the party or parties with whom the contract is made, or the agent o'f the party or parties, shall designate in each county in the State, in such towns land cities as the SIta~e Textbook Commission shall require, at least one merchant who' will handle the books' of the contractor, th'at the contractor or his agent will supply books to said dealer so that there will be at all `times in the dealer's han'ds a sufficient stock or supply of books contracted for t'o meet all immediate demands in his vicinity, that `he will ship the books contracted for to such merchants at the price named in the contract f.o.b. Nashville, and'that he will require said merchant to contract to sell said books as such f.o.b. price plus the merchant's spread fixed by the Textbook Com- mission; that the contractor or his agent will ship directly to parties living in any county where no `arrangements have been made for distribution at the contract price f.o.b. Nashville, provided the price of the book or bOOkS SO ordered `shall be paid in advance; that the contractor or Iris agent will sell directly the books covered by said contract to school aut,horitielsI of any county, city, or special school district authorized to purchase the same at the price named in the contract, f.o.'b. Nashville. PAGENO="0268" 260 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES The StateTextbook Commission shall have full authority to make regula- tions governing distribution of all textbooks under contract. Library books are selected, assigned, and distributed by local school systems in accordance with Rules, Regulations and Minimum Standards set forth by the Tennessee State Board of Education. "b. Materials collection1 (1) Books: The Book collection shall consist of books selected to meet curriculum and recreational needs, and adapted to the reading ability and individual needs of the students. These books shall be selected from lists approved by the State Board of Education. The minimum number of books in any school library shall be 500, and there shall be provided sufficient books to average at least 6 per pupil." The book lists approved by the State board of education are: 1. Children's Catalog. Tenth Edition. H. W. Wilson Company, 1961. Five Annual Supplements. $12.00. 2. Standard Catalog for High School Libraries. Eighth Edition. H. W. Wil- son Company, 1962. Five Annual Supplements. $15.00. 3. A Basic Book Collection for Elementary Grades. Seventh Edition. Amer- icaii Library Association, 1960. $2.00. 4. A Basic Book Collection for Junior High Schools. Third Edition. American Library Association, 1963. $2.00. 5. A Basic Book Collection for High Schools. Seventh Edition. American Library Association, 1963. $3.00. 6. Lists compiled and distributed by staff members of the State Department of Education, working in cooperation with the Area of Instructional Materials and Libraries. 7. Lists compiled by national and State educational organizations in special subject areas. Examples of these groups are: National Council of Teachers of English, National Council for the Social Studies, National Science Teachers Asso- ciation and American Association for the Advancement of Science, National Council of Teachers of Mathematics, Music Educators National Conference, Department of Home Economics, and Association for Childhood Education Inter- national. 8. Books recommended in library periodicals such as The Booklist, Library Journal, School L4braries, Horn Book, and Bulletin of the Center for Children's Books. The State of Tennessee has had a "free" textbook program for grades 1 to 12 in all subject areas for all students in operation since 1951. An amount in excess of $4 million is spent annually under the State's minimum foundation school program for the acquisition of re- quired school textbooks. No child in Tennessee may be required to purchase a textbook. The State's minimum foundation program includes $2 per child in average daily attendance for instructional materials. Library books and resources are purchased with these funds. Local school systems from local effort usually expend from $2 to $10 more per child than the State minimum. Funds available as a result of Federal educational legislation for the acquisition of texts, library books, and other printed and published materials have given needed financial support to local schools. The quantity and variety of books and reference books of more current copyright date are now availaMe to schoolchildren. The timeliness of these acquisition programs is important. Histori- cally, education has had to compensate for a textbook "lag." With recent expansions in the fund of knowledge and the changes in method- ology in certan instructional fields, as well as other current changes, 1 Tennessee State Board of Education, Rules, Regulations, and Minimum Standards, 1965-1967, page 54. PAGENO="0269" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 261 texts and library books will need supplements, revisions, or replace- ments. At best some "lag" will continue to exist. Indications are that a need exists in Tennessee for continued sup- port for books to be used by students and teachers. 1. ESEA title I, fiscal year 1966, projects submitted by local school systems state the types of `objectives for educationally deprived chil- dren. The percent of projects so received `in Tennessee are given: (a) 64 percent have reading objectives. (b) 60 percent have `other academic objectives. (c) 30 percent have cultural `objectives. 2. 100 percent of ESEA title II, fiscal year 1966, funds were used. by local school systems for library resources. 3. NDEA title III, fiscal year 1966, projects-51.3 percent of the~ projects approved included acquisition of library resources. 4. Other indications of need for continued support: (a) Increasing student enrollment. (b) Increasing costs of texts and library books. (c) The need for more current revisions of text materials. (d) The need to provide disadvantaged children with an abundance of learning resources. (The information referred to appears in the appendix.) Mr. ELLER. Thank you, Mr. Chairman. Mr. BURTON. By the way, do you happen to have this "Negro Herit- age Library" title in your libraries? Mr. ELLER. Copies are currently available. It is my understanding additional copies are not.in print at this time. Mr. BURTON. We have been interested in the people who put this together. They have `a flattering picture of our chairman in this volume on page 62. There is also a photograph of the gentleman from California, Mr. Hawkins, with a President Lincoln bookend in the foreground. One would have thought it was posed, but it looks pretty good. Mr. HAWKINS. That is a biased opinion. Mr. BVRTON. Any questions? Mr. HAWKINS. No questions. Mr. BURTON. T'hank you. We are going to make the assumption that Tennessee `is moving ahead in the area of providing excellent educati'on for all its students in an integrated educational setting. Mr. ELLER. Thank you, sir, you are very kind. Mr. BURTON. How many of these newer materials that are multi- ethnic are on your `adopted list? 1~fr. ELLEn. At the present time, I would have to say probably none. As early as 1959 we had a few books `listed. The National Publish- ing House, I believe, was the publisher that had some of these books. They were submitted for adoption. The copyright dates I think go back to 1949, or early 1950's. These books were not resubmitted by the publishers at a later date. They were used and can still be used in the schools in our State, those I have mentioned. ` Mr. BURTON. Do you intend to adopt the multiethnic books? Mr. ELLER. The State textbook committee would list such books if they were submitted and meet the criteria for the listing of such books. Any adoption of the books could be paid for out of the tax funds. PAGENO="0270" 262 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES Mr. BURTON. You have these titles available as approved books? Mr. ELLER. Yes~ sir. Dr. MATrHEW. We have had quite a bit of testimony available in the last ~ weeks about published material. In fact, many of these materials are on the market already. It has been the thrust of these hearings that these books are intended for all schools in the country. The principle underlying their use, everyone seems to agree to. I would think Temiessee being an active State would be in the vanguard of those getting these materials. I have worked there and am familiar with the activity in the office of the State department of education. I don't know the situation since I left there. But are dual editions going into Tennessee? For example, "Dick and Jane" comes out in two editions. In one book the illustrations are colored. The other edition is all white. To your knowledge are both editions used in Tennessee? Mr. ELLER. I can't say I know they are used. I can say that if the local school system chose to adopt either edition it would be within our present policies. Dr. MATrHEW. The textbook committees might give some attention *to this if they would. Mr. ELLER. Thank you. Mr. BURTON. Are you hoping the Elementary and Secondary educa- ~tion Act will be continued? Mr. ELLER. In the State of Tennessee from January 15 until the end of the school year the local boards of education employed about 9,000 people under this program. I think there would be a lot of disap- pointed folks if it were not continued. Mr. BURTON. Thank you very much, sir. Mr. HAWKINS. Mr. Chairman, at this point in the record, may I ask Dr. Matthew whether or not invitations to appear were sent to representatives of any of the Pacific coast or west coast State boards of education? Dr. MATrHEW. Yes; the State of California was invited to appear as well as the State of Michigan. Both of these States have issued statements with regard to the balanced treatment of all peoples in the texbooks used by the children in schools. We were eager to have repre. sentatives from California and Michigan. Both States indicated that they were busy at this time and, therefore, could not send a witness. Mr. HAwKINs. May I have entered in the record. at this point doe- umentation I have received from the Los Angeles Unified School Dis- trict in some correspondence which I have had with Dr. Crowder, the superintendent of education, of that district, together with certain exhibits? I have culled through some of the exhibits and have only given you those that are not bulky. That would perhaps reduce the amount of material I am submitting, but I would like to have that added in the record at this point. Mr. BURTON. Without objection, it will be so ordered-a letter to Congressman Hawkins and certain exhibits, all of which are made reference to at the end of the letter. Those will be inserted at this point. PAGENO="0271" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 263 (The documents Congressman Hawkins submitted follow:) Los ANGELES CITY BOARD OF EDUCATION, Los Angeles, Calif., August 24, 1966. Hon. AUGUSTUS F. HAWKINS, Congressman, Congress of the United ~S'tates, House of Representatives, Washington, D.C. DEAR Gus: In compliance with your request of August 22, 1966, the following statements have been prepared in the hope that they will be helpful to the sub- committee of the House Education and Labor Committee. As specifically re- quested in your letter, these statements relate to background, policy, and implementation. BACKGROUND STATEMENT The Los Angeles City School Districts have consistently and continuously made every effort to obtain and purchase textbooks that adequately reflect the lives and contributions of minority ethnic groups. This concern and these efforts have been reflected in the development of curriculum publications and in the purchase of audio-visual materials, library books, and textbooks. As you know, elementary school textbooks are purchased by the State of California and are distributed to the various school districts. However, the Los Angeles City IJnified School District purchases additional textbooks for elementary schools in instances where there is need for supplementation. Secondary school basic textbooks are purchased by individual junior and senior high schools out of their budgeted allotments from a list of approved texts provided by the Division of Instructional Services. The funds allotted to the secondary schools for the purchase of books varies from year to year, dependent upon the budget alloca- tion prescribed by the Los Angeles Board of Education. POLICY STATEMENT 1. The general policy followed In the selection and purchase of educational materials perhaps is best stated in our publication, Point of View. (See Exhibit A. The item that reflects policy implementation has been checked for your ready reference.) 2. A specific one-page statement of criteria and policy has been prepared as an aid to teacher committees in their evaluation and selection of textbooks. This statement is entitled Criteria for Screening Content of New Instructional Mate- rials With Regard to Their Treatment of Cultural Minorities. (See Exhibit B.) IMPLEMENTATION STATEMENT 1. A selected list of books which relate to American ethnic groups has been prepared for use by secondary school librarians. This list was prepared to aid librarians and to encourage them to purchase library books which adequately and realistically depict the various ethnic groups. This list is entitled A Selected List of Books on American Ethnic Groups for Secondary School Libraries. (See Ex- hibit C.) 2. A selected list of books which relate to American ethnic groups has been pre- pared for use by elementary school librarians and school principals. This list also was prepared to aid librarians and principals and to encourage them to pur- chase library books which adequately and realistically depict the various ethnic groups. Specifically, you will note that this bibliography is organized under the following headings: The History, Contributions and Values of American Minority Ethnic Groups. People of Achievement. Ethnic Enrichment of America's Culture. Daily Observations. Fiction. This list is entitled Recommended Books on American Cultural Minority Groups, September, 1965. (See Exhibit D.) 3. In addition to the bibliographies that have been prepared and utilized, it also should be noted that in November, 1963, the Los Angeles City School Districts felt that it was imperative that the need to purchase books depicting minority groups be recognized and emphasized. Accordingly, a special form was submitted PAGENO="0272" 264 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES to the various high schools. This form is entitled Special Purchase List of Books on Minority Groups for Secondary School Libraries, December 13, 1963. (See Exhibit E.) 4. All textbooks used in the Los Angeles City School Districts have been evaluated by committees comprised of teachers, supervisors, and administrators. To aid and guide the committees, criteria have been established for such evalua- tion. This guide is entitled Criteria for Evaluating Tea~tbooks. (See Exhibit P.) 5. A continuous effort is made to inform publishers regarding the specific needs in textbook content and format. Each year, an announcement is sent to the various textbook publishers inviting them to submit copies of new titles which, in their judgment, meet these specifications. This communication is in the form of a letter, together with book specifications. (For illustrations, see page 3, English, and pages 18 and 19, Social Studies. See Exhibit G.) 6. In addition to these regular and routine communications with textbook publishers, a special meeting was held in Los Angeles in November, 1965, at which the Los Angeles City School Districts indicated textbook needs. This meet- ing was initiated under the leadership of the Joint Conference of the Research Council and American Textbook Publishers Institute. The report presented by the Los Angeles City School Districts is entitled Curriculum Trends and Te~vt- book l%Teeds. (See Exhibit H.) 7. In instances where suitable commercial materials have not been available, Curriculum Branch personnel have written and the Los Angeles City School Districts have published booklets for use in teaching the democratic philosophy and understanding of the contributions and the cultures of the many ethnic groups. Examples: Americans, Then aiul Now Californians, Then and Now Aisgeienos, Then and Now (See Exhibit I.) 8. Another area of real need that has not been met by textbooks currently available relates to the teaching of values. Implied in the term "values" is recognition of the importance of developing better human relationships. The publication The Teaching of Values has been provided to teachers to aid them in presenting these concepts. (See Exhibit J. Refer to pages listed on insert.) 9. As indicated previously, a budget is allocated to each elementary and sec- ondary school to enable them to purchase library books from an approved bibliography. In addition, limited funds have been allocated to the central library section. This money is used to purchase books that are regarded as essentiaL The exhibits have been prepared to indicate the specific titles of books purchased that depict the lives, cultures, and contributions of various ethnic groups. These books will be distributed during the school year 1966-67. (See Exhibit K: Specific Titles Purchased by the Central Library Section to Be Distributed to the Various Elementary School Liliraries for the School Year 1966-67; Exhibit L: Specific Titles Purchased by the Various Secondary Schools During the School Year 1965-66.) 10. During a joint meeting of the Great Cities Committee on Instructional Materials and of the Liaison Committee of the American Textbook Publishers Institute, publisher representatives requested a list of suggested instructional materials, enumerated by topic and grade level, to meet the needs of youth resid- ing in large urban centers. Dr. Everett Chaffee, Associate Superintendent, Division of Instructional Serv- ices, Los Angeles Unified School District, provided the leadership hi organizing and directing the efforts of the participants in this project. The completed pamphlet has been used as a guideline in the development and evaluation of textbook content by school districts throughout the nation and by the various publishing companies. This pamphlet is entitled Instrvctional MatQrials to Meet the Needs of Urban Youth. (See Exhibit M.) There has been increasing effort by publishers to develop materials tbat realistically portray both the contributions and problems of the various ethnic groups. The interest and cooperation of publishers have been expressed in their meetings and conferences with personnel of the Division of Instructional Services. There has been a dearth of material that relates to specific geographic areas such as Los Angeles. We believe thatit is very important to have materials PAGENO="0273" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 265 that are reflective of our local problems and areas of concern. As previously stated, in such instances, we have endeavored to produce our own materials. Sincerely yours, JACK, Superintendent of Schools. EXHIBIT A CRITERIA FOR SCREENING CONTENT OF NEW INSTRUCTIONAL MATERIALS WITH REGARD TO THEIR TREATMENT OF CULTURAL MINORITIES (Los Angeles City Schools) POLICY STATEMENT The Los Angeles City Schools seek to develop in each individual the desire to "learn to live and work harmoniously with others." Point of View states that the individual who is accomplishing this purpose acts, in accordance with his age, ability, and experience, in such a way that he "respects individual character and achievement, regardless of race, religion, national background, and socio- economic status" and "recognizes that people have the right to be different and to have that right respected." The Los Angeles City Schools conform with the provisions of Section 8452 of the California Education Code, which states: "No textbook, chart, or other means of instruction adopted by the State, county, city, or city and county boards of education for use in the public schools shall contain any matter reflecting upon citizens of the United States because of their race, color, or creed." CRITERIA The staff of the Los Angeles City Schools will continue to select books and other instructional material appropriate to the maturity of pupils and in accordance with established criteria: 1. Does the content help to develop understanding, respect, and appreciation for the dignity and worth of all people? 2. Does the content reflect the fact that American society is the product of the interaction and contributions of many groups-racial, ethnic, religious, and social? 3. Does the treatment of historical and contemporary material accurately present the participation of minority groups in American life? 4. Does the content include graphic and verbal illustrations that reflect the many different groups that make up American society? 5. Does the treatment of content avoid stereotyped concepts of race, religion, national origin, ancestry, or socio-economic status? 6. Does the content refrain from implications which are derisive or degrading to any of the groups which make up American society? 7. Is the treatment of content consistent with the findings of recent and authoritative research concerning the minority groups in our culture? 8. Do unresolved intercultural problems in the United States, including those which involve prejudice and discrimination, receive candid treatment, or are they rationalized, distorted, or ignored? 71-368-66-----18 PAGENO="0274" 266 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES Exrrn3n~B LOS ANGELES CIT! SCHOOLS Division of Instructional Services Curricultza Branch CRITERIA ~)R EVALUATING TEXTBOOKS Author Title________________________________ Fir8t Edition _______ Publisher Copyright Date~_~ Revised Edition__ Course Title Ability Group~ - I I L-~ ~i H ISup~Av jS]s~ Li ~ ----~- ~-~- ~- ROTE: Answer each criterion that applies to the ~. 0. material being evaluated by check priate coli.znn. in appro- ~j .~ ~ a c,~ ~2 .~ ~ C ~ ~.. ~ ~ A. How well does the textbook neat the specifics- tions described in the letter to the publisher in terms of it.s instructional marit~ 1. Hoi~ well does the textbook isplerient the objectives and content of the course? 2. flow suitable is the content for the specified grade level and ability group? 3. How adequately is the material organized for effective learning? 4. Bow accurate and up-to-date is the material? 5. How well qualified in the fiald is the author- ship? 6. How clear end well uritten is the textbook for the grade and ability level intended? 7. How well do the illuatrations enrich the content and contribute to learning? 8. How helpful and stiru..lating are the stud~, aids such as self-tests, stmniaries, revie~s, and auggeated activities? 9. How adequate nod practical are such instruc- tional aide as bibliographies, appeudiccs, indices, and gloasaries? EVALUATION PAGENO="0275" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 267 A~sthor_______________________________ ___________________________ S~j~j~A~ How well does the textbook meet official policy in terms of American ideals end treatment of minorities? - 1. How well does the content of the material pr~te the ideals of Americat dee~crecy? 2. Bow adequately does the material portray the positive achievements of American history as well as the public problênis2 3. How wall dces the book emphasize responsibilities as well as rights of American citizens? 4, How consistent is the material with the basic policy of the Los Angeles City Schools to make am objective study of current affairs? 5. How fair and objective is the treatment of inter- pretations of public problems on which there are dif- ferences of opinion? 6. How well does the material set down the historical facts of public decisions without advocating particular conclusions as permanent solutions of prob- lems still confronting the publfc? 7. How well does the material avoid biased or discrimina- tory language? Part Two 1. How adequately does the content help to develop under- standing and respect for the dignity and worth of all people? 2. Hew adequately does the content reflect the fact that American society is the product of the intcr8ntion and the contributions of many groups - racial, ethnic, religious, and eoc±al? 3. How adequately do the graphic and verbal illustrations reflect the many different groups that make up American society~ 4. How accurately does the treatment of historical and con- temporary material present the participation of minority groups in American life? 5. How well does the treatment of content avoid stereotyped concepts of race, religion, national origin, ancestry, or socio-economic status? 6. How fair and objective is the treatment of unsolved intercultural problems in the United States, including those which involve prejudice and discrimination? 7. How consistent is the treatment of content with the findings of recent and authoritative research concerning the minority groups in our culture? 3. How well doss the content refrain from implicatioos which are derisive or degrading to any of the ~roups which make upAmarican society? EVALUATION - - - PAGENO="0276" 268 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES BECO1~N~TION Do you reco~snd thL~ ~ate~iaI for ~Joption? Yes No If an~ver io ~, do you rccc~ond adoption of this material so: A~iditioual Remarks: Basic Supplementary Author and title Arora, S.: What Then, Raman Aulaire, I.: Pocahontas Ayer, J.: Nu Dang and His Kite Baker, N.: Amerigo Vespucci He Wouldn't Be King Juan Ponce De Leon Juarez Hero of Mexico Barr, J.: Mr. Zip and the U.S. Mall Batchelor, J.: Cap for Miii Chand Bauer, H.: California Indian Days Hawaii, The Aloha State Beals, F.: Chief Black Hawk Behn, H. : Two Uncles of Pablo Beim, L.: Two Is a Team Belting, N.: Verity Mullens and the Indian Benchley, N.: Red Fox and His Canoe Bishop, C.: Five Chinese Brothers Author and title Bleeker, S.: Apache Indians Eskimo Inca Maya Sea Hunters Tuareg Bro, M.: Su Meis Golden Year Brooks, G.: Bronzeville Boys and Girls. Buell, H.: Young Japan Buff, M.: Dancing Cloud Hah Nee Peters Pinto Bulla, C.: Johnny Hong of Chinatown Squanto Butler, E.: Alaska Cavanna, B.: Lucho of Peru Chrisman, A.: Shen of the Sea Signature o~ Exnnine~ Date School EXHIBIT C SPECIFIC TImEs PURCHASED BY THE CENTRAL LIBRARY SECTION To BE DISTRIBUTED TO THE VARIous ELEMENTARY SCHOOL LIBiwuEs FOB THE SCHOOL YEAR 1966-67 PAGENO="0277" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 269 Author and title Clark, A.: Blue Canyon Horse In My Mothers House Little Indian Basket Maker Little Indian Pottery Maker Little Navaho Bluebird Looking for Something Secret of the Andes Tia Marias Garden Clark, M.: Poppy Seed Cakes Coatsworth, E. : Wishing Pear Dc Angeli, M.: Bright April De Jong, M.: House of Sixty Fathers Deming, T.: Indians in Winter Camp Little Eagle Desmond, A.: Jorges Journey Lucky Llama Dines, G.: Useful Dragon of Sam Ling Toy Pu See, R.: Three Without Fear Epstein, S.: George Washington Carver Ets, M.: Gilberto and the Wind Mr. T. W. Anthony Woo Nine Days to Christmas Faulkner, G.: Melindys Medal Felt, S.: Rosa-Too~Little Fern, E.: Pepitos Story Fisher, Aileen: Lantern in the Window Fisher, Anne: Stories Calif Indians Told Flora, J.: Fabulous Firework Family Flory, J.: One Hundred and Eight Bells Franck, F.: My Friend in Mrica Friskey, M.: Indian Two Feet and His Horse Garthwaite, M.: Mario Glubok, S.: Art of the North American Indian Goetz, D.: Arctic Tundra Neighbors to the South Gomez, B.: Getting to Know Mexico Gramatky, H.: Bolivar Gray, E.: Cheerful Heart Hall, H.: Golden Tonibo Hayes, F.: Boy in the 49th Seat Hoff, S.: Little Chief Hughes, L.: Famous American Negroes Famous Negro Heroes of America Pict list `of Negro in Amer Hunt, M.: Stars for Cristy Israel, M.: Apaches Dakotas Jakeman, A.: Getting to Know Japan James, H.: Day in Oraibi Hopi Indian Butterfly Dance Judson, C. Green Ginger Jar Lost Violin Author and title Keats, E.: Snowy Day Whistle for Willie Lattimore, E.: Little Pear Little Pear and the Rabbits Lenski, L.: San Francisco Boy Lewiton, M.: Canditas Choice Liang, Y.: Pot Bank Tommy and Dee Dee Lifton, B.: Kap the Kappa Littlefleld, W.: Whiskers of Ho Ho Martin, P.: Greedy One No No Rosina Rice Bowl Pet Marx, R.: About Mexicos Children Meadowcroft, E.: By Secret Railway On Indian Trails Means, F.: Carvers George Merrill, J.: Superlative Horse Mirsky, R.: Nomusa and the New Magic Thirty One Brothers and Sisters Oakes, V.: Willy Wong American Odell, S.: Island of the Blue Dolphins Petersham, M.: Rooster Crows Petry, A.: Harriet Tubman Politi, L.: Boat for Peppe Bunker Hill Butterflies Come Juanita Little Leo Mission Bell Moy Moy Pedro Rosa Song of the Swallows Rankin, L.: Daughter of the Mountains Ritchie, B.: Ramon Makes a Trade Robinson, B.: Citizen Pablo Rowland, F.: Pasquala of Santa Ynez Mission Rubicam, H.: Men at Work in Hawaii Schloat, G.: Duee, A Boy of Liberia Junichi, A Boy of Japan Kwaku, A Boy of Ghana Schweitzer, B.: Amigo Seibert, J.: Sacajawea Seymour, F.: Sacagawea Bird Girl Sheldon, W.: Key to Tokyo Shotwell, L.: Roosevelt Grady Showers, P.: Look at Your Eyes Sterne, E.: Blook Brothers Stilwell, A.: Chin Ling Sucksdorff, A.: Chendru Sutherland, E.: Playtime in Africa Tarshis, B.: Village That Learned To ,Read PAGENO="0278" 270 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES Author and title Taylor, S.: All-of-a-Kind Family More All-of-a-Kind Family Thomas, M.: Burros Moneybag Todd, R.: Tans Fish Treffinger,C.: LiLun Tunis, E.: Indians Uchida, Y.: Magic Listening Cap Mik and the Prowler Promised Year Takao and Grandfathers Sword TJnwin, N.: Poquito Von Hagen, V.: Maya Sun Kingdom of the Aztecs Weilerstein, S.: Ten and a Kid Weiss, E.: Truly Elizabeth Wiese. K.: Fish in the Air Williamson, S.: No-Bark Dog Wojciechowska. M.: Shadow of a Bull Wyatt, E.: Cochise. Yamaguchi, T.: Golden Crane. Yashima, M.: Plenty to Watch. Yashima, P.: Crow Boy. Umbrella. Youngest One. Author and title Yates, E.: Amos Fortune. Bradley. P.: Meeting with a Stranger. Buckley, P.: Okolo of Nigeria. Corson, H.: Peter the Rocket Sitter. Darbois. D.: Lakhmi Girl of India. Edmonds, I.: Ooka the Wise Tales of Old Japan. Gociden, R.: Miss Happiness and Miss Flower. Klessler, L.: Here Comes the Strikeout. Matsui, P.: Oniroku and the Carpenter. Stevenson, J.: Marian Anderson. Hanna: In the Americas. Wright: Urban Education Studies. Preston: Communities at Work. In School and Out. A New Hometown. Hanna: Beyond the Americas. Lawrence: Negro American Heritage. Robinson: New Basic Readers. Bank St. College of Education: Bank Street Readers. Brown: Skyline Series. City Schools Reading Program: Detroit City Schools Reading Program. EXHIBIT D SPECIFIC TITLES PURCHASED BY THE VARI0IJS SECOTcDARY SCHOOLS DURING THE ScHooL YEAR 1965-66 Author and title Meier, A.: Negro Thought in America. Year: Pictorial History of the American Negro. Meltzer, M.: In Their Own Words; History of American Negro. Muse, B.: Ten Years of Prelude; Story of Integration Since the Supreme Court's 1954 Decision. Petry, A.: Tituba of Salem Village. Robinson, J.: Baseball Has Done It. Rollins, C.: They Showed the Way. Silver, J.: Mississippi; Closed Society. Roth, H.: Call It Sleep. Straight, M.: Very Small Remnant. Terzian. J.: Jimmy Brown Story. Young, W.: To Be Equal. Graham, L.: North Town. Hughes, L.: New Negro Poets. Neville, B.: Berries Goodman. Rollins, C.: Famous American Negro Poets. Speevack, Y.: Spider Plant. Thompson, E.: White on Black; Views of Twenty-Two White Americans on the Negro. Colman, H.: Classmates by Request. Ellison, R.: Shadow and Act. Hentoff, N.: New Equality. Humphrey, H.: Integration vs. Segregation. Isaacs, H. : New World of Negro Americans. Kroeber, P.: Ishi, Last of His Tribe. McCarthy, A.: Worth Fighting For. Marden, C.: Minorities in American Society. Brink, W.: Negro Revolution in America. Booker, S.: Black Man's America. PAGENO="0279" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 271 Kayira, L.: I Will Try. Baldwin, J.: Notes of a Native Son. Bickel, A.: Least Dangerous Branch: Supreme Court at the Bar of Politics. Blair, L.: Southern Prophecy. Contemps, A.: Famous Negro Athletes. Cavanna, B.: Jenny Kimura. Patterson, L.: Frederick Douglass, Freedom Fighter. Clayton, E.: Martin Luther King: Peaceful Warrior. Stevenson, J.: Marian Anderson: Singing for the World. Bennett, L.: What Manner of Man: A Biography of Martin Luther King, Jr. Bennett, K.: Kaibah. Cultural Exchange Center: Prints by American Negro Artists. Newman, E.: Civil Liberty and Civil Rights. Pitter, E.: Our Oriental Americans. Mr. BURTON. Mr. Sackett. STATEMENT OF ROSS SACKETT, EXECUTIVE VICE PRESIDENT, HOLT, RINEHART & WINSTON, INC. Mr. SACKETT. Mr. Chairman, my name is Ross D. Sackett, and I am executive vice president and director of bit, Rinehart & Winston, Inc. We are publishers of textbooks and other learning materials for elementary schools, high schools, and colleges, and are celebrating our 100th anniversary this year. Our position can be stated very simply: We desire to produce the very best, and most successful, educational materials that our talents. and resources will allow. A realistic and fair representation of minority groups is an important and natural part of this policy. In addition, we have specifically directed a large portion of our new products toward motivation of the disadvantaged person, so typically urban and a member of a minority group. Many people work with us in implementing our publishing policies and achieving our goals. The challenge occasioned by the opportunity to present American life in more realistic and enlightened terms has caused us to seek the aid of a variety of people particularly sensitive and interested in more appropriate schoolbooks. Some of these people are Mrs. Hortense Jones, of the more effective schools program; Dr. Edward Brice, assistant to the Assistant Secre- tary for Education, U.S. Office of Education; Dr. William Brazziell, director of adult services, Virginia State College; Mrs. Gladys Alesi, teacher of disadvantaged in New York City Labor Department; Dr. Mozelle Hill, professor of educational sociology, New York TJniver-. sity; Dr. Fannie Sha.ftel, associate professor of elementary education, Stanford University; and Dr. Aurelia Toye, director of research, New York City Labor Department. The bolt urban social studies program rather graphically illustrates our belief that the rectification of the adverse treatment of minority groups is at least initially done best by showing a true picture of our society today. "MTilliam, Andy, and Ramon" and "Five Friends at School," the two books published to date in this series picture city life as children really live it. Dramatic photographs capture the interaction between individuals and groups in an actual multicultural, multiracial community. The people and events portrayed in the books emphasize desirable social goals-but in meaningful and realistic terms. Students and PAGENO="0280" 272 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES teachers alike are able to identify with the positive elements in their environment. We have been quite encouraged by the widespread interest evidenced in these books and the attention they have received in the press. Of special note relative to the needs of minority groups in the Holt basic adult education program, a series of books specifically designed to aid disadvantaged citizens, many of whom are functionally illiterate. Such books as "Get Your Money's Worth," "How To Get. Along on the Job, Measure, Cut and Sew" (rudiments of making clothes), "Learning To Read and Write," and "Impressions of the United States" are designed fundamentally to help people to help themselves. Parenthetically, this series of books was begun in 1961 and was a first chance for many of our editorial people to work with authors toward attacking the disproportion of opportunity in many parts of our country. The sounds and patterns of language is a new program not utilizing books at all in which six large posters depicting a variety of scenes are used with over 100 magnetized multiethnic cutout characters. This experimental program has been developed with the cooperation of interested professional educators in the New York City schools. Integrated materials in elementary language arts accounted for a large measure of our sales in the first 6 months of 1966 from Federal school fund orders. Our college department has a long record of publishing pioneering texts in the field of education treating minority groups. Holt, Rinehart & Winston does not publish any multiple editions of any series or any book in which different treatment is given to minority groups. Our position referred to earlier makes it impossible for us to offer one cust.omer an "all white" book, and then to sprinkle this same book with illustrations of members of a minority group to satisfy an- other customer. On a continuing basis, the varying needs of school personnel with respect to the treatment of minority groups can be met only by a free flow of ideas between teachers, administrators, teacher-training institutions personnel, publishers such as ourselves, and other inter- ested parties. Again, I would refer you to our urban studies program as an example of the kind of product that results from such a creative interchange of ideas. Our experience with the book selection policies of educational authorities has shown us that, in the great majority of adoptions, the selection of materials is based on the quality of our materials and their suitability for use in the particular curriculum and classroom situa- tion. We are not aware of having lost any adoptions because of our use of integrated materials. As mentioned earlier, we publish no "dual" editions, and our inte- grated materials have been purchased in all 50 States. In fact, the first three major adoptions of our integrated Sounds of Language readers come from Texas, Louisiana., and South Carolina. Our experience has been that an honest, properly representative treatment of minority groups is not only an important service to edu- cation but sound business practice as well. Parenthetically, there is a danger that there may develop an excess of zeal on the part of some textbook adopting authorities in that relative attention to integration becomes a sole criteria for adoption. PAGENO="0281" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 273 That prices for textbooks and associated supplementary teaching materials have risen in the years since the passage of the National Defense Education Act is a fact not to be disputed. To deduce, how- ever, that there is a cause and effect relationship is erroneous. The product sold today is materially different from that sold at the time of enactment of that legislation. Changes in content, format, use of color, coupled with significant increases in all costs have created the pressures manifested in higher prices. There is no indication that these same pressures lessened in any way last year so far this year. Future needs for increased expenditures for textbooks are eloquently expressed by the educators and their professional societies. Com- parison studies by School Management magazine showed that expendi- tures per pupii for text materials vary widely over the country. Hope- fully, the money spent as a result of the passage of the Elementary and Secondary Education Act may help to alleviate the imbalance in such figures. Thank you, and I would be pleased to answer any questions you have and I have some of these books if you would like them as exhibits. Mr. BURTON. Do you feel that the presentation of this multiethnic material to a State textbook commission in any way prejudices the possibility that your other titles will be given any consideration? Mr. SACKETT. We have had no such experience whatsoever. Several years ago we were curious as to whether this might happen. It has not at all. Mr. BURTON. In listening to a few of our witnesses I have been left with the impression that in some States publishers have not, in effect, tried to sell this material to these State educational agencies. It is too late to pursue it because they have left. I may or may not be right in this impression, but that is the one that has been left with me. Mr. SACKETT. Is that a question for me? Mr. BURTON. Do you have a reaction to that? Mr. SACKETT. Our integrated programs in languages have been sub- mitted for adoption and have been accepted in States where we might have some disadvantaged. The social studies program is so new it has not been submitted to any States and it should be added it is rather urban in nature. This could disqualify it in some instances. Mr. BURTON. Do you intend to promote these new materials and make an effort to sell them to all of the States? Mr. SACKETr. Very definitely, yes. Dr. MATTHEW. This new series that you refer to is a very inter- esting series. Ho~vever, as you said, it has not yet been launched so it is hard to tell how it will be received. I wonder what you plan to do about social studies for the junior and senior high school level. We have had several statements in the hearing here about the distorted view of history students get. Mr. SACKETT. We have not been a large publisher of junior and high school social studies books. Our activities have been directed toward building the philosophy indicated in my testimony. The indication to date has been that we have not had many books of that nature with any success. Dr. MATTHEW. Is there any need for that kind of correction of c~is- torted ideas in materials that children read at the elementary school level? PAGENO="0282" 274 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES Mr. SAci~Irr. We believe there is. Dr. MATTHEW. Is your company planning to do any other publica- tions in that area? Mr. SAc1~TT. Very definitely. Dr. MATTHEW. In the books you have, one finds urban experiences, sort of the every-day kind of experiences youngsters have and, of course, these are necessary in order for them to identify and to get some basic concepts. However, we have had testimony about the im- portance of children getting some feeling for their heritage and under- standing it. This goes a little beyond the street corner, the home, and the local community kind of t.hing. That is why I asked if you were considering some substantive material of this other sort? Mr. SACKETr. Very definitely. I Would be happy to submit a list of those projects we have underway. Dr. MATTHEW. That would be most helpful. Mr. BURTON. I assume you will leave some, if not all those exhibits with us? ("William, Andy, and Ramon" (1966), "Five Friends at School" (1966) ~) 1 Mr. SAc~T'r. Yes. Dr. MATTHEW. We will greatly appreciate your doing so. Mr. BURTON. Mrs. Sterling? STATEMENT OF MRS. DOROTHY STERLING, AUTHOR OF CHILDREN'S BOOKS Mr. BURTON. We are pleased to welcome you. Mrs. Sr~LixG. It is an honor to be here today. I have a statement. As a writer of half a dozen children's books on Negro history and life, I am convinced that Negroes in America are being as badly hurt by a "truth gap" as they are by a "job gap" or "housing gap." In the past decade I have observed this "truth gap" repeatedly in my visits to schools as a. "guest discussion leader." A characteristic encounter occurred following publication of my book, "Forever Free, The Story of the Emancipation Proclamation" when a panel of boys a.nd girls interviewed me on a radio program. In the course of our discussion they informed me: (1) that Negroes were the only people in history to gain their freedom without any effort on their own part, (2) that U.S. slaves had been well treated and happy, and (3) that the Reconstruction period following the Civil War was a "tragic era" of Negro misrule during which rapacious scalawags and carpetbaggers despoiled the Solhth. These were white boys and girls from a large New York City high school. They had been chosen to speak on the pa.nel because they were the best history students in their class. They knew nothing of the 200,000 Negro soldiers and sailors who ha.d fought for the Union dur- ing the Civil War. They had never heard of slave revolts or of the thousands of men and women who committed suicide rather than ac- cept bondage. Their distorted picture of the Reconstruction era included nothing of the many solid achievements of the Reconstruction governments or 1 "Living as Neighbors (1966)" is third book In this series. Authors are Peter Buckley and Hortense Jones. PAGENO="0283" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 275 of the hundreds of able Negroes who served as State legislators, TJ.S. Congressmen and Senators. Although I was disappointed in these young "history" students I was not surprised. I had seen the textbooks that my own children brought home from a suburban New York school. I recall two illus- trations in pai4ticular from a social studies text. One showed slave children frolicking in the cottonfields. The other was a picture of a "slave cabin"-a clapboard bungalow covered with roses which closely resembled a cottage in a modern housing development. Ignorance about the role of the Negro in American history is not limited to white children. I have spoken in schools in Harlem and the Bedford-Stuyvesant area of Brooklyn, as well as to NAACP adult groups, and have found, far too frequently, the same lack of knowledge. Only last year a graduate of a Negro college in the South, now studying for his Ph. D. in New York, talked to me glibly of carpet- baggers and scalawags but did not know that two Negroes, Hiram Revels and Blanche K. Bruce, had represented Mississippi in the U.S. Senate during Reconstruction. Obviously, much of this ignorance can be traced to the American history taught in our schools which systematically suppresses and dis- torts the truth, whether by intent or default. Several studies have recently been made on the treatment of Negroes in history textbooks. The best that I have seen is "The Negro in American History Text- books," prepared by a panel of historians from the University of Cali- fornia, and published by the California State Department of Educa- tion. They found that the Negro was virtually omitted from the books they examined and that the texts "reflected views on racial and sec- tional themes that have been rejected or drastically modified by the best of current historical scholarship." But I can speak only of my own experience as a writer. My books are what are known as "race books," bought by schools for supple- mentary reading rather than as classroom tests. All but one have been published by Doubleday & Co. I first became interested in Negro history when I was looking for a dramatic subject for a book for girls and found it in Harriet Tubman, leader of the underground railroad. My biography of her, "Freedom Train," was published in 1954. It had a modest acceptance then and has been selling better in recent years. Another book, "Captain of the Planter, the Story of Robert Smalls," was a more ambitious undertaking. It required over a year of origina' research because, remarkably, there were no full-length biographies of Smails to draw on. Smalls was a slave who stole a Confederate gun- boat and sailed it past the guns of Fort Sumpter to turn it over to the Union fleet. Hailed as a war hero-with his photograph in Harpers Weekly- he was awarded prize money and freedom by a special act of Congress. Until the war's end he fought for the Union as captain of the Planter, the ship he had liberated. After the war he became a leader of the Republican Party in South Carolina and was sent to Congress five times. In the post-Reconstruction years he fought a losing battle for Negro rights. His last elective office was as a delegate to the South Carolina constitutional convention in 1895 which disfranchised the Negroes of the State. PAGENO="0284" 276 BOOKS FOR SCHOOLS AND TREATMENT OF Mfl~ORITIES Smafls' life, which spanned slavery, the Civil \Var, Reconstruction, and the period that Rayford W. Logan has called the Nadir is a challenge to the white supremacist of American history. His career after the Civil War embodies the whole sordid story of Negro dis- franchisement and segregation. Moreover, he is a genuine hero figure, who should appeal to children. Yet I have never seen a line about Robert Smalls in a school history text. My biography of him was published in 1958 when the South was busy saying "Never !" to the Supreme Court, and northern schools weren't concerned with Negroes, either. Although reviewers seemed to find it well written and researched, only 11,255 copies of it have been sold in 81/2 years. In the first 6 months of 1966, when the Education Act provided funds for school libraries, it sold 926 copies. During the same 6 months, a book I wrote on mosses, ferns, and mushrooms sold more than 3,000 copies. Can we permit our children to grow up knowing more about mushrooms than they do about their fellow Americans? Moved by newspaper accounts of the Negro children who were braving mobs to enter integrated schools, I wrote a book called "Ten- der Warriors," based on interviews with a number of these courageous youngsters and illustrated with fine photographs by Myron Ehren- berg. It was published in 1958 by Hill & Wang and was, I believe, the first book on school integration. Even today any Negro, adult or younger, could find in this book added reasons for conscious and purposeful pride in his group. I say "could," because the book was a commercial failure and has been out of print for some time. I would guess that very few copies ever reached school or public libraries. My next book was "Mary Jane," a fictional account of a Negro girl's first year in an integrated school. Doubleday published this in 1959, with twinges of trepidation. One of their salesmen told me at the time that he would not dare to enter a bookstore in Chicago with a book that had a picture of a Negro on its jacket. I don't know if any Chicago stores are displaying it now, but "Mary Jane" has been selling well in recent years. Total hard-cover sales now amount to 32,737 copies, with 3,752 copies sold since January 1, 1966. In addition, it has been brought out as a paperback which is marketed through schools by Scholastic Book Services, and there have been six foreign editions. My most recent books on Negro history are "Forever Free, the Story of the Emancipation Proclamation," and "Lift Every Voice," the lives of IV. E. B. DuBois, Mary Church Terrell, Booker T. Washington, James Weldon Johnson. Published in 1963 "Forever Free" has sold 22,112 copies. "Lift Every Voice" has solfd 12,079 copies since its publication in the fall of 1965. I have been lucky. I found publishers who were willing to take a chance with me back in the 1950's when books about Negroes were not in fashion. Other writers were less fortunate. Today, however, when we are in the midst of a civil rights revolution, it is difficult to under- stand why so few books about minority groups are appearing. A recent issue of Publishers' Weekly lists the children's books to be published this fall. From their descriptions, only two or three are about Negroes or Puerto Ricans. PAGENO="0285" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 277 Are writers and publishers at fault? Yes-and so are school administrators, history teachers, librarians, book reviewers-even Congressmen. The whole Nation is at fault for proclaiming the doc- trine of white supremacy and practicing racism for three centuries, and then attempting to undo the damage with token integration in schools, jobs, and public places. I am pleased at the praise that "Mary Jane" has been receiving. But until more and better books in the same category are published it will remain, like a handful of others, a token book. There are hardly enough titles to fill a 5-foot shelf when what we need is a 50-foot shelf. How can we bring the truth about Negro history and life to our children? We must tell it like it was and like it is, without sugar coating. The facts ~re available. Historians like John Hope Franklin, Benjamin Quarles, Rayford Logan, 0. Vann Woodward, Kenneth Stampp, and others, have supplied us with some and there is more, a great deal more to be uncovered. I would like to see Federal funds for research in Negro history. For 50 years the Association for the Study of Negro Life & History has struggled along, sometimes with barely enough money to pay postage. They should be helped. So should libraries like the Schomburg collection in New York and the libraries at Howard and Fisk TJni- versities which are rich depositories of information about the Negro past. There should be a crash program to revise school textbooks so that they conform with the best modern historiography. As a taxpayer I object to Federal money being spent for books which perpetuate out- moded racist doctrines. And there should be a crash program `to reeducate teachers and school librarians. We have special teacher-training courses and summer institutes in the "new math" and "new science." Why not in the "new history"- which isn't new at all, but which comes much closer to being true history? In my own field I would hope to see writers and publishers with a greater concern about books that tell children about Negroes, Puerto Ricans, Mexican-Americans. A newly formed Council for Interracial Books plans to offer `awards for books about minorities `and to set up workshops for young writers. But the Authors Guild and the various publishers associations should be doing the same thing. There' is some danger of turning out formula books-books written to order tha't lack literary quality. But it is a minor one. After all, not all the books published each season are deathless prose. The great importance of the kind of books we are talking about is that they will be widely read, not only by Negroes, but by wh'ite chil- dren and adults as well. When the role of the black man in our history is better understood, white America will discover that it, too, has reason to be proud of the Negroes' partnership in our Nation. Only then will we be able to resolve the con'tradiction that Thurgood Marshall once identified by saying that if America is a melting pot and the Negro hasn't melted, it's because he hasn't been allowed to get into the pot. PAGENO="0286" 278 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES Since writing this statement I received a letter from a librarian in Brooklyn and, if I may, I would like to give you the gist of it. She says that a local poverty program in a ghetto area in which she works gave local boys and girls an assignment to bring in biographies of a famous Negro and Puerto Rican. In the reference lists they were searching through, Puerto Ricans were not listed at all. She said they checked the biographies for Harriet Tubma.n and found she was not there. She goes on to say that they list, among other things, the names of prominent persons broken down by nationality and Puerto Ricans were not listed there. She feels she works in a neighborhood of heavy Puerto Rican con- centration where that omission not only hampers them but is down- right discriminatory. The World Book Encyclopedia she consulted was copyrighted in 1964 and published by Field Enterprises. Al- though the biography of Harriet Tubman was not included there were 38 biographies of other Negroes. Mr. BURTON. May I reflect my own personal bias and commend you very warmly for your excellent statement and for some of the useful and specific ideas and suggestions you have advanced. As I understand it there are at least three specific steps that you suggest we should embark on at once: First, to use funds available under title lIT for meaningful research in Negro history: second, to do all we can to encourage a crash program in terms of the develop- ment of what you describe as the "new history": and, third, to do whatever we can to educate the schoolteachers and librarians. This latter point is highly relevant because even if this material is available but teachers and librarians are unaware of it, then it is not likely to get down to the students. I am really very impressed with what you have to say. Any questions, Dr. Matthew? Dr. MATrHEW. One question. You have indicated some sales figures here for your books. Do you have any way of knowing where these books have been going? Mrs. STERLING. No, I don't think I can get a breakdown. You mean as to whether they are sold to parents, through bookstores, or to schools? Dr. MArrHEW~ No, as to whether they are going into white schools or schools where there are Negro children as well. Or to northern schools ratherthan southern ones. Mrs. STERLING. I don't have information about that. Dr. MATrHEw. Do you get fan mail from readers of the book? Mrs. STERLING. I get a good deal of fan mail from readers of "Mary Jane"; it's fairly mixed. Many white children write and say how mean we are. How could we treat people that way? I get very warm letters, usually from little girls. Dr. MArrHrw. One of the comments we have heard as to one of the reasons books like yours get into school districts where there are few Negro children is that white youngsters are curious about these matters. It seems rather conflicting. On the other hand, it is important for Negro children to know about these things. What about the school administrations and their responsibility for getting matenals that do: relate to children in the schools? Mrs. STERLING. I could say I don't think I have gotten more than 2 letters from the South and during the school season I get perhaps PAGENO="0287" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 279 10 letters a week. In Kansas they must have a very good literary pro- gram there. I don't think I have had more than one or two letters from the South. It would have been interesting to have heard from South C'arolina about Robert Small. There is a Robert Small High School in his hometown of Beaufort. You encourage me, Mr. Burton, to say I think there could well be regional studies of Negro history somewhat along the lines of the old WPA State books. I think a great deal could be discovered in Chicago, San Francisco, and Los Angeles. Also, I have a copy of the Interracial Books for Children's publica- tion that perhaps you would like me to put in the record. Mr. BURTON. May I see that? Mr. STERLING. This is from the newly formed Colmdil on Inter- racial Books for Children, Inc., organized by a group of writers interested in seeing that new book's come out. It is located at 9 East 40th Street, New York City. Mr. BURTON. We will receive it and without objection I will ask Dr. Matthew to see that the record contains appropriate reference to whatever material just might be of interest to those who will be reading the proceedings. Thank you. Mr. BURTON. Mrs. Lloyd. STATEMENT OP MRS. HELEI~E M. LLOYD, ASSISTANT SUPERIN- TENDENT OP SCHOOLS, NEW YORK CITY BOARD OP EDUCATION Mrs. LL0m. Mr. Chairman, committee members, for the record, I am Helene Lloyd, acting deputy superintendent, New York City Schools. May I say that representing New York City we are very pleased to be here to present the information that you have requested this morn- ing. We consider it a privilege. We did prepare for your use a packet of materials in order to conserve time for questioning, which I know it is an important part of this reporting period. I did prepare an outline and plan to follow that outline rather specifically and the items attached and referenced. (The outline and plan referred to follow:) OUTLINR AND PLAN APPROVED BY JOHN B. KING, ACTING SUPERIN~TENDENT OF SCHOOLS (Prep~redby Helene M. Lloyd, assistant superintendent) 1. THE POSITION OF NEW YORK CITY SCHOOLS WITH REGARD TO THE TREATMENT OF MINORITY GROUPS IN BOOKS FOR SCHOOL USE 1.1. On October 9, 1962, the Superintendent of Schools issued to school staff and publishers an official "Policy Statement on Treatment of Minorities in Text- books." This statement clearly defined the Board's position with regard to the treatment of minority groups in textbooks. (See Item #1 attached.) Pertinent quotations from this Policy Statement are as follows: "The New York City school system is requesting its textbooks appraisal committees . to ask the following questions: "1. How adequate is the space and treatment given to the roles of various minority groups in our culture? "2. Do the illustrations, both photographs and sketches, reflect the pluralistic nature of our society? "3. Does the treatment reflect the findings of recent historical scholarship? "4. Does the treatment avoid reality by ignoring or glossing over the present.- day tensions of intergroup relations, and the efforts made to relieve those tensions? PAGENO="0288" 280 BOOKS FOR SCHOOLS AND TREATMENT OF Mfl~ORITIES "5. Does it help to promote the goal of a pluralistic society, free from the social ills of discrimination and prejudice in such areas as education, employment, and housing? "The Superintendent of Schools will recommend only those instructional mate- rials which are in accord with the stated educational objectives of the Board of Education. This action is not an attempt at ceasorship or dictation. It is a re- sponse to community expectations that the textbooks we approve for use in our schools will reflect our educational objectives, as set forth in the course of study and curriculum bulletins issued by the Board of Education." 1.2. Subsequently, the following two Board of Education publications contained restatements of the Board of Education's Policy Statement: "Strengthening Democracy," May, 1964 (See Item #2 attached.) "Curriculum and Materials," Spring, 1966 (See Item #3 attached.) 2. EFFORTS OF EDUCATIONAL AUTHORITIES TO PROVIDE FOR ALL CHILDREN TEXT AND LIBRARY BOOKS WHICH RECTIFY ADVERSE ATTITUDES TOWARD MINORITY GROUPS New York City Schools have made, during the past five years, determined, all- out efforts to provide text and library books which rectify adverse attitudes to- ward minority groups. To support this statement, the following action was taken iii the areas indicated: 2.1. Special lists of teats and library materials treating the role of minorities were issued, as- 2.1.1. Special Circulars listing approved teatbooks were issued to all schools. These circulars, a few of which are listed herewith, are for use by principals in ordering new text materials: Special Circular 17, 1964-65. Special Circular 35, 1964-65. Special Circular 26, 1965-66. Special Circular 77, 1965-66. Special Circular 85, 1965-66 (See Item #4 attached.) 2.1.2. Special lists of approved library materials treating the role of minor- ities were sent to the schools, as- "School Library Bulletin," October, 1965-February, 1966 (See Item #5 attached.) "Bibliography of Materials for Use in Relation to Puerto Rican Dis- covery Day, November, 1965" (See Item #6 attached.) "Books By and About the American Negro for Elementary, Junior, and Senior High School Libraries, Spring 1966" (See Item #7 attached.) 2.1.3. Special lists of a~pproved audio-visual materials treating the role of minorities were sent to the schools, as- "A-V Resources, Puerto Rican Discovery Day, November, 1965" (See Item #8 attached.) "A-V Resources, Human Relations, December, 1965" (See Item #9 attached. 2.1.4. Notices to schools concerning the ordering of textbooks advised that all schools should order text materials treating the role of minorities, as- Junior High School Special Circular #56,1965 Junior High School Special Circular #21, 1966 Academic and Vocational High School Circulars, February, 1966 (See Items 10, 11, attached.) 2.2. Publishers of teat materials were notified that 2~Tew York City Schools would approve only those instructional materials which were in accord with the "Policy Statement on the Treatment of Minorities in Tecetbooks." 2.2.1. A "Questionnaire on the Treatment of Minorities in Textbooks" was sent `to all publishers (on November 12, 1963) to learn the progress that should have been made in coverage and treatment of the role of minorities. 2.2.2. Letters were sent to publishers advising them of New York City's policy and inviting them to meetings (May 8, 1964; June 8,1964; etc.) to discuss the implementation of that policy. (See Item #12 attached.) 2.3. Producers and distributors 01 educational films, filmstrips, and/or record- ings were invited to a special meeting (September 17, 1965) to discuss policy on tli e treatment of in inorities in audio-visual materials. (See Item #13 attached.) 2.4. A plan to phase out obsolete tecetbooks was announced to principals in Special Circular, September, 1964. (See Item #14 attached.) Principals were advised that- PAGENO="0289" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 281 2.4.1. Some titles had been removed from the "List of Approved Textbooks" because of the failure of the publishers to provide satisfactory treatment of the role of minorities in our history and culture. 2.4.2. It `is within a principal's authority and responsibility to withdraw books that fail to meet the best modern criteria for textbook selection. 2.5. Statistical surveys were made, based on Bureau of Supplies' requisi- tion records, of the volume of purchases by schools of tea'tbooks dealing with minorities (February, September, 1965). See Item # 15 attached.) 2.5.1. The results of the surveys showed substantial increases in pur- chases of the titles on the lists of text materials dealing with minorities. 2.5.2. Schools were advised to order additional books in the future to effect a major increase in purchase of titles dealing with minorities. 2.6. An "Esiliibit of Instructional Material for Quality Integrated Schools" was held at the Board of Education on March 8, 1965. (See Item #16 attached.) 2.6.1. The purpose of this exhibit was "to bring to the attention of all those concerned with educational materials books reflecting the total range of American life." 2.6.2. Later, the materials on display were sent as a travelling exhibit to the twenty-five school districts in the City. 2.7. Special allotments totaling $1,000,000 in October, 1963, were given to the schools for the purchase of library books dealing with minorities. 2.7.1. Schools were directed to check their `holdings against approved bibliographies dealing with minority peoples and to order what was lacking in their collections. 2.7.2. Schools in disadvantaged areas received library allotments in the ratio of 2 to 1 as compared with other areas' in the city. PupiL~ affected by double allotments totaled 305,749. 2.7.3. In December, 1964, a survey was made to see how books on minority peoples were being used by pupils and teachers. The survey showed the use of varied and creative techniques. Many school libraries had set aside sec- tions for books on "Human Relations." 2.8. Special books relating to minorities were ordered for schools and bureaus, as- 2.8.1. In 1965-66, Volumes 1-4 of the Negro Heritage Library (Educational Heritage Inc., Yonkers, N.Y.) were placed in all schools at a total cost of $35,680. In June, 1966, Volumes 5, 0, 7, and 10 of the series were ordered for all schools at a total cost of $39,668. 2.8.2. From 1964 to date, selected copies of music books, storybooks, etc., written in Spanish, were placed in schools having a high percentage of Spanish-speaking children. These books were for the special use of Auxiliary Teachers working with non-English speaking children. 2.8.3. Special collections relating to minorities were placed in all summer elementary, junior, and senior high schools as well as in the 10 Summer Institutes for Teachers of the Disadvantaged, 1966, enrolling 3,500 teachers. 2.8.4. A special collection of books and materials relating to the role of minorities was placed in the office of `the Bureau of Human Relations fo'r use ~by community coordinators in their work in the field. 2.9. Teat materials relating to minorities were developed by the staff of New York City Schools. 2.9.1. A sample of materials in this group is Call Them Heroes, Books 1, 2, 3, ~ and the Teacher's Manual. (See Item #17 attached.) These ma- terials, developed by the staff of New York City Schools and published by Silver Burdett, are now used on a nation-wide basis. 2.9.2. Other publications in this group are: Puerto Rican Profiles and The Negro in American History. (See Items #18 and #19 attached.) 2.10. Assistance has been given to publishers in developing new reading materials relating to minorities. 2.10.1. The staff of the New York City schools served as consultants to Bank Street College in the development of the Bank Street Readers. 2.10.2. The staff of the New York City schools advised Follett Publishing Company, American Book Company, etc., on illustrations relating to minority groups for possible use in new reading series. 2.11. Pilot projects were developed throughout the city using new reading materials involving minority groups. 2.11.1 These projects involved use of the Bank Street Readers, the Chandler Series, the Follett Company materials, etc. PAGENO="0290" 282 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 2.12. After-School Study Centers were initiated during 1965-66 in schools to acquaint pupils of Negro and Puerto Rican backgrounds with the culture and history of their groups. Texts and library books were provided. Based on the success of the project during this past year, the program is to be expanded in 1966-67. 3~ METHODS OF SELECTION, ASSIGNMENT, AND DISTRIBUTION OF TEXT AND LIBRARY BOOKS FOR SCHOOL USE 3.1. Selection: Publishers or individuals may submit a textbook or library book for possible listing. Books are evaluated by professional committees, membership of w-hich remains confidential. 3.2. Assignment: Books approved are listed in any one of the following publi- cations, or their supplements, which are printed and sent to all schools annually: List of Teztbooks for Use by Day and Evening Elementary Schools and Junior High Schools, 1965-66 List of Tewtbooks for Use by Day and Evening High Schools and Voca- tional and Trade Schools, 1965-66 List of Approved Magazines, Periodicals, and Microfilms, Grades K-12, 1967 3.3. Distribution: Principals are free to order for school use items from these approved lists. Nonlist material~ can also be ordered with the approval of the District Superintendent. Materials are distributed directly to schools by publishers. 4. USES OF THE PROVISIONS OF FEDERAL EDUCATIONAL LEGISLATION FOR THE INCREASE IN SUPPLY OF TEXT AND LIBRARY RESOURCES FOR SCHOOLS 4.1. Monies were used to increase the supply of text and library books relating to the role Of minorities in many federally-sponsored projects, as- 4.1.1. ESEA Projects, Title I, 1965-66, are illustrative of projects in this category: 4.1.1.1. After-School Study Centers- Elementary and Junior High Schools 4.1.1.2. Summer Schools in- Elementary Schools Junior High Schools Vocational and Academic High Schools School~ for Socially-Maladjusted and Emotially- Disturbed Pupils 4.1.1.3. "More Effective Schools" Program 4.1.1.4. School University Teacher Education Center (S1JTEC) 4.1.1.5. Summer Institutes for Teachers of Dinadvantaged Pupils 4.1.1.6. Corrective Reading, Nonpublic Schools. 4.1.2. ESEA Projects, Title II, are also illustrative of projects in this category: 4.1.2.1. Development and Application of Reading Techniques, Dis- trict 22. 4.1.2.2. A Model Multi-Purpose Supplementary Educational Center, District 7. 5. ANTICIPATED CONTINUED NEED FOR THESE KINDS OF SUPPORT 5.1. It is anticipated that the financial support needed from the federal govern- ment for the purchase of texts and library books relating to minorities will continue to increase. 5.2. There are several reasons that validate this statement: 5.2.1. There is a recognition of the need tO provide in all schools mate- rials about minorities in order to create better intergroup relations and to develop a worthy self-image among minority-group children. 5.2.2 There is an increase in the rate of mobility of school population in this city which necessitates that adequate materials about minorities be placed in all schools. 5.2.3. There is an increase in the amount and quality of new materials relating to minorities being developed by publishers. This volume should continue to increase in future years. 5.2A. The changes in curriculum in New York City require the purchase of new texts and library books. Examples of new curriculums under de- velopment include the revisions in the following areas: History and the PAGENO="0291" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 283 Social Sciences-Prekindergarten-12, Civil Liberties and Civil Rights, the Humanities, Home Living in an Urban Society, Language Arts, and others. 6. PROPOSITION OF ASSISTANCE FOR TEXTS AND LIBRARY BOOKS IN THE TOTAL BUDGET 6.1. Monies allocated for texts and library books are as follows: 1965-66: Total executive budget (as modified) $916, 296, 336 Total textbooks $7, 440, 244 Total library books $2, 976, 124 Proportion of total budget used for library and textbooks (percent) 1. 13 1966-67: Total executive budget (not yet modified) $1, 004, 011, 190 Total textbooks $9, 51's, 559 Total library books $2', 807, 875 Proportion of total budget used for library and textbooks (percent) 1. 12 Mrs. LLOYD. The first question the committee presented was with respect to the board's position with regard to thetreatment of minority groups in textbooks for school use. In this area, frankly, we are very proud we have taken a forward, positive action program and issued on October 9, 1962, a policy state- ment from the superintendent of schools termed an official "Policy Statement on Treatment of Minorities in Textbooks." This statement clearly defined the board's action with regard to the treatment of minority groups in textbooks. (See item No. 1 attached.) Pertinent quotations from this policy statement are as follows: The New York City school system is requesting its textbooks appraisal corn- mittee-~to ask the following questions: 1. How adequate is the space and treatment given to the roles of various minority groups ii~ our culture? 2. Do the illustrations, both photographs and sketches, reflect the pluralistic nature of our society? 3. Does the treatment reflect the findings of recent historical scholarship? 4. Does the treatment avoid reality by ignoring or glossing over the present- day tensions of intergroup relations, and the efforts made to relieve those tensions? 5. Does it help to promote the goal of a pluralistic society, free from the social ills of discrimination and prejudice in such areas as education, employ- ment, and housing? The important point here is that the superintendent of schools will recommend only those instructional materials which are in accord with the stated educational objectives of the board of education. This action is not an attempt at censorship or dictation. It is a response to community expectations that the textbooks we approve for use in our schools will reflect our educational objectives, as set forth in the course-of-study and curriculum bulletins issued by the board of education. Now this policy has been, in effect, kept in the minds of the pub- lishers and the school people by a brief statement. I have provided for your use a copy of policy statement No. 1 which I offer as item 1 in this presentation, a copy of "Strengthening Democ- racy," which is sent to every teacher in New York City schools. Volume 16, May 1964, which I offer as item No. 2, in which our policy state- ment is again reiterated and, as Item No. 3, volume 22, No. 3, issued in the spring of 1966, in which once again t.he superintendent of schools ha.s very clearly stated materials will not be approved for use in New York City schools unless they are in accordance with our policy. PAGENO="0292" 284 BOOKS FOR SCHOOLS ANtI TREATMENT OF MINORITIES Again, and again, in our press releases these policies are reiterated. Efforts are made to see that they are kept in effect. From the viewpoint of the second largest question ra.ised by the conimitee, I have prepared for your use several items for considera- tion. The question is, What are the efforts of educational authorities to provide for all children text and library books which rectify ad- verse attitudes toward minority groups? In answer to this question we have prepared 14 major areas of action that we feel are significant. Many, many other things have been done in the city that if time permitted we could cite. The first area refers to special lists of texts and library materials treating the role of minorities that we have sent to our schools. I have merely listed for your consideration five special circulars from over the last few years. These outline very definitely the new titles that have been added to the lists and spell out materials that we believe are of special value. For example, special circular 85, we cite two titles that I would like to comment on as a matter of record. The one title is "The Negro Heritage Library." I see from my observation you were looking at a copy of this. We consider this publication and the seven other volumes-I am holding volume 1 in this series-of great importance. In answer to some of the questions raised by our last person who commented in answer to your response, we have, for example, on page 62, a copy of this very committee room showing Mr. Powell, the chairman, serv- ing as the chairman of this very important committee. The following pages, such as 67 and ~8, show other Negro Congress- men and their contributions. An important part is the area from page 108 on, which takes up the contributions of leading civic leaders. We begin with Mr. Powell because he heads this very important com- mittee and provides for the children and the teachers concrete mate- rial through publications of this type that can be used in teaching in our New York City schools. As a matter of fact, we purchased out of New York City funds, to insure that the publication was in the hands of the children, one set of the.se for each of our 900 schools, to the cost of $75,000, and saw tha.t they were delivered for use in September of this year in every school in New York City. This, we do with other publications. Circular No. 85 also cites one that I would like, as a matter of record, to comment on. You have a copy, it is called, "Call Them Heroes." It was felt in this area we do not have enough material that children could use. We took all minority groups, not just Negroes alone, and cited the contributions these people had made to life in New York City. We continue to take this type of action. If publications are not forthcoming from our contacts with publishers, we will take a positive role in seeing that the material is developed and then work with the publishers on the actual pro- duction. * We send to our schools lists of approved library materials treating the role of ndnorities. As exhibit No. 5, I have supplied for you the school library bulletin which was issued in February of 1966. This entire brochure shows the current materials on New York City's lists and there are pages and pages that have been annotated for the use of librarians and teachers. PAGENO="0293" BOOKS FOR. SCHOOLS AND. TREATMENT OF MINORITIES 285 We do not send this type of material to a school without followup. We meet with the librarians, encourage them to order these materials, and then check their listings to see that these materials have been ordered .and are being used in our schools. So there is a definite followup. I have also prepared for your use the list which is a bibliography of materials for use in relation to Puerto Rican discovery today and there are many items there for purchaseby schools. Mr. BURTON. Mrs. Lloyd, at this point, if you don't mind, I will, without objection, direct the st'tff to see that appropriate reference is made to the many useful materials that you have recommended to us and that will eliminate the necessityof you having to detail them so that the record will be complete in that regard (The information supplied follows ) BOARD OF EDUCATION OF THE CITY OF NEW YORK, * ** OFFICE~OF THE SUPERINPENDRNT OF SCHOOLS, * New York, N.Y., October 9, 19~2. To publishers of text materials for the schools POLICY STATEMENT ON TREATMENT OF MINORITIES IN TEXTBOOKS Since World War II, civil rights has been one of the most crucial issues of American politics. This country has supported a program aimed at an exten- sion of those rights and the elimination of discrimination and prejudice in hous- ing, employment, education and other areas of community life. In all of these areas, there has been considerable, though uneven, progress in recent years. Yet, the problem of improving intergroup relations remains one of our most urgent challenges. The attacks on traditional discriminatory prac- tices through the courts and by the activities of various protesting groups, and the persistence of discrimination in many areas of our society, indicate that the attainment of equality in civil rights is not yet a subject that can be described in the past tense in our textbooks. The Superintendent of Schools of New York Oity is now asking the textbook industry to consider recent criticism of Social Studies textbooks with respect to the treatment of minoriy groups. Critics contend that there are few, if any, textbooks in use today which pre- sent a comprehensive and satisfactory picture of the status of minority groups in our culture. Recent studies indicate that most texts still present a largely white, Anglo-Saxon view of our society and its history, and tend to leave such groups as Indians, Negroes, Jews and citizens of Latin and Asian origin out of their accounts of the historical development of the American people. It is true that some few textbooks indicate the pluralistic, interracial, inuiti- religious character of our population, but, in most cases, the current conflicts with their dramatic issues are not considered in a realistic, factual manner. For example, the gravamen of Louis Adamic's "A Nation of Nations", namely, the contributions of minority groups to American life, has not been significantly reflected in our textbooks. Nor wOuld one ever be aware from our textbooks of the "American Dilemma" described by Gunnar Myrdal in his classic study of the American Negro. Textbook illustrations rarely reflect the varied ethnic components of American society. The role of minorities as groups, particularly in the process of indus- trialization and urbanization in the 20th century, has not been adequately treated in the texts. It is~ not sufficient to list the contributions of a few prominent representatives of these groups to the development of American cul- ture. The United States is, after all, a nation of minorities, and each of these groups has made significant contributions to our development. Our understand- ing of the role of minority groups in American history has become broader as a result of modern historical scholarship. This new knowledge has not been reflected in our textbooks. Current conflicts involving the changing status of the Negro receive scant treatment as does the significance of the Supreme Court decision on school desegregation and the continued resistance to the implementa- tion of that decision. * * An essential part of the history Of America is the history of the contributions of men in minority groups, yet little has been done to present this. For example, PAGENO="0294" 286 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES the image of the Asiastic immigrant is not much different from which originated in the sensational press of the early 20th century; the Spanish-speaking in- migrant groups are virtually ignored in our textbooks; our students find it dif- ficult to get an adequate picture of Jewish life in America today from our text- books. Rarely do we find a suitable discussion of anti-Semitism in our culture. Realistic and accurate description and analysis of the pluralistic nature of American society, its achievements and current problems, is imperative at this critical moment of our history. Without such description and analysis, the image of the unassimilable "outsider" becomes the unconscious basis for prejudice and discrimination. `Inadequate text materials are psychologically damaging to children of minority groups who find it impossible to identify themselves with individuals or groups in their books. Moreover, our national unity and our "world image" are deeply involved in the elimination of all forms of discrimina- tion. Law may bar the overt forms, but only education with appropriate instruc- tional materials and procedures can cope with the subtle forms. The New York City school system, therefore, is requesting its textbooks ap- praisal committees in History, Government, Problems of Democracy, Social Studies, Geography, and in any other curriculum areas where these considera- tions are relevant, to apply our existing criteria even more rigorously in the evaluation of textbooks and other instructional materials submitted by pub- lishers for listing and relisting. Thus, in addition to applying our general evalua- tive criteria, our committees will ask the following questions: 1. How adequate is the space and treatment given to the roles of various minority groups in our culture? 2. Do the illustrations, both photographs and sketches, reflect the pluralistic nature of our society? 3. Does the treatment reflect the findings of recent historical scholarship? 4. Does the treatment avoid reality by ignoring or glossing over the present-day tensions of intergroup relations, and the efforts made to relieve those tensions? 5. Does it help to promote `the goal of a pluralistic society, free from the social ills of discrimination and prejudice in such areas as education, employment, and housing? The Superintendent of Schools n-ill recommend only those instructional mate- rials which are in accord with the `stated educational objectives of the Board of Education. This action is not an attempt at censorship or dictation. It is a response to community expectations that the textbooks we approve for use in our schools will reflect our educational objectives, as set forth in the course of study and curriculum bulletins issued by the Board of Education. MAY 1, 1904. To the publishers of text materials for the schools. LADIES AND GENTLEMEN: On October 4. 1902, publishers were notified that the New York City schools would approve for future use only those instructional materials in appropriate curriculum areas which presented a cothprehensive~ historically accurate and satisfactory picture of civil rights and the status of minorities. In a Policy `Statement on the Treatment of Minorities in Textbooks, the Super- intendent of Schools indicated that he would recommend only those instructional materials which were in accord with the stated educational objectives of the Board of Education. These objectives include a realistic and sympathetic account, both in text and illustrations, of the role of minority groups in our culture, past and present. Within the last year, two meetings have been held with publishers at which this matter has been discussed. The Office of Textbooks and Supplies. in the last year particularly, has been engaged in an increasingly intensive program of applying these criteria in the evaluation of i~eiv social studies textbooks, as well as in the re-evaluation of instructional materials in this curriculum area submitted for renewed listing after the expiration of a five-year contract period. While progress has been made, a number of books in both categories have `been denied listing in our. approved list of textbooks. These rejected `books do not present a fair and adequate picture of the role and status of minorities in our history based on the findings of contemporary historical scholarship. There is also the problem of the re-evaluation of books already listed and currently in use in the schools. Many of these are in need of up-dating and revision in order to help the pupil to understand civil rights issues from an historical and contemporary viewpoint. ` ` PAGENO="0295" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 287 The office responsible for listing books is now in. the process of evaluating text materials offered for relisting for the period 1964-1969. As a result of this evaluation, it is hoped that many of the texts will be relisted. However, the older editions of these books, now in the schools, will need updating in order that they may continue to serve their educational purpose effectively. In addi- tion, other books, whose contracts are not currently expiring, remain in the schools. These texts also require up-dating and revision. We propose that publishers consider the immediate preparation and publica- tion of special supplements for both types of social studies texts described above. These supplements should include current material on civil rights questions and the role of minority groups in our culture. The school system will undertake the task of distributing these supplements. Where books now under consideration for relisting are being challenged be- cause c~f inadequacy in the treatment of minorities, publishers will be notified immediately. They will be given an opportunity to furnish, for evaluation by our committees, special supplements such as those described above. These, if accept- able, will be followed by a reconsideration of our decision concerning reisting of the text in question. As for new textbooks, we should like to emphasize once again the concern and the urgency with which the New York Gity schools regard the entire question. Our children, many of whom are members of minority groups, require books which will tell them something about their past, books in which they can recog- nize themselves, books which are not reluctant to discuss the controversial con- temporary problems of their group and their community. In this connection it is important to realize that we do not view the issue of a special supplement on civil rights as a precedent for handling this problem. During the past year, the office responsible for textbook evaluation has been concentrating on text materials in history, social studies and related curriculum areas. In 1964-1965, we shall begin to apply comparable critical standards to materials in other curriculum areas; particularly in the areas of Reading and Literature. Admittedly, the same standards do not apply in the field of imagina- tive literature. But bias as evidenced either by omission of important data or otherwise will cause a book to be rejected. For example, we are of the opinion that anthologies of prose and poetry should include significant contributions by members of minority groups, where such material is available. Through illustrations, textual material and other means, editors can make reading series or anthologies cross-sections of contemporary American life-urban and, rural, North and South. I will be happy to meet with publishers or their representatives to discuss the important problem of supplements. For this purpose I am reserving the morning of May 18, 1964 at 9 :30 A.M. for a meeting in the library at 110 Livingston Street. If you plan to attend, please notify me in writing as soon as possible. Through the years, publishers have demonstrated genuine concern for incor- porating,the most effective materials in their texts. We are certain that they will continue to make their contribution to the education of our young people by furnishing to the schools appropriate and acceptable instruction materials. Very truly yours, JOSEPH 0. LORETAN, Deputy Buperintenden.t. BOARD OF EDUCATION OF THE CITY OF NEW YORK, OFFICE OF INSTRUCTION AND CURRICULUM, New York, N.Y., March 8, 1965. BREAKTHROUGH IN INSTRUCTIONAL MATERIAL FOR QUALITY INTEGRATED SCHOOLS We in the schools must be in the vanguard of those who seek persistently to rectify in all types of mass media the distortions made by omission of data, ignorance, or malice. To be realistic, textbooks should reflect the total range of American life; the pluralistic, inter-racial, multi-religious character of our population. As an official of the Board of Education, I have met personally with the book publishers three times Within the past year to make them aware of our needs.. As a result of these meetings, the numbers of books dealing with minorities on a constructive basis has increased. PAGENO="0296" 288 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES The purpose of this exhibit is to bring to the attention of all those concerned with educational materials, books. that are now available to the schools. Since some of these books have just been received from the publishers, not, all of those in this exhibit could possibly be in the schools at this time. However, through the concentrated efforts of the Operating Divisions, the textbook office, the principals of the schools, the Bureau of Supplies, and the educational publishers, most of these materials should be in our. schools by the beginning .of the next school year. . . . JOSEPU ~. ~BETAN, . . Deputy Supethvtendent. The following are excerpts from administrative circulars sent to Field Super intendents and Principals of schools within the past school year Spectal Circular February 3 1964 Basic Book Coflections on Minority Groups for Sc7tool Libraries In accoidance with our plans for ~school integration we are developmg a basic list of books on various minority groups of New York City appropriate for each school level The attached lists are concerned with ~egroes and Puerto Ricanci It is our recommendation that every school regar(lless of its ethmc composi tion have such a collection for teachers ac well as for pupils As new materials are published in these areas supplementary lists will be issued by the Bureau of Libraries Please consult the Human Relations Bibliographies in the School Library Bulletins for suggested readings about other mrnoritv groups It is our hope that excellent collections will be built up in each school to give an accurate pic- ture .of the heritage and current contributions made by all Americans." (Subsequent list distributed January. 1965.) Special Circular, February 24, 1064, Text Materials Treating the Role of Minorities: "The attention of principals and teachers is directed to the .books listed below. They all offer. in varying degrees, constructive presentations in regard to the role of minorities in our history and culture, either in the text or in the illustrations. The first group consists of books (46) which have already appeared on the official list of approved textbooks. The second group consists of books (14) which are being recommended to the Board of Education for its approval." Special Circular, October 28, 1964, Text Materials Treating the Role of Minorities: "We are glad to be able to report that many publishers, have been cooperating in preparing new books which include this feature. A significant recent development in this field is that we are now able to recommend such books (38) in other curriculum areas than social studies. such as Language Arts and Science, even though the improvement may be apparent only in the illustrations." Special Circular, February 15, 1965, Text Materials Treating the Role of Minorities: "Last year your attention was directed to a number of books which offered constructive presentations on the role of minorities in our history and culture. We are glad to be able to report excellent cooperation on the part of many pub- lishers in our continuing campaign for the development of such new text materials. "Following is a list of new books (64), received since October 1964 which have been reviewed and which I am recommending to the Board of Education for its approval. Again, several curriculum areas, in addition to History and Social Studies. are represented. May I urge you to give top priority in the current ordering period to these titles." Special Cireular January 22. 1965. Phasing Out of Obsolete Textbooks: "Each year a number of titles are dropped from the List of Approved Text- books at the expiration of their contracts. Many of these items have been volun- tarily withdrawn by the publishers. Many others are not relisted. by action of the Board of Education. for various administrative reasons. For both these groups .of books. the reasons `on. which the decisions were based need not neces- sarily affect the~continued use in the schools of. existing copies ~f these titles. "Some titles are dropped by action of the Board for substantial causes, upon recommendation of appropriate appraisal committees. These causes may~ sig- nificantly affect the decisions of principals as to whether or not existing copies of these titles should continue to be used in classrooms. Among the substantial causes referred to are the following: . . . . . "1. A book may have become seriously out-of-date since its orginial listing, in terms of factual, historical or scientific information. PAGENO="0297" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 289 2 Recent developments in onr courses of study may render a particular title no longer appropriate for carrying out our current curricular objectives. "3. Some titles have been dropped because of the failure of the publishers to offer either revisions or supplements which would provide satisfactory treat ment of the role of minoritIes in our history and culture." Curriculum Balletin #4, 1964-65 Series: "The `Negro in American History,' a bulletin published by the Curriculum Bureau is in the hands of all teachers, supervisors, and administrators in the New York City School System. A suffi- cient number of sets have been sent to all junior and senior high schools so that they can be circulated among students in social studies classes Audio Visual Materials o~ Mvaorstij Groups In the last year 41 films 80 slides, and 10 recordings have been listed by the Bureau Of Audio-Visual Instruc- tion. This Bureau produêed the first in a series of six films to raise the self- image of minority group children." BOARD OF EDUCATION OF THE 01FF OF Niiw YORK OFFICE OF INSTRUCTION AND CURRICULUM New York NY September17 1965 To field assistant superintendents LADIES AND GENTLEMEN: In February of this year, I reported to you the results of a statistical sur~rey, based on Bureau Of Supplies requisition records, of the volume of purchases of textbOoks dealing with the role of minorities. I am glad to be able to announce that the results of the second survey, com- pleted in June, show substantial increases in purchases of the titles on our recommended lists of books of this type. Every district in the system has either maintained its prevous high volume of orders or greatly increased its orders. These figures, of course, are based on the older district organization. You will find below the figures for your district, and also the figures from the earlier survey repeated for comparison. Also, I want to thank you and your supervisors who contributed to preparing responses for our recent questionnaire on this subject, the results of which in- dependently corroborate the progress indicated by our surveys. In returning their questionnaires, many schools indicated that they plan to order additional books in the immediate future. I know you join me in hoping to see a major increase in purchases of titles from the recommended lists at the next ordering period in October. (These lists were contained in the following special circulars: #47, February 24, 1964; #17, October 28, 1904; #35, February 15, 1965.) I recognize the difficult budgetary problem involved in replacing usable exist- ing texts with new improved ones. I am planning to ask that. the proportion of general school funds allocated to textbooks be increased for the specific purpose of meeting this replacement problem. Sincerely yours, JOSEPH 0. LORETAN, Deputy Superintendent. BOARD OF EDUCATION, Ol~iCE OF HIGH SCHOOLS, New York, N.Y., January 28,1966. To academic high school principals. Subject: Ordering Textbooks, Tests, Reference, Books, Musical Scores, Charts & Maps for School Year 7/1/66 to 6/30/67. Requisitions Due March 11, 1966. (1966-1967 Allotment). LADIES AND GENTLEMEN: (1) Procedure for Deterin4ning Book Needs.-To determine the need for a specific title for the school. year 1966-1967 proceed as follows: (a) Estimate the maximum number of pupils that will use the book during the Fall of 1966 or the Spring of 1967 (b) Add an allowance of 10% 2 Use only the lists on page 3 (Disregard all other lists) Schools nia~y not order books which are nO~ listed ei~en thbi&gh the bOoks have beett èubnsitted for listing. 3 Oheck books immediately upon receipt Claims for shortages errors etc must be made immediately upon discovery Certify and forward bills promptly to the Bureau of Finance PAGENO="0298" 290 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 4. Principals are advised to refer to Part II, Circular No. 119, 1949-1950, which defines principals' responsibilities in requisitioning non-list textbooks and other supply items. 5. Dr. Loretan, in Special Circular No. 30, 1965-1966, set date of March 4, 1966, for requisitioning 1966-1967 Text Materials Treating the Role of Minorities. SPECIAL NOTICE Textbooks for grade 9 are not to be placed on the same requisitions as text- books for grades 10-12. Use two TB requisition forms: one for grade 9 and another for grades 10-12. All requisitions must be submitted `by March 11. Verytruly yours, MAURICE D. HOPKINS, Assist ant Snperintendent. BOARD OF EDUCATION, OFFICE OF INSTRUCTION AND CURRICULUM, New York, N.Y., February 11, 1966. To: Vocational high school principals. Subject: Ordering Textbooks, Tests, Reference Books, Musical `Scores, Charts & Maps for School Year 7/1/66 to 6/30/67. Requisitions Due March 11, 1966. (1966-1967 Allotment). LADIES AND GENTLEMEN: (1) Procedure for Determining Book Needs.-To determine the need for a specific title for the school year 1966-67 proceed as follows: (a) Estimate the maximum number of pupils that will use the book during the fall of 1966 or the Spring of 1967. (b) Add an allowance of 10%. 2. Use only the lists on page 3 of this circular. ` (DISREGARD ALL OTHER LISTS). Schools may NOT order books which are not listed even though the books have been submitted for listing, except as provided in item 3 below. 3. Non-list text books, charts, maps, tests and subscriptions may not be ordered in quantities of class size without the approval of Superintendent Hopkins. Such approval must be signified by his personal signature; therefore please insert a place for his signature over the title "Assistant Superintendent". Please indicate in an accompanying letter signed by the principal a) the specific neces- sity for the book requested and b) that no listed book satisfies this need. 4. Check books immediately upon delivery. Claims for shortages, errors, etc., must be made immediately upon discovery. Certify and forward bills promptly to the Bureau of Finance. 5. Dr. Loretan, in Special Circular No. 30, 1~65-1966, set date of March 4, 1906, for requisitioning 1966-1967 Text Materials Treating the Role of Minorities. SPECIAL NOTICE Textbooks for grade 9 are not to be placed on the same requisitions as text- books for grades 10-12. Use two TB requisition forms: one for grade 9 and another for grades 10-12. All requisitions must be submitted by March 11. \Te]~y truly yours, MAURICE D. HOPKINS, Assistant Superintendent. [Special circular] To: All assistant superintendents. Re phasing out of obsolete textbooks. LADIES AND GENTLEMEN: Each year a number of titles are dropped from the List of Approved Textbooks at the expiration of their contracts. Many of these items have been voluntarily withdrawn by the `publishers. Many others are not reisted, by action of `the Board of Education, for various administrative reasons. For both these groups of books, the reasons on which the decisions were based need not, necessarily affect the continued use in~ the schools of existing copies of these titles. However, some titles are dropped, by nction of the Board for substantial causes upon recommendation of appropriate appraisal committees These causes may significantly affect the decisions of principals `as to whether or not existing copies of these titles should continue to be used in classrooms. Among the sub- stantial causes referred to are the following: PAGENO="0299" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 291 1. A book may have become seriously out-of-date, since its original listing, in terms of factual historical or scientific information. 2. Recent developments in our courses of study may render a particular title no longer appropriate for carrying out our current curricular objectives. 3. Some titles have been dropped because of the failure of the pub- ushers to offer either revisions or supplements which would provide satisfactory treatment of the role of minorities in our history and culture. Principals need not be reminded that it is within their basic authority and responsibility to withdraw from classroom use any books which in their judg- ment fail to meet the best modern criteria for textbook selection. With regard to the particular titles which were dropped during 1964 for the significant reasons listed above, I urge all heads of schools to reexamine any of these books which are still in use in their classrooms, with a view toward determining whether or not they are still appropriate to the purposes of our program of instruction. A detailed listing of the titles which were dropped in July, 1964 for these reasons, is attached. Very truly yours, JOSEPH 0. LORETAIN, Depaty Baperiutendent. [Special Circular No. 85, 1965-1966] BOARD OF EDUCATION OF THE CITY OF Nnw YORK, OFFICE OF THE SUPERINTENDENT OF SCHOOLS, New York, N.Y., April 26, 1966. To: Superintendents and principals of all schools. NEW YORK, N.Y., A CLASSROOM NEWSPAPER LADIES AND GENTLEMEN: As part of a continuing program to publicize the best materials dealing with the role of minorities, I am glad to announce that New York, New York, a classroom newspaper planned especially for school children of New York City, has just been added to the List of Supplementary Classroom Instructional Materials Issued Periodically, as items No. 100-785, 786, 787, 788, 789. Its illustrations' depict the multi-ethnic composition of our population. Each bi-weekly edition `appears in five separate versions, ranging from "The Chief", planned for children who are just beginning to read, to "The Independent", for children who are reading on their own. All adequate teaching guide accom- panying each edition helps the teacher to use `this newspaper to meet the needs and interests of many groups of children in grades K through 8. Another recent addition to this List of Periodicals (item No. 100-915) is Negro Heritage, edited by Sylvestre Watkins. This publication, issued monthly, pro- vides good factual material for use by High School History classes. It empha- sizes the contribution of Negroes in American History and may be used as a supplement to the `textbook. The material inc'ludes brief biographies and articles, illustrations, quotations from original documents, etc. Although most of the items deal with history, there are occasional articles on current developments. At this time may I al'so direct your attention to the fact that the well-known publication Call Them Heroes may now be requisitioned by principals directly from the Textbook List, under items No. 162-235, 102-235.01, 162-235.02, 162- 235.03, 162-235.04 (see the 1966 A Supplement to the List of Textbooks, Etc.). The Textbook List, both the basic list and recent supplements, now includes over four hundred titles which are most helpful in providing a `fuller knowledge Of the contrlbutions of some of our minority groups. Some of the best of these are in the Zenith Books Series, published by Doubleday, e.g., Chu: Glorious Age in Africa, and McCarthy: Worth Fighting For. Many of these titles may be found most readily in the five special circulars which have been sent to the schools during the last three years. These circulars are identified in your files as items No. 47, 1963-1964, February 24, 1964; No. 17, 1964-1965, October 28, 1964; No. 35, 1964-1965, February 15, 1965; No. .26, 1965- 1966, October 22, 1965; No. 77, 1965-166, March 25, 166. May I again encourage you to give the materials on these special circulars top priori'ty in future book ordering? Very `truly yours, ,, ,. ` .. `. ` ` ` ` ` ` JOSEPH 0. LORETAN, Depnty ~n.perintenf1ent. PAGENO="0300" 292 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES BOARD OF EDUCATION OF THE CITY OF NEW YORK, CURRICULUM RESEARCH EVALUATION SUBJECT DIRECTORATES, Avgust 13, 1965. To Producers and distributors of educational films filmstrips and/or recordings LADIES AND GENTLEMEN: YOU are invited to attend a special meeting to be held on September 17, 1965 at 10:00 a.m. to discuss our current emphases in the selec- tion of instructional, filmstrips, motion pictures and recordings for the New York City school system. The modernization and `improvement of practices in portray- ing the role and contributions of minority groups in America will be particularly considered, together with other audio-visual resource procurement topics. A copy of the agenda for the meeting is attached. The meeting will take place in Studio "A", Bureau of Audio-Visual Instruction, 131 Livingston Street, Brooklyn.1, N.Y. (3rd floor). Your participation in this discussion will be valuable in. insuring the develop- ment of constructive and practical procedures in the present period of expanding support for better provision of instructional resources. In order to facilitate advance arrangements for the meeting, it will be appreciated if you will use the enclosed postcard to advise us of your intention to attend. Telephone inquiries in this connection may be directed toi)r..Edward 0. Bernard, 596-3888. Thank you for your cooperation in this connection. Sincerely yours, JOSEPH 0. LORETAN, Deputy ~5uperintendent. Mr. BURTON. May I interrupt you without the necessity of com- pleting your presentation, I would like to commend you and whoever else did all of this work, because you obviously spent a great deal of time on it. You have givenus such a sufficiently comprehensive packet that I myself am going to steal an extra one and send it out to my school board. I have a question I would like to ask at this point, if you don't mind. Mrs. LLOYD. Surely. Mr. BURTON. It appears that. most of the activity in this area in the city of New York has taken place in the last 4 or 5 years. Is that a correct impression? Mrs. LLOYD. Actually, the work started before that time. We have had our issues of curriculum materials, and we have had our issues of strengthening democracy in which suggestions were made concerning minorities, I would say, over the past 8 years. However, during the last 5 years this action program has been in- tensified with careful followup. Mr. BURTON. Isn't it really a confirmation of some of the testimony we have heard that our society has waited all too long to see that our textbook materials reflect the true nature of our society? Is this not so, if in a city with the background, the general political coloration, and the size of New York, it took almost a hundred years after the Emancipation Proclamation before they really set out to see that the students in their own school system are given updated history? Mrs.' LLOYD. We would have to agree with you. We would also agree with you that much more needs to be done in all urban cities, even though in New York we feel we are making inroads and are deter- mined to see that our program moves ahead rapidly. Mr. BURTON. Do you have occasion to exchange material with the other very large school systems? Mrs. LLOYD. Yes. Mr. BURToN. Are you aware what your counterpart might be doing in Philadelphia, Chicago, Los Angeles, Detroit, San Francisco? PAGENO="0301" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 29~ Mrs. LLOYD. We have several ways of keeping in touch with action programs. One is the Great Cities Organization. This is a group brought together consisting of 11 of the largest cities. We share. We bring speakers, and we have set up programs federally funded through our joint effort. Mr. BURTON. Is San Francisco one of thOse cities? Mrs. LLOYD. Right, San Francisco, Chicago, Pittsburgh, Cleveland, Philadelphia. Mr. BURTON. What is the headquarters? Mrs. LLOYD. The superintendents of schools serves as the repre- sentatives on the major committees. The superintendents meet, then; there are subcommittees. Mr. BURTON. Do you have executives? Mrs. LLOYD. Yes, and I can send you the address of the headquar- ters, that has been Chicago because the superintendent of Chicago schools, Dr. Willis, up until last year served as president. The group functioned as an independent organization. In fact the group set up an executive group in order to operate independently of the Chicago school system. We all felt this. was how we wanted to handle this. Another area of sharing that all cities have established is sending automatically to each other all curriculum publications in a definitely established exchange. Mr. BURTON. Well, I would like to thank you very much for your: Iresentation and even more importantly, for all the work that went into these most valuable reports that you have made available to us. Mrs. LLOYD. We were very pleased, Mr. Chairman, to have been invited. Dr. MATTHEW. Superintendent Lloyd, I would like to make a corn- ment that refers to what will show in the record. Early in the hear- ings we had two parents from the Harlem area who talked at length about what they would like to see happen in terms of providing ma- terials for children in that area. One member of this committee called their attention to the kit of materials that had come from your office. The reply of the parents was that there tends to be a sort of inverse ratio between the number of pounds of material describing policy and the actual practice. I am referring, as I say, to what came out in these hearings and the record will show it. To be specific these parents were concerned about the fact that in the schools in the Harlem area, the schools to which their children go, there was a book in which there was material which they thought was not appropriate for any child to read in this day and age. It was the story about a black lamb and how surprised people were that he should win a prize despite the fact he was black. What I am asking really is to what extent can we say these policies that have been promulgated will be put into practice in the ghetto areas of New York City. Why is there a discrepancy in what the parents say and the report you made this morning? Mrs. LLOYD. We are making every effort to see that the information. I noted this morning is implemented. For example, one way we are doing this is by holding a school experiment to implement the teach- ing of Negro and Puerto Rican heritage in the American culture. Dr. MATTHEW. In 41 schools? PAGENO="0302" 294 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES Mrs. LLOYD. Yes. This is a beginning. We did it on a pilot basis last year. We a.re expanding this year. To each of these schools, we had with the cooperation of Mr. Johnson of the NAACP, delivered last year one of these calendars for display. We had portfolios of pic- tures showing Negroes in various activities for display. We have asked that the NAACP continue to work with us and the Puerto Rican groups to see that materials are put into our schools. A second part of that answer is that when we have reviewed text- book lists, approximately `25 percent of the materials, especially in the area of social studies, is not being relisted. Why? Because of things just like that black lamb. Mr. BURTON. May I ask you one final question? What arrange- ments do you have for the private and parochial schools in terms of making this material `available to them? Mrs. LLOYD. We worked closely last year with private and paro- chial schools handling the distribution of all library materials. That moved on schedule and materials were provided in relation to law. Mr. BURTON. Are these books, "The Puerto Rican Profiles," and "Call Them Heroes," and "The Negro in American History" provided in private schools? Mrs. LI~oYD. In two ways: First, we have an exchange system with the schools automatically; second, we meet with our private and paro- chial people in several groups, such as teacher-training representatives and campus groups, and at that time present all levels of new publica- tions. It is a very close working unit. Mr. BURTON. I might raise this question-it is a question; it is not an editorial comment or intended to be. I see on page 60 of your "Puerto iRican Profiles" a listing of Puerto Ricans, Negroes, `and others on public assistance. I am not quite sure what the point is there and, apart from that, I have noted the lamentable habit of reporting welfare figures out of the myriad of assistance programs. They report the welfare family, not the disabled or aged in family programs. That really has a dramatic effect in distorting t.he actual percentage on various public assistance caseloads in terms of the back- ground of the clients. That is just a footnote. Mrs. LLOYD. I would have to agree with you. I will take that back because I think it is well noted. Mr. BURTON. Thank you very much. Dr. `Schick? STATEMENT OP DR. PRANK SCHICK, DIVISION OP STATISTICAL ANALYSIS, U.S. OFTICE OP EDUCATION Mr. BURTON. We are pleased to welcome you, Dr. `Schick. Doctor, you have prepa'red for us a series of tables that are most use- ful. Would you summarize for us a.nd `at this point in the record we will make appropriate reference to this and perhaps ink in full all you have said if that is the judgment of the staff. Would you like to give us the highlights, if you could do that, from this rather impressive document? Dr. SOHIOK. I will be glad to give it a try. PAGENO="0303" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 295 (Dr. Schick's prepared statement follows:) STATEMENT OF DR. FRANK L. SCHICK, COORDINATOR, ADULT EDUCATION AND LIBRARY STATISTICS, NATIONAL CENTER FOR EDUCATIONAL STATISTICS, U.S. OFFICE OF EDUCATION, BEFORE THE AD HOC DR FACTO SEGREGATION SUBCOM- MITTEE OF THE HOUSE COMMITTEE ON EDUCATION AND LABOR, THURSDAY, SEPT. 1, 1966 Mr. Chairman and members of the Committee, my name is Dr. Frank L. Schick, Coordinator of Adult Education and Library Statistics, National Center for Educational Statistics, U.S. Office of Education. I am very pleased to appear in response to the invitation of the Chairman to discuss various aspects of the provision of books for educational use by the publishing industry which the chairman has asked me to cover. My contacts with publishing cover the last 16 years. I taught courses on various aspects of publishing at the University of Michigan and Columbia University and will shortly return to teaching at the University of Wisconsin, Milwaukee; wrote my dissertation and published a book on the history of inexpensive American book publishing; edited a book entitled "Current Trends of American Book Publishing"; and wrote many articles and an OE pamphlet on "The Cost of Library Materials". In 1964, I represented the Department of State at a UNESCO Conference of Government experts where we finalized standard international publishing sta- tistics. (A "UNESCO Recommendation") I am for several years a member of several American Library Association Committees which are concerned with costs of library materials and binding. During August, I was the convenor of an HEW Ad Hoc Committee representing the American Library Association, the American Book Publishers Council, and HEW-OE. STATISTICAL ANALYSIS OF THE PROVISION OF BOOKS FOR EDUCATIONAL USE BY THE PUBLISHING INDUSTRY One of the measures of book publishing production is of the number of titles of new books (including new editions) released annually. The data on these releases are provided by Publisher's Weekly. Table 1 gives the data from 1930 to 1965 for all titles in all categories, and, for illustrative purposes, for books in the education and juvenile categories. Over the last 35 years the number of new book titles nearly tripled, as did those for juvenile books. Books on the subject of education increased about four-fold. Relatively substantial increases have occurred since 1962. There has been no general complaint from librarians and educators about the quantity of titles to choose from. The numbers of titles for our schools seem adequate, particularly considering the fact that many English-language books are imported into the U.S. New book titles imported into the United States during 1965 represented 16% of all new book titles in the country (i.e. 4,670 of all 28,595 new book titles or 1% in terms dollar volume). As a measure of the size of the operations concerned with the publishing and printing of books and periodicals, it is noteworthy that according to the Census Bureau, the number of production workers and other employees engaged in those operations during 1964 totaled 143,000. This figure is exclusive of the numerous employees in commercial printing, miscellaneous publishing, and related industries. PROJECTED NEEDS FOR BOOKS AND OTHER LIBRARY MATERIALS On the basis of past Office of Education surveys of library statistics, table 2 summarizes projected expenditures for library materials and binding for 1965- 66, 1969-70 and 1974-75. Under normal conditions of growth the estimated 1965-66 expenditures of $245.2 million would grow to $504.7 million by 1974-75. The escalation of school enrollments, and the size of population which will have free access to public library service, and the rising costs of library materials, all contribute to the large increases. Actual and projected growth of service population, 1964-65, 1974-75 1964-65 1974-75 Elementary and secondary schools 40,000,000 47, 000, 000 Colleges and universities 5,300,000 9,400,000 Totalpopulation 194,600,000 220,000,000 PAGENO="0304" 296 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES The evaluation of the needs for library materials according to national stand- ards (the National Inventory of Librai'y Needs, American Library Association, 1964) indicates that the shortage of books in 1964 was over 390,000,000 volumes. At the current price of bOoks (without discount) this would have required ex- penditures exceeding $1.6 billion. After this one-time closing of the volume gap, there would be required about 3,5,000,000 volumes to keep up to standards for schools. Colleges *and universities would have to purchase about 5,5,000,000 volumes annually, and public libraries 102,000,000 volumes to meet these standards. Selected data concerning libraries and resource materials needs are given in Tables 3, 4,. and 5. Table 3 indicates that the number of volumes per student in 1965-66 is 7~0. According to the standards it should be 10. The per pupil ex- penditure is $2.84. Considering the needs for the replacement of w-orn out and outdated materials, the funds for new purchases seem limited. Tables .3, 4, and 5 indicate the quantitative needs, and why, in spite of larger expenditures. gaps remain. However, as . a result of the 1965 Congressional enactment of library and text- book related legislation a definite improvement is in the offing. Commissioner Howe included in his statement before this Subcommittee on August 23 a listing of the recent Federal programs prOviding funds for instruc- tional materials and estimates of the amounts for the Fiscal years 1966 and 1967. We. have estimated that the Federal expenditure for books and instructional other than audiovisual materials through grant programs for 1965-66 may be around $230,000,000 and during 1966-67 may approach. $300,000,000. According to data compiled by the Office of EducatiOn and the industry, we may estimate the total expenditure of all libraries for library materials as about $225,000,000 in 1963-64. To summarize, we may say that recent Federal legislation has about doubled. the funds available for books and other instructional materials, and binding in college, university school and public libraries, starting with FY 1966. TRENDS IN PRICING OF BOOKS The Senate Report (Rep. No. 1291, June 21, 1966, p. 5) on the Library Services and Construction Act summarize the problems related to the evaluation of book prices as follows: "Last year, in its report on the Higher Education Act of 1965 (S. Rept. 673), the Committee expressed its concern that the cost of books and periodicals has risen more than the cost of living. The Commissioner of Education and the Librarian of Congress, as indicated by their testimony during the hearings on this bill, share this concern. "The American Book Publishers Council, in its statement, disputed some of these statistics and indicated that. the Council would be glad to cooperate with the Department of Health, Education, and Welfare in arriving at a proper base for measuring changes in book prices. It is suggested that this be done, as this com- mittee is interested in maintaining a continuing look at.increases in the prices of library and text books." Steps are now being taken by the Department of Health, Education, and Wel- fare-U.S. Office of Education, the American Library Association, and the Book Publishers Council to develop more effective tools to measure price fluctuations of published materials than are presently available. In the absence of such improved yardsticks tables 6 to 10 were prepared. For many years .the average price of books and periodicals subscriptions (Tables 6 and 7) have been used by librarians for internal budgeting purposes. They show that since 1947-49 the average trade book has more than doubled in price (from $3.59 to $7.65). The price of children's books, however, increased by only 47.6%, and that of books on education by 7.05% (table 6). Since 1947-49 the subscription cost of periodicals has more than doubled (from $3.62 to $7.44). Periodicals in the education field have increased by 110.5% and children's periodicals by 88.3% (table 7)~ Data compiled by publishers are presented in tables 8 through 10. Using 1957-59 as a base period, table 8 shows that receipts for elementary texts have risen by 39%, by 10% for high school texts, and by 7% for college texts during the seven-year period. Table 9 indicates that during the same period the price received by publishers for work-books increased even more sharply (30% for ele- mentary, 22% for high school and 14% for college texts). Table 10 shows that dollar receipts for adult trade books increased 16 and 13% respectively for hard and soft bound books. PAGENO="0305" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 297 The data show here that the cost of printed materials has gone up substantially but, has probably not risen more :than for other consumer items. Whether the impact of Federal funds has driven prices further upward cannot be determined at this time because the effect of Federal legislation passed in 1965 will begin to make its impact only in 1966 purchases. The book price trend will be apparent only when 1966 cost figures are released in January of 1967. PROBLEMS IN CONNECTION WITH PHYSICAL MAKE UP OF BOOKS FOR USE IN SCHOOLS Early in 1905, librarians of large public libraries expressed concern over the cost of net priced juvenile books. Their complaints related to alleged net price agreements which prevent wholesalers from discounting such books in their sales to schools and libraries. The binding of books follows three basic patterns Adult and juvenile trade books, genei~ally produced for book store sales, are sold to libraries through u holesalers at discounts up to 40% Such books sur~ive about 25 circulations and when demand requires are rebound in heavy co~ers and ate teady for ap proximately another 150 circulations. Publishers Library or Reinforced Editions primarily used foi chilthen s books are frequently but not. always in more sturdy bindings. They are not, sold, in bookstores and are usually higher priced than the trade edition Such books are usually sold to libraries at the suggested net price or at times at a standard discount of 25%. `Library Pre-Bound Books, usually juvenile, are bound accord-, ing to Library Binding Institute Standards-by Library Binders fiom loose sheets purchased from publishers These books stand about 140 cnculations and are usually more expensive than net priced books in publishers library or rein forced editions These problems were discussed by librarians and publishers during hearings held in March of this year by the Anti Trust and Monopoly Subcommittee of the Senate Committee on the Judiciary. We believe that a partial. solution will be found when the American Library. Association releases its new performance standards for various types of bindings. These standards, as well as relevant testing equipment, were developed over the last three years. The standards will help determine the type' of binding a library, purchases. The related topic of net pricing will have to await other solutions. EFFORTS OF THE PUBLISHING INDUSTRY TO FILL READING NEEDS OF THE SCHOOL POPULATION Publishing in America can be traced to 1639 when the first book was produced in Massachusetts. From Colonial times to the present some reading materials have been imported, particularly in foreign languages and literature, and, since the end of the Second World War, in science. These importations have averaged between ten and sixteen percent of titles and about 1% of the dollar expenditure for books. Academic libraries are the primary purchasers of these books. The publishing industry has expanded markedly over the years, as shown by the following comparison of total population and book title production over the last 35 years: 1930 i950 i965 Percent ` increase, i930-65 Population, in millions New book titles, in thousands . 123. 1 iO. 0 L~. 3 ii. 0 194. 0 28. 6 58 186 Thus the production of new book titles has increased by more than three times the rate that population has increased. During recent years the most remark- able change occurred in paperback publishing. Previously, this sector of the publishing industry had produced chiefly books of fiction and other relatively light kinds of reading fare, including some which were considered salacious or otherwise undesirable material for the school population. Until the mid-19'SO's the paperbacks comprised only some 10% of all titles published annually. As table 12 indicates, during the last decade the proportion of paperbacks has risen from one-ninth to one-third of all titles. 71-368----66--------20 PAGENO="0306" 298 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES Due to the lower prices of paperbacks, their titles are of significance for less affluent as well as younger people. The impact of these materials on the eco- nomically less developed areas of the country is also of importance. During the last decade the proportion of nonfiction titles among all paper- backs has more than doubled-from 38% to 80%. We may conclude that among inexpensive paperbacks the nonfiction books are outselling the fiction books and that the more serious types of reading are now available at much lower prices than a few years ago. Serious paperbacks are used with increasing frequency in more advanced high school and college classes. The main problem of publishers today is the production of sufficient quantities of books to fill the rapidly mounting orders which libraries, schools and the research community are placing. The impact of Federal funds has increased the demands on publishers. They in turn depend on allied services (i.e. printing, binding, and shipping) to fill their orders. As a result bottlenecks developed, which are being gradually eliminated. On June 30, 196G, a meeting at the Department of Commerce ex- plored means to eliminate bottlenecks in the production and distribution of books. Until 5-10 years ago publishing has not been a large or a very profitable busi- ness and those who entered it did so usually for the stimulation, the personal contacts and the service opportunities. At present total sales of the industry as received by publishers comes to about $2 billion. In the last decade the dol- lar sales has increased about 10 percent annually. The future performance of the publishing industry will depend on its adap- tion to varying educational requirements. New approaches will have to be de- veloped which may combine the use of various media for the learning process. It would seem essential that more research should now be conducted to bring abdut the preparation of new learning materials. Vigorous programs initiated by publishers in partnership with educators, librarians and related professional groups may go a long way to bring knowledge and information to all who seek it at their level of abfflty and comprehension. TABLE 1.-Number of new an4 revised book titles produced in educatioi~ juvenile, and all categories: United States, selected years, 1930 to 1965 Year (1) Number of books Index of change using 1947-49 as base period All cate- gories (2) Education (3) Juvenile (4) All cate- gories (5) Education (6) Juvenile (7) 1930 1940 1947-49 1950 1952 1954 1956 1958 1960 1961 1962 1963 1964 1965 10,027 11,328 9,990 11,022 11,840 11,901 12,538 13, 462 15,012 18,060 21,904 25,784 28,451 28, 595 240 349 218 256 281 260 267 331 348 534 682 941 1,232 954 935 984 986 1,059 1,245 1,342 1,495 1, 522 1,725 1,626 2,584 2.976 2,808 2,895 100.2 113.4 100.0 110.4 118.5 119.1 125.4 134. 7 150.3 180.9 219.3 258.0 285.0 286. 2 111.3 162.0 100.0 118.8 130.2 120.6 123.9 153. 6 161.4 247.5 315.2 436.5 565.1 442. 5 94.8 99.9 100.0 117.4 126.3 136.2 151.8 154. 5 174.9 165.0 261.9 301.8 585.0 293.7 Source: January statistical issue of Publisher's Weekly and the R. R. Bowker Annual. PAGENO="0307" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 299 TABLE 2.-Projected library budgets for library materials and binding 1965-66 1969-70 1974-75 Public school libraries College and university libraries Public libraries $84, 600, 000 105, 108, 000 55, 500, 000 $112, 540, 000 174, 889, 000 77, 834, 000 $148, 500, 000 246, 500, 000 109,736, 000 Total 245, 200, 000 365, 200, 000 504, 700, 000 Source: NCES, U.S. Office of Education. PAGENO="0308" Actual Projected 1053-54 1958-59 1960-61 1062-63 1063-64 1065-66 1067-68 1060-70 1974-75 Number of school systems Number of schools Number of schools with centralized librarleii_ - -- Total enrollment Fnrollment in schools with centr ilized librirics Number of volumes in schools with centralized libraries Number of volumes per pupil Expenditures for books in centrthzcd libraries Expenditures per pupil 7, 198 128, 831 46,880 27 652 315 16 27( 181 72,080, 042 4. 5 15, 526 82, 222 41, 463 33 711 309 23 046 072 123, 231, 264 5. 3 $36 043 Ol( $1. 60 14,830 102, 487 47, 540 35 052 711 25 300 243 143, 536, 332 5. 7 15, 564 83, 428 49, 118 3 2 102 27 671 10~ 171, 585, 746 6. 2 $63 208 40~ $2. 28 40 187 000 28 698 000 184, 981, 000 6. 4 $71 493 000 $2. 40 41 700 000 20 778 000 208,708, 000 7. 0 $84 600 000 $2.84 41 200 000 30 850 000 233, 582, 000 7. 6 $08 4~3 000 $3. 10 34 800 000 31 778 000 258, 500, 000 8. 1 $112 140 000 $3. 54 47 100 000 33 635 000 320,892, 000 9. 5 $148 553 000 $4. 42 NOTE-Number of volumes projected by use of the least squares equation and the through 1974-75. Expenditure for books a simple projection of increase shown between projection of K-12 regular public day school enrollments. Enrollment in schools with the 2 base-period observations. 1063-64 dollars based on the Consumer Price Index. centralized libraries assumed to remain a constant ratio of K-12 from 1962 to 1063 TABLE 3.-Selected stalls ics of centralized public school libraries-1~953-54 to 1962-63 and projected 1963-64 to 1974-75 w 0 .0 0 PAGENO="0309" TABLE 4.-Selected statistics of college and university libraries, 1959-60 to 1964-65 and projected to 1974-75 . Actual Projected 1959-60 1960-61 1961-62 1962-63 1963-64 1964-65 1965-66 1967-68 1970-71 1974-75 Number of llbrarles Number of students served Collections: Number of volumes end of year Number of volumes per studenL__ Number of volumes added~ Number Ofvolunies added per student Number of periodicals received Number of periodicals per student Operating expenditures: Total operating expenditures Expended for books and library materials Percentage of operating expenditures Expended for binding Percentage of operating expenditures 1,951 3 402 000 176, 721, 000 51.9 8,415,000 2.5 i 271 000 0. 4 $137 245 000 $40 760 000 29. 7 $4 852 000 3.6 1,975 3 610 000 189, 110, 000 52.4 9,396,000 2.6 1 399 000 0.4 ¶158 904 000 $40 301 000 30.4 $5 000 000 3.2 1, 985 3 900 000 201,423, 000 51.6 10,900,000 2.8 1 505 000 0.4 $183 700 000 $~6 400 000 30. 7 $6 200 000 3.4 2, 100 4 200 000 214, 000, 000 51. 0 12, 500, 000 3.0 1 600 000 0.4 $209 000 000 ¶65 000 000 31. 1 $7 500 000 3.6 2, 140 4 800 000 228, 000, 000 47. 5 13,000,000 2.7 1 650 000 0.3 ~229 000 000 $75 000 000 32.8 $8 000 000 3.5 2, 168 5 300 000 241, 000, 000 45. 5 14,000,000 2.6 1 800 000 0.3 $275 000 000 $91 000 000 33.1 $11 000 000 4. 0 5 967 411 270, 000, 000 45.2 17, 000,000 ~ 2.8 2 000 000 0.3 $313 874 000 $105 078 000 33.5 $12 121 000 3.9 6 922 000 304, 000, 000 43.9 20,000,000 2.9 2 300 000 0.3 ~ $392 525 000 $135 184 000 34.4 $15 745 000 4. 0 7 803 000 ~ 327, 000, 000 41.9 25, 000, 000 3.2 2 500 000 0.3 $490 650 000 $174 889 000 35. 6 $20 599 000 4.2 9 387 000 368, 000, 000 39.2 32,000, 000 ~ 3.4 2 800 000 0.3 $667 402 000 $246 449 000 36.9 $29 344 000 4. 4 , ~ NoTE-Least squares equation used to project each line on basis of data per degree- credit to total will remain the same through 1974 as reported in fall 1965. Per student credit opening fall enrollment Consumer Price Index (1963-64=100) applied to all amounts in projection on bathC of total enrolimetit No attempt made to project number dollar data. for base period before projecting which resulted in prQjeetion in 1963-64 dollars. of libraries on instructions of Dr. Schick. Projection of total students (degree and nondegree) on assuniption that ratio of degree- PAGENO="0310" Actual 1060 1059 Number of libraries - Total U.S. population I'opulatlon served by libraries Volumes, end of year Volumes per capita Volumes added - Volumes a(lded per capita Circulation per capita Expenditures: Library materials Per capita Percent of operating expenditures Binding and rebinding Percent of operating expenditures 823 180, 676, 000 112, 556, 000 130, 638, 000 1. 16 10, 51)2, 000 0.00 4.04 $30, 037, 000 $0. 27 15. 1 $3, 364, 000 1.7 1962 856 186, 591, 000 118, 004, 000 163, 269, 000 1.38 12, 864, 000 0.11 4.44 610 177, 830, 000 84, 167, 000 109, 379, 000 1.30 8, 809, 000 0.10 4.63 $24, 472, 000 $1). 20 15. 0 $3, 020, 000 1.2 1965-66 194, 671, 000 123, 207, 000 220,032, 000 1.79 17,189,000 0.14 $39, 542, 000 $0. 33 15. 6 $4, 143, 000 1.6 $55, 540, 000 $0. 45 $5, 276, 000 1967-68 21)0, 212, 000 126, 714, 000 261, 237, (100 2.06 20, 201, 000 0.16 $66, 390, 000 $0. 52 $6, 046, 000 Projected 1969-70 205, 964, 000 130,355, 000 303,859, 000 2.33 23,398, 000 0.18 $77, 834, 000 $0. 60 $6, 859, 000 1074-75 222, 273, ((((0 140, 677, 000 422, 510, 000 3.00 32, 252, 000 0.23 $109, 736, 000 $0. 78 $9, 113, 000 TABLE 5-Selected statistics of public libraries serving populations of 36,000 or more: 1969-62 and projected to 1976 ______________________ ____________ ________________ 0 00 0 0 NoTE-Projections of expenditures are in 1963-64 constant dollars. Base period: 1959, served for the projected years. 1963-64 constant dollars based on Consumer Price Index. 1960, and 1062 which include data for county libraries serving populations of under 50,000. No projection of circulation and total operating expenditure since the base period data Projected by use of least squares equation and projection of total U.S. population. 1982 were not provided. population served as a percent of total U.S. population was used to estimate population 00 PAGENO="0311" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 303 TABLE 6.-Average list price for books in education ,children's, and all categories: ____________ United States, selected years, 1947-49 to 1960' Year (1) Average price of books . Index of change using 1947-49 as base period All categories (2) Education (3) Children s (4) All categories (5) Education (6) Children s (7) 1947-49 1953 1956 1958 1960 1961 1962 1963 1964 1965 $3.59 4. 13 4. 61 5. 12 5. 24 5. 81 5. 90 6. 55 6. 93 7.65 $3.39 4. 23 4. 47 4. 75 4. 97 4.89 5. 64 5. 71 5. 50 5.78 $2.11 2.26 2. 50 2. 73 2. 74 2. 77 2. 77 2.94 3. 06 3.11 100.0 115. 0 128. 4 142. 6 146. 0 162. 0 164.3 182.4 193. 0 214.2 100.0 124. 8 131. 9 140. 1 146. 6 144. 2 166.3 168. 4 162. 2 170.5 100.0 107. 1 118. 4 129. 4 129. 8 131. 3 131.3 139. 3 145. 0 147.6 i Excludes data for paperbacks, textbooks, Government documents, encyclopedias, book club books, and books published in previous years. Source: January statistical issue of Publisher's Weekly and the R. H. Bowker Annual. TABLE 7.-Average s~bsoription price for periodicals in education, children, and _____________ all categories: United States, r947_49 to 1965 Year (1) Average price of periodicals Index of change using 1947-49 as base period All catego- ries (2) Education (3) Children's (4) All catego- ries (5) Education (6) Children's (7) 1947-49 1950 1951 1952 1953 1954 1955 1956 1957 1958 1959 1960 1961 1962 1963 1964 1965 1966 $3.62 3. 91 4. 02 4.12 4. 24 4.34 4.44 4.56 4. 70 4. 92 5. 13 5. 32 5.63 5.92 6. 31 6. 64 6. 95 7. 44 $2.65 3. 04 3. 20 3.32 3. 50 3.62 3.66 3.74 3.82 4. 00 4.16 4. 19 4.34 4.62 4. 90 5. 00 5. 14 5. 58 $1.44 1. 60 1. 62 1.69 1. 73 1.79 1.82 1.85 1. 91 2. 00 2. 05 2. 06 2.29 2.44 2. 57 2. 50 2. 61 2.71 100.0 108. 0 111. 0 113.8 117. 1 119.9 122.7 126.0 129.8 135. 9 141. 7 147. 0 155.5 163.5 174. 3 183. 4 192. 0 205. 5 100.0 114. 7 120.8 125.3 132. 1 136.6 138.1 141.1 144 2 150. 9 157. 0 158.1 163.8 174.3 184. 9 188. 7 194. 0 210. 5 100.0 111.1 112.5 117.3 120. 1 124.3 126.3 128.4 132.6 138.8 142.3 143. 0 153.4 169.4 178.4 173. 6 181. 3 188. 3 Source: Index of library materials, published armually in R. R. Bowker Annual and HEW Trends. TABLE 8.-Average price per copy received by publishers for te~rtbooks, by educational level: United_States, 1957-65' Year (1) Average price per copy received by publishers for textbooks Index of change using 1957-59 as the base period Elementary (2) High school (3) College (4) Elementary (5) High school (6) College (7) 1957-59 1960....... 1961~.... 1962W 1963 1964 1965 $1.33 1.51 1.48 1.58 1.65 1.75 1.85 $2. 52 2.72 2.77 2.74 2.80 2.77 2.77 $3. 78 3.92 3.85 3.87 3.93 3.93 4.04 100 114 111 119 124 132 139 100 108 110 109 111 110 110 100 104 102 102 104 104 107 i Data are for both hardbound and softbound textbooks. Note that the base period of 1957-59 used in tables 8-10 is a decade later than that used in tables 1-3. Source: Tables 8-10 were prepared by Stanley B. Hunt & Associates for the American Textbook Pub- lishers Institute, New York City. PAGENO="0312" 304 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES TABLE 9.-Averaqe price per copy received by publishers for workbooks,' by educational level: United states, 1957-65 Year (1) Average price per copy received by publishers for workbooks Index of change using 1957-59 as the base period Elementary (2) High school (3) College (4) Elementary (5) High school (6) College (7) 1957-59 1960 1961 1962 1963 1964 1965 $0.48 . 52 .53 .54 .57 .59 .63 $0.91 .95 .97~ 1.07 1.08 1.08 1.11 $1. 72 1.83 1.82 1.84 1.82 1.88 1.96 100 108 110 112 118 123 130 100 104 106 118 119 119 122 100 100 106 106 106 109 114 1 Data are for softbound workbooks. TABLE iO.-Avorage price per copy received by pssblishers for juvenile books and adult trade books: United states, 1957-65 * ~ Year . (1) * Juvenile books : Adult trade books -, Price per copy Index using base 1957-59 Price (2) Index (1957-59) (3) Hardbound (4) Softbound ~ (5) Hardbound (6) Softbound (7) 1957-59 1960 1961 1962 1963 1964 1965 $1.18 1.20 1.25 1.24 1.46 1.50 1.38 100 103 106 105 124 127 117 $2.16 2.16 2.23 2.34 2.45 2.42 2.50 $0.70 .64 .60 .63 .63 .71 : .79 100 100 103 108 113 112 116 100 91 86 90 90 101 113 TABLE 11.-~irnber and percent of total titles and paperback titles, selected years, 1955-65 Year Number of all hook titles Number of paperback titles Paperbacks as percent of total 1955 1957 1959 1961 1963 1964 1965 12,589 13,142 14,876 18,060 25,784 2S,451 28,595 1,374 1,469 1,912 2,615 8,631 9,287 9,317 11 11 13 15 34 33 33 Source: Tables 8-10 are from the chapter by P. L. Schick on "The Recurring Emergence of American Paperbacks," in "Book in America's Past." Dave Kaser. editor. University Press of Virginia, 1966. TABLE 12.-Production of fiction and nonfietib~ paperback titles, 1955-65 - Year Total number of paperback titles Percent fiction Percent nonfiction 1955 1957 1959 1961 1963 1964 1965 1,374 1,469 1,912 2,615 8,631 9,287 9,317 61 62 52 49 20 20 20 39 38 48 51 80 80 80 PAGENO="0313" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 305 Dr. `SCHICK. During 1965 Congress has passed a massive amount of legislation to help with the financing of the book needs of the country. Two years ago I worked on an `assessment of needs according to a na- tional standard for such materials. I can summarize ,the total legis- lation by saying Federal legislation has about doubled the amount that goes now for the purchase of books and other library materials. The one outstanding lag that has to be noted in the document, we prepared, together with the American Library Association, is a mass- ive gap to. bring the country up to par. This gap is not being covered by the existing legislation. As we move forward from year to year and Congress appropriates funds,' a tremendous dent is being made to, keep up to date.' This was not possible before. t . `," But the 390 million gap in books which existed before the Federal program came into effect..remains.uncovered.,' ` ` `. . Mr. BURTON. How did you `arrive at the 390 million book gap? Dr. SCHICK. We used the existing national standards to determine the needed number `of volumes there should be for every child' in school, how many books there should be in colleges and universities and in public libraries. If you take the. number of' schools, colleges, and public libraries `and use the standards as yardsticks, you arrive at these figures. We have translated these figures into dollar figures by using cost index conversions. They are the figures we have used to say that Con- gress is now doubling the actual expenditures. As a result of con- gressional support to the purchase of library materials. There has been a good deal of discussion about the cost increases of library materials. We believe these costs increases are not abnormal. They don't deviate too much from other related cost increases. There is a fear that on account of this massive funding from Federal sources increases are going to be greater than in the past. This is possible but they cannot be measured at the present time because the 1965 legislation started to pump dollars and books into the schools during 1966, the current fiscal year. Only at the end of the current calendar will you be able to see how much the cost of materials has actually gone up. It is possible that there is a substan- tial increase but we can't measure it at this time. Problems in connection with the physical makeup of books relate to a condition which is now being investigated. It was looked into by the Senate with regard to publishers library or reinforced editions for children. There is a possibility that in some instances books which appear in various bindings have provided means to escalate the price to libraries beyond a reasonable amount. I understand there is a grand jury action going on in Chicago which is looking further into this aspect. As .far as the quantity of supplies of material for the' educational community is concerned, I think there is no dearth of material. I am staying, away, from quality comments because this was covered by other witnesses and is `not my field. During the. last two decades `the increase: of publications it is `far greater `than the increase of `the population. ` Between 1930 and 1960 the population increased 58 percent, but books, increased by; 168 per- cent. In terms of numbers,' the `publishing industry is certainly doing its share. .. ` ` . PAGENO="0314" 306 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES One significant aspect of the pricing of books and materials made available at low cost, I think, can be found in the paperback field. In this area the price has not gone up as sharply as in hardbound books and the number of paperback titles today has escalated beyond everybody's expectation. Within the paperback field there has been a noticeable change. During the last decade statements were made here in Congress and in the press that a great deal of material is fiction of a salacious nature; and sex, sadism, gunsmoking type materials seemed to be prevalent. Paperback book titles amounted to about 10 percent of all books published in 1955 and now to 33 percent. The ratio of fiction and nonfiction hadbeen reversed. Now, nonfiction is about 80 percent of titles published and in 1956 they were 39 percent. These paperbacks are available at various prices to schools and colleges and to individual buyers. There are now opportunities to buy very worthwhile ma- terialto supplement regular texts at a lower price. Such serious nonfiction books have vastly increased im number. I think this is partly due to what sells. I don't know if the Nation's tastes has changed, but it promises well for the future. In conclusion I would like to speak of what I consider to be amiss in publishrng.' I think previous witnesses have pointed to some short- comings in books and types of books. I think there should be more books for various minority sectors of the community. I mean not only racial minorities but also handicapped adults and children. They see so many books where kids move and jump around. Whoever thinks of the affect this kind of literature has on a child spending the day in bed or in a wheelchair? I do not believe there are enough materials to take this need into consideration. I think it would help if publishers would use the same research initiative of educators and librarians. I think they should step forth, and maybe put some funds into related research. I have not seen much initiative, in this direction even from the Office of Education. Mr. BURTON. Thank you very much. On your statement about other minority groups, that was quite interesting. There is a large number of retarded children in this country, a large number of physically handicapped, a.nd financially handicapped people who are basically adult. These. are often basically illiterate. You can't give them children's books. They are too mature for that. Mr. BURTON. Do you recommend any textbooks available in the adult education field? Dr. SCHICK. There are some I have seen but I think in terms of percentages it is a very small group. Economically speaking, if I may shift to a field more my own, this is understandable because there is not much profit. To publish for minorities, I don't think is good business. Maybe it needs some subsidies. Why do paperbacks sell and why can't an impact be made in this area? Because there are millions of readers. For example, the first paperbacks in the religious field were Catholic books because they have a large group of potential readers. The moment you go to a religious minority group, there is the pos- sibility that it would not pay. PAGENO="0315" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 307 At least there is the fear that it would not pay if there is a group that has only 1 million members, half do not care to read and the other half may not be too interested and the publishers won't sell too many copies. Dr. MATrHEW. I think we have gotten testimony that publishers are doing well with the new materials they are producing. That is one of the reasons they are going into it. There is the demand. There are multiethnic books being published with all kinds of illustrations. I think of what you point out about adult education materials, that whether this material is the most interesting for adults, or is informative material, may be a question. I suspect Time and Life, and the Daily News in New York City, which is highly pictorial, are quite widely circulated and read by people whose reading capacity islimited. They can get information from the pictures quickly. Maybe we do need publications dealing with a wider range of topics with reading material for limited adult readers. You say paperbacks have a potential and are growing. Are they more expensive in the long run? I think it is less expensive for chil- dren to have a complement of paperbacks, for they would have a wider range of materials. But, what is the cost to the school system ? Those books are expendable. They don't last long. Would they be more expensive in the long run? Not that we shoudn't spend the money if we need them. Dr. SCHICK. The number of circulations paperbacks can stand is obviously very limited. A library bound book, according to standard specifications, will withstand 150 circulations and more. Paperbacks will never approach this figure. Paperbacks usually withstand only 3 to 15 circulations. On the other hand, you can get several for the cost of one or two books. For this reason economically it presents a great challenge to teachers. Particularly in colleges, I think the textbooks are now frequently supplemented or displaced by a series of paperbacks. It becomes then a flexible learning tool. Each instructor can put together his own textbook by combining 10, 15, or 20 various titles. I think sometimes a textbook puts you in a straitjacket, but a tre- mendous choice of books by a teacher on his toes and wanting to make an impact, opens up great possibilities. He can't ask the school to buy the book because the expenditure of money is much more limited. Mr. BURTON. Thank you very much. Mr. RADCLIFFE. Under the Cooperative Research Act do you know whether any projects have been funded for adult education? Dr. SOHICK. I believe one or two. The whole cooperative research program has funded some research projects in this area. I can't give you any percentage figures but I would say in consideration of the total funding, it is insignificantly, small. `What has gone into research in the publishing area is for all prac- tical purposes negligible. Mr. RADCLIFFE. That leads me to an observation that this fre- quently happens when officials of the U.S. Office of Education come before this committee and say we have this need ~r that need for more knowledge that is urgent. We ask, What have you done with the cooperative research program in this area? Very often the answer is the one you have given-negligible. PAGENO="0316" 308 BOOKS FQR SCHOOLS AND TREATMENT OF :MINORITIES Dr. SCHICK. I have not stated anything which led to the conclu- sions which you put forth. Mr. RADCLIFFE. I am drawing that conclusion from a great deal of testimony. . Dr. SCHICK. If I may make the point,. I meant to say the initiative of publishers an~ researchers has :been.very limited. I have nOt said this was due, to a lack of Federal funds. To my Imowledge, there is a lack of publisher investment in related research. 1 don't think you have to come only to the Office of Education for funds. Mr. RADCLIFFE. I didn't.either. .. . Dr. SCHICK. The potential exists. Mr. RADCLIFFE. I happen to have . been interested in this area and it is my information that your testimony is correct in terms of re search and development funded through the Office for Adult Educa- tion, that very little has been done. . . . Dr. SCHICK. And in the publishing area, the one we are discussing now, I think clOse to zero has been done. Mr. RADcLUTE~. Perhaps you are both deficient? Mr. BURTON. Thank you very much. We will now hear from Dr. Wesley. STATEMENT OF CHARLES H. WESLEY, EXECUTIVE DIRECTOR, ASSOCIATION FOR THE STUDY OF I~EGRO LLFE Al~fl) HISTORY; PRESIDENT, ASSOCIATION PUBLISHERS Mr. BURTON. You will perform the function of Willie Mays, our cleanup man. Mr. WESLEY. Mr. Burton and members of the committee, I am Charles H. `Wesley, executive director for the past 8 months of the Association for the Study of Negro Life and History, and president of the Associated Publishers, the oldest Negro history publishing com- pany in the United States. The association was established on September 9, 1915, at the YMCA in Chicago, Ill., by Carter G. Woodson and four others and was incorporated on October 3, 1915, in the District of Columbia. On January 1, 1916, the Journal of Negro History was launched and has not missed an issue in 50 years, and as Dr. Carter G. Wood- son, who founded our association has said: Above all, the Journal of Negro History has made the world see the Negro as a participant rather than as a lay figure in history. We have continued the work of this association through $1 mein- berships, donations, and subscriptions. The point which Mrs. Sterling made a few moments ago is a point I would stress again, there have been times when the association has' been in great need. . In 1921 the Associated Publishers was organized as the publishing company of the association. More than fourscore books and mono- graphs have been published. In 1926, Negro History Week was undertake.n for celebration in the week in February to include the birthdays of Abraham Lincoln, February 12, and Frederick Douglass, February 14-one white, one colored. This celebration will . continue in 1967, with the week's theme ~as "Negro History in Home and School." Negro History Week con- PAGENO="0317" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 309 tinues to arouse the American people, white and black, to a keener appreciation of the contributions of the Negro people to American civilization. In 1937 the Negro History Bulletin was undertaken in a 9 months issue annually in the period of the school year for teachers and youths in the elementary and secondary schools and colleges. Its circulation will be increased this next year, beginning in October 1966. We have undertaken the publication through Books, Inc., Wash- ington, D.C., of 5 volumes on the Negro since the Civil War in a series of 10 volumes to be known as the International Library of Negro Life and History. These five will appear in December. And this will be a series of volumes, sir, which will compete very strongly with "National Heritage" and they will be better books. Since 1916 our association through its quarterly and its monthly, the Negro History Bulletin, has carried a message into homes and schools. Their circulation has been small, 5,000 and 3,000, respectively, but we have carried on this message of the need for a consciousness and appreciation of the dignity, contributions, and basic unity of all the ethnic, racial, religious, social, and economic groups which have en- riched American life. We plan a more widespread subscription list as a year's subscrip- tion to the bulletin will be given to each purchaser of the series men- tioned above, and 50,000 or more sets are to be in this first issue. The president of Books, Inc., and Publishers, Inc., is here this morning and is a verification of this definite stigma. How can this objective of equal status be attained when the contri- butions of these groups are not contained in the textbooks published in the millions and are not known or appreciated by writers and teachers of the textbooks, in which the minorities are portrayed in all channels of communication as not only different but also inferior? Three or four pictures of prominent Negroes do not suffice, while a total poor image of a people remains. American youth can no longer grow to full fruition in a world di- vided into two parts in its subject matter, one alive and white, the other black, less alive or dead, and powerless to be born because of the favorable printed word of truth. The time has come not on'y for an integration of peoples but in addition an integration of subject matter in school textbooks. The omissions and neglect of boards of education, administrators, book selection committees, principals, and teachers should be cor- rected. Freedom of speech and freedom of the press give a man the right to write and to publish as he wills, but he should not be alJ.owed to libel another man, and certainly not another people with impunity. It should be as illegal to libel a people, a whole people, those who are black and those partially related with a single drop of Negro heritage. But why should it be necessary for each minority to publish its his- tory in defense of its claim for a place in our democracy? Pictures, mental and real, have their impressions on human rela- tions. These are fences. These fences are as realistic as the ones of segregation and to remove one without the other will be of almost 110 adequate result. Booker T. `Washington, who was conservative in his PAGENO="0318" 310 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES views gives his reaction which is typical today of children, white and black. He stated in his "The. Story of theNegro": One picture I recall vividly in the first geography I studied. It was a picture of George Washington placed side by side with a naked African having a ring in his nose and a dagger in his hand. Here, as elsewhere, in order to put the lofty position the white race has attained in sharper contrast with the lowly condition of a more primitive people, the best among the white people was con- trasted with the worst among the black. If this picture was intended to present the African, even in this presentation it is false. For Africa. had its kings and governments just as Europeans had, its civilization and cultures just as Europe; and particularly among the Franks, Angles, Saxons, Jutes, Danes, and Northumbrians, a.nd others. King Askia the Great in the Kingdom of Songhay in Africa is as great as Charles the Great of the Franks in Europe. But why men- tion one and not. the othe.r or caricature the other? Why not an Afri- can background of American history as well as a European background to American history? While the absence of sharing and belonging in America. affects pri- marily the Negro, it. also affects other minorities. America is not an Anglo-Saxon country with a white Protestant civilization in a struggle to survive against Negroes and foreigners. We a.re a. composite of cultures from many lands and corners of the earth. Frustrations of varying degrees affect Jews, Negroes, Orien- tals, Mexicans, Indians, people from southern and eastern European countries and the Middle East. Where homes are well read, these weaknesses become strengths, but t.hey also represent indictments of our democratic preachments. Our education has helped to maintain a stationary status for our human relations rather than to challenge the building of better ones. The current revolution is also insufficient to achieve the goal of equality so long as the bad image of t.he Negro is created in the mind of the average American and appears when he hears the word "Negro." We need and nmst have a.n additional channel, the crea.tion and dis- tribution of trut.h which will dispel the falsehood of omission, com- mission and neglect which have been rampant in the reading and teaching of t.he textbooks of the Nation. The Association Publishers has entered this field of textbooks and has published that which it calls "Four Steps in Negro History in African and Negro-American History." These books are being used in schools for both population groups. They are in school libraries, and the grea.test use for them is in schools predominantly Negro, but they should be in schools for all youth. These four steps in Negro history are as follows: I. The first book of Negro history: The Child's Story of the Negro. by Jane Dabney Shackelford. A text- book for primary and elementary grade pupils. Revised edition, 1964. II. The second book of Negro history: Negro Makers of History, by Carter G. Woodson and Charles H. Wesley. This is a textbook designed for the upper middle grades and the junior high school. Revised 1958. III. The third book of Negro history: The Story of the Negro Retold. by Carter G. Woodson and Charles H. Wesley. This is a textbook for the senior high school and is suitable for college students desiring the leading facts of Negro life and his- tory. Revised 1964. PAGENO="0319" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 311 IV. The fourth book of Negro history, adapted to college work-lith edition, revised and enlarged in 1966: The Negro in Our History, by Carter G. Woodson and Charles H. Wesley. Revised 1966. This was adopted for college work and is in its 11th edition which will shortly come from the press. In city after city efforts are being made which are too feeble to pro- duce satisfactory textbooks with a few integrated illustrations, ap- pendages, special pamphlets, and brochures, when what is needed is integrated textbooks. With several States providing by legislation for the inclusion of minorities in textbooks, the need is great in others. While a revolution is taking place in our cities, we must have the realization of the need for a revolution in the minds of men, basic to the success of the poverty program for the disadvantaged and the ex- tension of democratic privileges in the freedom of the mind. This should not be a dream that seems to be dying but one that is coming to birth. Years ago, the Advisory Commission of the National Council of the Social Studies declared for our Nation the following: We are immigrants and descendants of immigrants, a nation of many re- ligions and races, a nation which reflects class and caste distinctions as incom- patible with our way of life. Racist thinking and scapegoating, the fomenting of divided loyalties, the accepting of groups are consonant neither with our demo- cratic ways of life, nor with the scientific findings of anthropologists and psy- chologists, as part of a societal attack on the economic and psychological roots of intergroup hostility, intercultural education can make a contribution. This is still true unfortunately. But fortunately, Congressman Adam Clayton Powell and you the members of this committee are con- gratulated by our association for directing attention to this neglectful situation by publishers in the field of education. Mr. BtTRTON. Thank you very much for your most helpful statement and testimony. I would like to recognize the presence of Mr. Thompson, the director of the Institutional Divisions of Negro Heritage Library; aiid at- torney, Newman B. Jolmson. Would either of you gentlemen like to contribute to our hearing today? STATEMENT OP NEWMAN JOHNSON, CHAIRMAN, STATE HOUSING COMMITTEE, NAACP, AND ATTORNEY Mr. BURTON. We are very pleased to have you with us, Attorney Johnson. Mr. JoHNsoN. Mr. Chairman, I am also chairman of the State Housing Committee of the NAACP, and have been pinchhitting for our retiring educational chairman of the organization in that State. We have a vital concern in the programs of the New York City and New York State Boards of Education. And look to a better ethnic balance as indicated in the work of this committee in this series of hearings. We are going to continue. You will have the full support of the en- tire National Association for the Advancement of Colored People in this program. You know how vital it is to the overall question. We are going to continue those efforts with the cooperation of you, the chairman, and the educational chief of the committee. PAGENO="0320" 312 BOOKS FOR SCHOOLS AND TREATMENT OF ~ORITIES We thank you for the courtesies extended to us and the courtesies we know we will receive in the future. Mr. BURTON. Thank you very much. With that generous note and our thanks to all of you for your patience and contribution we will adjourn the hearings. (Whereupon, at 12: 25 p.m., the committee adjourned, subject to the call of the Chair.) PAGENO="0321" APPENDIX STATEMENT OF LEE C. DEIGHTON, CHAIRMAN OF THE MACMILLAN Co. Mr. Chairman, I am Lee Deighton, chairman of The Macmillan Company. I appreciate the courtesy of your invitation and welcome the opportunity to speak to the points raised in your letter of July 29. May I begin by acknowledging your leadership and the wisdom of your Committee in providing badly needed assistance to the cause of education in our nation. On July 19, 1966, the Philadelphia Evening Bulletin published a story under the headline "Publisher Buys Poem Written by Girl Pupil, 14." The publisher is The Macmillan Company. The pupil is Berenice Flanagan. The poem is titled "Man Without a Face." It was written as an English assignment. I quote from the story:. "The teacher had given the class a picture from Ebony Magazine, showing a Negro in a gray suit with a blank spot for a face. The caption read: `The Acceptable Negro.' She asked the class to describe the point of the picture, and Berenice answered with a poem." The entire Bulletin story with the poem is appended to this statement. The story makes the point that the poem will appear in a Macmillan textbook for improvement of basic skills in disadvantaged areas. The "text" is one of fifteen such books to be published as The Gateway English Series, published by the School Department of The Macmillan Company. (a) Mr. Chairman, the foregoing incident `typifies the position of The Mac- millan Company as to the treatment of minority groups in books for school use. We believe that every freedom carries with it a responsibility. We believe that freedom of the press bears with it the responsibility for fair and honest presentation without distortion or suppression of known facts. We believe that books have great power to change men's hearts and minds. Sixty years `ago, The Macmillan Company published "The Making of an Ameri- can," an account of life in New York's slums by Jacob Riis. It was read by Theodore Roosevelt and it influenced his entire career. Four years ago Mac- millan published Michael Harrington's "The Other America." It was read by President Kennedy who thereupon initiated studies which under President Johnson became the antipoverty program. We believe that any book purporting to picture American society past or present must report the presence, the accomplishments, and indeed the prob- lems of minorities in our society. To the degree that these groups have been absorbed and integrated into the structure of our society, this must be shown. To the degree that they have not been, this too must be shown. But the treatment of minority groups is not limited to books reporting history or present-day society. It occurs in any textbook or children's book which shows groups of Americans at work or play. We believe it essential to provide children of all groups with images with which they can identify-with stories and pictures of their own people amongst other peoples. We believe that minority groups must be represented in both the text and illustrations of textbooks. We believe that the children of minority groups must find in their textbooks situations familiar in their everyday experience and people with whom they can identify. We believe that these situations and these people must suggest levels of aspiration to which these children can reasonably hope to reach. We will not consciously understate or overstate the known facts concerning any majority or minority group. We will not permit our textbooks to be media for the propaganda of any cause, group, or interest in our society. 71-368-66----21 313 PAGENO="0322" 314 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES We do not publish one version of a textbook for the North and another version for the South or any other section of the country. These principles have formed the position of the Macmillan School Department for the 10 years that I have been associated with it. (b) The foregoing paragraphs are the context in which The Macmillan Com- pany has published the following textbooks and children's books for library use. 1. Te~ct books In 1962, we contracted with the Bank Street College of Education to publish an urban-oriented series of readers now known as the Bank Street Readers. The selections and the illustrations represent the full diversity of the people and their life in our cities. The child finds here situations with which he is familiar and people with whom he can identify. The Gateway English Series, referred to above, is a series of books, recordings, transparencies, manuals to present a full English program for disadvantaged children of junior high school age. Illustrations and selections, represent the people and situations in which these children live. The Harris-Clark Reading Series, which is not urban-oriented, represents in story and illustration all thechildren of all the people. The Macmillan Reading Spectrum is a collection of soft-bound books from the lists of many publishers. The following titles deal with the lives of minority group children: "Big Little Island"-Angelo. "The Pushcart War"-Merrill. "All-of-a-Kind Family"-Taylor. "Government in Our Republic," by Brown and Peltier, a high school text, dis- cusses legislation bearing on the minority groups and includes special studies of Civil Rights, Urbanization, and the War on Poverty. The Macmillan Social Studies Series, for elementary schools, represents the diversity of present-day American life. It portrays prehistoric civilizations of Africa. One volume of this series was translated into Spanish and adopted for basic use in the schools in Puerto Rico. The Laubach Streamlined English Series, for adult literacy training, is aimed primarily at rural and isolated areas. In illustration and content, it portrays people and situations with w-hich the illiterate people of these areas can identify. "History of a Free People," by Bragdon and McCutchen, for high school sth- dents, treats the Negro as an involuntary immigrant and a slave in the colonial period, his service in the Revolution, his contributions to plantation economy, his position in North and South, his service in the Civl War and Reconstructon, his contributions and problems in recent years. "Goals of Democracy," by McCutchen and Fersh, a 12th grade social studies text, presents a long unit on "Assuring the Rights of Individuals" of whatever race or creed. The following titles are in subject areas which do not naturally lend them- selves to textual portrayal of minority groups but their illustrations present in- dividuals from all segments of the population: The Treanor English Series. Elementary English Series-Pollock, et al. Science for Tomorrow's World. 2. Chiliireiv's books for library use As far back as World War II days, the Macmillan's Children's Book Depart- ment recognized the need for providing meaningful reading experiences for children of all socio-economic and ethnic groups. This commitment resulted in a group of poetry and story anthologies compiled for Macmillan by the Literature Committee of the Association for Childhood Education International. Of special interest in relation to minority groups are three titles in this group: "Told Under The Stars and Stripes" (Copyright 1945). "Told Under The Christ- mas Tree" (Copyright 1048), and "Told Under Spacious Skies" (Copyright 1952). The stories and poems in these' volumes, which are still in prin~t, repre- sent an honest cross-section of American life, including such areas and themes as Harlem, migrant workers in California, Appalachia, Chinatown. and im- migrants of all nationalities. At least one-fourth of the selections in "Told Under The Christmas Tree" are about Hanukkah and the other selections repre- sent ethnic celebrations at Christmastime. Children of all colors and races are pictured on the jackets of the books and/or in the line drawing illustrations within the books. PAGENO="0323" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 315: The Literature Committee of A.C.E.I. is currently compiling a new book in this series, tentatively titled "Told Under The Skyscraper," which will include stories and poems dealing with urban life in America today. Macmillan will publish this new anthology. In 1954 Macmillan published a teen-age novel, "The Barred Road," by Adele De Leeuw. "The Barred Read" deals squarely with the problem of school inte- gration and racial prejudice. The book is still in print. In 1962 we published "Ronnie and The Chief's Son" by Elizabeth Coatsworth, which is set in Africa and deals with the friendship of a white boy and a native boy. This book was awarded a "Books for Brotherhood Award" by the National Council of Christians and Jews. In 1961 "Mokihana Lives in Hawaii," a photo-story by Anna Riwkin-Brick and Eugenie Soderberg, was hailed as "valuable because of the way in which the book clearly shows the happy racial amalgamation in Hawaii" by the Bulletin for the Center of Children's Books, The University of Chicago. This book as well as cthers by the photographer Anr~a Riwkin-Brick, all published by Macmillan, are being successfully used in elementary social studies programs. The A.L.A. Booklist re~ iewed Sia Lives on Kilimanjaro (copyright 1959) also in this series of photo stones of children of other lands as follows The book is recom mended for its fine photographs which give an excellent view of the East African background and a feeling of kinship with children of another land Other titles in this series include "Eli Lives in Israel," "Marko Lives in Yugoslavia," and scheduled for 1967 publication, "Noy Lives in Thailand." "Amigo," a picture book by Byrd Baylor Schweitzer and illustrated by Garth Williams (copyright 1963), depicts a Mexican-American boy. This book received wide critical praise from educators and librarians. The author's second book, "One Sraall Blue Bead" (copyright 1965), deals with the theme of brotherhood. The illustrations by Symeon Shimin are artful yet realistic drawings of North American Indian types. Berta and Elmer Hader wrote and illustrated for us "Pancho" (copyright 1942), a picture book about a Mexican boy. A filmstrip of it has been made by Weston Woods Studios. The Haders have often included Negro children and adults in the many picture books they have done for us such as "Snow in the City" (copyright 1963), and "Big City" (copyright 1947). In 1965 we published "Barnaby's Bells," by J. D. Lawrence, a mystery for children in which one of the two main characters is Puerto Rican. The plot also hinges around racial and class prejudice, with the white boy solving the mystery concerning some thefts and thus proving that his Puerto Rican friend is honorable. As a federal project during the Great Depression, Norma Keating wrote a little story called "Mr. Chu," which the New York City Board of Education used for some years in their New Reading Material Program. We published it as a trade book with beautiful illustrations in 1965. "Mr. `Chu" is set in New York City's Chinatown, and it is the story of the friendship between an old Chinese man and a little Irish boy. In April of 1967 we will publish "Zeely," a long illustrated story in which all characters are Negro. "Zeely" is the first published work of Virginia Hamilton, a young Negro writer who is working on other future books we hope to publish. Another 1967 publication is "Will I Have a Friend? by Miriam Cohen, with illustrations by Lillian Hoban. In this picture book about a child's first day at nursery school, the main character is a Negro child and several of the other characters are Negro and Puerto Rican. Non-fiction books dealing with or picturing minority groups range from "The Epic of The Maccabees," which is the Biblical tale of the Jewish struggle for freedom of religion, to books as "I Like Jazz" and "Ballads, Blues, and the Big Beat." The latter two books give considerable biographical material about Negro jazz musicians and folksingers, and also relate the ballads and folk songs popular today with Negro history. M. Sasek, always a faithful illustrator of city life as he sees it, has included Negroes and people of all ethnic groups in his illustrations for "This Is New York" (copyright 1960). In addition to depicting Negroes as an integral part of New York City activity, he has included a scene of children on a Play Street in Harlem, a scene from `Chinatown, and a number of examples of Jewish, Italian, Puerto Rican, Slavic, and other ethnic restaurants and shops around the city. (c) The requests of school personnel for correction or augmentation of the textbook treatment of minority groups have been neither uniform nor persistent. As long ago as the 1920's, Jewish organizations protested the use of "Merchant PAGENO="0324" 316 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES of Venice" in English classes, and for many years this play appeared neither in curricula nor in textbooks. In recent years, the attitude of Jewish organizations has changed and the play has reappeared in English classrooms. The Catholic schools have taken a diffrent course. For many years they used textbooks specially written by Catholic writers. In the past 10 years there has been a strong move away from "Catholic" textbooks to the use of books produced for public schools. During this period, The Macmillan Company has experienced a considerable sale to Catholic schools of such titles as The Macmillan English Series, The Macmillan Science Series, The McGuire elementary school history series, History of a Free People. These books were produced for use by all the children of all the people. The use of these books may or may not indicate a change in parochial schools. It certainly demonstrates that Catholic schools find no bias in the books mentioned. The plea for adequate representation of Negroes and other minority groups in textbooks has come from the large cities of the North and from the State of California. It began as a request no more than a decade ago. It changed to a demand five or six years ago. The Macmillan Company was one of the first publishing houses to recognize and respond to this demand. In general the criticism by school personnel has been of two kinds: (1) repre- sentatioñ of Negroes by illustration or textual reference as occupying inferior social status; (2) failure to represent the Negro adequately or at all. The first of these criticisms was the easier to meet. Odious epitheQs have long since dis- appeared from our texts and the word Negro is now uniformly printed with a capital N. A more significant change has occurred in illustrations which depict Negroes not just as jazz musicians and athletes but as civil service employees, as businessmen and members of profession-in vocations to which young people without great athletic or musical skill can aspire. The second criticism as to adequate representation was not effectively made by school personnel until the late 1950's. The response of publishers was delayed only by the necessity of careful rewriting and the creation of wholly new works. During the past three years a great range and variety of instructional materials have appeared more adequately representing Negroes and other minority groups than in the past. (d) The question here relates to "integrated textbooks." I suggest that this is not an apt or useful term. The Macmillan Company does not publish "inte- grated textbooks." It publishes textbooks which at relevant points and in appropriate context refer to and represent minority groups fairly and ade- quately. This means, among other things, the use of pictures showing members of all groups at work and at play together. When plans for the Bank Street Readers were first announced in the press, there was a protest from one single parish in Louisiana which announced that henceforth no Macmillan textbooks would be used in the parish schools. This is the only prejudiced negative reaction rthat I know of. Since that time and since publication of the Bank Street Readers, Macmillan textbook business has increased steadily in Southern states. Indeed, it has grown faster in Southern states than in other regions of the country. When we published the Bank Street Readers, we hoped they would find use in non-urban, rural schools as well as in the cities. We have discovered that the disadvantaged child in rural areas cannot identify with an urban setting any easier than with the standard suburban setting of the typical reading series. The primary use of the Bank Street Readers is likely to bein cities and metro- politan areas. We intend to produce materials equally appropriate to non-urban areas. Provision of materials for differentiated groups presents a problem to the state which adopts a limited number of texts per subject. There are 24 states which make statewide adoptions; they are primarily in the South, the Southwest,- and the Far West. The adopting committees are charged with finding books suitable for use in all sections of the state. The committees tend, therefore, to adopt books of general appeal. In state-adoption states, moreover, subject areas such as reading appear on a five- or six-year cycle. That is, an adoption runs for five or six years. This cycle often prevents consideration of some new ma- terials for some years after publication. It is significant, however, that our general texts in reading, English, science, and social studies which represent minority groups in illustration and text have met no opposition from adopting authorities in any part of the country. In fact, they have met with uniform acceptance. PAGENO="0325" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 317 (e) This point pertains to costs of books since passage of the National De- fense Education Act. It should be pointed out that under NEA virtually no textbooks could be purchased until 1965. There is no relationship between this act and the cost of textbooks. Similarly, in the first year of purchases under the Elementary and Secondary Education Act, no more than 15% of the funds available under Title II have gone to the purchase of textbooks. This Act has therefore had no effect on textbook prices. It is a common misconception that all textbooks are purchased from govern- ment funds. This is not the case. Of the total 195 textbook sales of $585,000,000, some $221,000,000 was for college texts which are privately purchased by stu- dents. A 1966 survey of 2500 school districts by the School Management Magazine (March, 1960) showed that "more high school students must buy-or rent-their own textbooks than ever before. Only 60% of the districts polled distributed high school textbooks free of charge." The survey showed: a comparable ~gure of 73.8% for elementary school textbooks. These figures are for public schools only. If figures are added for the 5,000,000 parochial school students who normal- ly purchase all of their textbooks, the total pupil purchase of textbooks in the country would be significantly higher. It is a conservative estimate, therefore, that 33% of all elementary and secondary school textbooks are purchased or rented. This means that, including college texts, only 41% of all textbook pur- chases in 1965 were from government funds. With this background, let's look at `textbook costs more closely. The Ameri- can Textbook Publishers In'stitute has for years supported an independent annual survey of industry statistics by Stanley B. Hunt and, Associates of New York. Every two years there is a supplemental survey which shows the change in prices of identical books over a period of three years. The distinction between new book's and old books is most important. There has been a steady increase in the price of newly published textbooks because `they have become la'rger, more fully illustrated, and richer in color. They are larger because knowledge has expanded in every subject field. They have more illustrations because schools have felt the need of more diagrams, charts, and other graphics. They have more color because schools find that the functional use of color heightens teaching value. It costs more to produce the kind of new book that schools require. In the six years between 1960 and 1965, the costs of artwork, composition, and plates for the textbook industry have risen 30%. Editorial costs, largely editorial sal-, aries, have increased by 43%. The net result is that the industry's rate of profit ha's declined by 10% in the 1960-65 period even with an increase in prices. One reason for this decline is the very narrow range of increase in the price of identical books. The latest Fall Survey was pu'blished in late 1964. It shows prices for identical hardbound textbooks in the basic subjects over the three year period 1902-64. T'he average price change for elementary books over the three years was less than 5%. The average price change for high school books over the same period was 7%. These increases barely cover the increased cost of manufacturing during this period. (f) This query pertains to needs for increased expenditures by schools for texts and 1i~rary books. The answer to this query depends upon one's level of expectations. It is generally accepted that no student should be expected to rely solely on a single basic text in any subject. Current practice is to surround the text with ancillary and supplementary instructional materials. These include manuals, monographs, paperbacks, tests, transparencies, and the like. To make instruction more effec- tive in the years ahead, more of these materials will `be needed than have been available in the past. The expenditure for instructional materials per pupil should be doubled minimally over the next five years to achieve the nation's educational goals. Please recall, that only 15% of the Fiscal Year 1966 funds for books under ESEA went to purchase printed instructional materials. The increase proposed here is for schools in general. Schools in disadvantaged city and rural areas need far more. I't is no secret that the per pupil expenditure for textbooks varies greatly from state to state and within the states. In most of the large cities of this country, the per pupil expenditure is wholly inadequate. If we mean what we say about improvement of instruction in disadvantaged areas, provision of instructional materials in these areas should be triple and quadrupled." The poorer the com- munity the less is spent for instructional materials The poorer the school the more instructional materials are required PAGENO="0326" 318 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES Momentarily at least, textbooks are to be made available on loan to parochial schools. Without going into the reasons, permit me to say that the need of these schools for instructional materials is very great. A far larger proportion of their children buy their books than is the case with public school children. Pupil purchase always tends to restrict the total supply of materials available and to preclude entirely the provision of enrichment materials. Pupil purchase tends also to keep old books in use long after they should have been discarded. The need for instructional materials in parochial schools is very real, and if the present means of supplying this need is invalidated some other means must be invented. We have lived too long with the Staten Island Effect. This phrase proceeds from an incident that occurred some five or six years ago. A Staten Island parent called the local high school in high indignation. It seems that his daughter was using the identical Latin book he had used 20 years before. How did he know? As a student he had scribbled his name on the flyleaf. Our society needs to learn that books are expendable. We must outgrow the notion that school buildings are monuments and that the books within them are sacred relics. Mr. Chairman, thank you for the opportunity to present this statement to your committee. I can only hope you will find it half as helpful as it has been lengthy. The schools of this country, particularly those in disadvantaged areas, require aid of the federal government to supply funds for purchase of instruc- tional materials. It is a tribute to your Committee that it has recognized this fact in its support of the Elementary and Secondary Education Act. May this wisdom and your leadership continue. [July 19, 1966-Philadelphia Evening Bulletini PuBLIsnrn Bugs PoEM WRITPEN BY GIRL Pupu. 14 [By Richard H. De Lone, of the Bulletin Staff I Every now and then something extraordinary happens to make a teacher sure it's all worth it. So when she read Bernice Flanagan's poem, ~Irs. J. A. Parkinson, a ninth- grade English teacher at Roosevelt Junior High School, was "so excited I had to leave the classroom so they wouldn't see me crying." Mrs. Parkinson thought the poem so good she showed it to an editor at the MacMillan Company. Yesterday, Be.rniee, 14, of 511 E. Washington lane, had a letter from the publishers offering her $2~ for use of the poem in a new textbook series. Next fall, pupils at Roosevelt and three other junior highs will be using the book and reading her poem as part of a new school board program to help motivate Negro pupils in so-called "disadvantaged schools." FIRST POETRY EFFORT Bernice, daughter of D~. and Mrs. Thomas W. Flanagan, wrote the poem- her first effort at poetry-for Mrs. Parkinson's class. The teacher had given the class a picture from Ebony Magazine, showing a Negro in a gray suit with a blank spot for a face. The caption read, "The Acceptable Negro." She asked the class to describe the point of the picture, and Bernice answered with a poem, "Man Without a Face." Her poem, entitled "Man Without a Face," follows: WHAT AM I? I am a clock ticking away the minutes never to know the hour. I am a wind, blowing the arms of a willow without disturbing a bud. I am a shipless captain with no one to hear my call or answer my order. I am a current rushing with no destination. I am a drop of water among many drops which govern my souL I am a man without a name. I am a man in a crowd of men yet so alone. I am a tulip in a field of lilies, I have no friends. I am a candle in a world which is dark. PAGENO="0327" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 319 I am a road that has a beginning and not an end. I am a man without a purpose. I am a man without a love, without a home. I am a man who hears no questions, who gives no answers. I am a quiet man with no one to talk to. I am a dreamer with no more dreams to dream. I ana a man without a place. As long as I wander from darkness to darkness, As long as I drown in the current of time, As long as this happens, I will have no place and will always be A man without a face. 20 MINUTES TO WRITE Bernice explained that the poem is about "a Negro in a white community who is willing to take the back seat. `He's a good man but he just takes what people give him. He's losing respect for himself and other people are losing respect for him, so he's not a person anymore." Bernice, a tan, quiet, but poised girl, said she didn't go through the writing agencies that beset more than a few poets who never see their work in print. WRITES OTHER POEMS "It took about 20 minutes," she said of the 37-line, free-verse poem. "I was just rattling it off and my mother said, `That's good.'" Bernice said she hoped the poem would reach a wide audience because "some people have a tendency to turn their heads to things they don't want to face up to." She has written several other poems now and next year will be in a creative writing course at Germantown High and work for the school paper. An "A" student in English, Bernice said she has about a "B" average overalL History, she said is her favorite subject, but at the mention of math she grimaced. John Dunn, a member of the school district's curriculum office, said the Mac- millan text using her poem is among many new curriculum materials to be used in a $150,000 federally financed program to improve basic skills in disadvantaged areas. DIFFERENT CULTURE Over a hundred elementary schools, as well as the junior highs, will be part of the program, he said. It is.an attempt to "shift the way schools loOk at a situation to get them out of their stereotyped thinking," Dunn said. "In the past, we've tended to think of disadvantaged, pupils as dumb. But we're learning that they really have an entirely different culture." He said that instead of grammar drills, for instance, the emphasis at ele- mentary school level will be to encourage self-expression and communication. Negro history will also be emphasized. Bernice's poem, said another school official, Mrs. Emma Lou Dawes, will be used in a special part of the program aimed at lifting the "self-image" of Negro pupils. "Her poeni," she said, "would be taught for its psychological and sociological meaning as well as the beauty of its structure." STATEMENT BY HARCOURT, BRACE & Wonu, INC., PRESENTED BY CAMERON S. `MOSELEY, VICE PRESIDENT A publisher in our society is a significant medium in the generation and clif- fusion of education. Precisely, his prescriptive role is to publish works that devolve from authoritative scholarship, from sound teaching methods, and from independent editorial' judgment. This is the role that Harcourt, Brace & World, Inc. has sought to fulfill in forty-seven years of publishing both general books and textb&oks. Throughout this period the Company has been a national publisher. It recognizes that, in the first instance, scholarship and creativity' are~ not"loealized geographically and that, further, if publishing is largely directed to appeal to particular see- PAGENO="0328" 320 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES tions or peoples of the nation its editorial substance can readily he compromised by immediate marketing considerations. The peculiar function of textbooks and other educational materials in the highly mobile, highly diverse American society has been described in his book "Now, Barabbas" (Harper & Row, 19G4) by William 3ovanovich, the President of Harcourt, Brace & World. Inc.: "As for most aspects of American society, the great watershed of change in education occurred at the turn of the century. The rise of industrialism gave rise to the cities-and to the opportunity for people to rise in the cities. Amer- ica was making good its promise: its society was again the tabula rasa, the clean slate on which everyone could begin anew, given only the chance to learn. As education came to be regarded as a social necessity-and, because of the immigrants, a political one-it assumed national rather than local character- istics. Primary and secondary education throughout the United States became more uniform, more predictable. A standard curriculum based on a graded progression of skills that the student was expected to master, was adopted from state to state * * ~. No longer, as is still partly the custom in Canada, were publishers compelled to produce books according to local specifications and, fre- quently, ones written by local authors. Now they could afford to commit large sums of money and careful editorial preparation toward the publication of a basic textbook or series of textbooks. The economies of textbook publishing became integral to the practices of American education: basic lists and con- centrated selling resulted in a rapid turnover of books and in ample profits, which in turn enabled publishers to offer the schools not only planned instruc- tional programs but also a variety of practical teaching aids." Now, to be national in a true sense a publisher must also recognize the niulti- ethnic, multi-religious, multi-racial character of AmerIcan society. At Harcourt, Brace & World we have sought to reflect not only the past contributions but also the continuing needs of the various peoples of the United States. Our anthologies of literature for junior and senior high schools have included, for example, a range of Negro authors. Our textbooks in science have been singularly commended for their scientific approach to the study of race. Our social studies books have emphasized the ideal of equality as it was expressed by Thomas Jefferson and as it has evolved, sometimes slowly, sometimes ob- scurely, but nonetheless steadily, in the successive legislative acts of American government. These books have, with what we believe is sound editorial candor, pointed out the lapses from the Jeffersonian ideal in our history: the shameful treatment of the American Indian. the disfranchisement and segregation of the Negro in the South after 1877, the long repudiation of Orientals, and the de facto patterns of discrimination against Negroes in the Northern states. Until the early 1950's, at least. Harcourt, Brace & World believed that its policy of producing books for use in schools throughout the nation required the Company to proceed with considerable caution on the subject of the relations of white people and peoples of a different skin color. In doing so we were. in part. reflecting the dominant views of social conduct as they then generally existed in the United States. In part, too, we were mistaken. as so many Americans were in those years, in assuming that focusing on "racial questions" had a divisive effect on educational procedures, particularly on the relation of educators to the citizenry as a whole. However, as a greater understanding of the civil and social rights of minorities became prevalentin the United States following World War II, an evidence of which was the Supreme Court decision in the case of Browfl v. Topeka (1954), our social studies and other textbooks have made it clear that the United States has entered a new era in its attention to race relations. Our present textbooks devote explicit treatment to civil rights and minority- group problems, and they are used, as earlier books were. in every state in the IJnion. Furthermore, it is the present policy of the Company to illustrate those textbooks in which pictures of people are integral to the work with photographs and drawings that represent people of varying races. Accordingly. we have not made a practice of issuing separate editions of the same work. Naturally, the essence of publishing is not to be found in neutralism, or in diffidence: to publish is to make known what one believes to be relevant and supportable. Harcourt, Brace & World has as a general publisher had a long tradition of forthright publishing on the problems of minorities. In the year of its founding it published Carl Sandburg's "Chicago Race Riots" (1919). It has published five books by W. B. B. DuBois (1920. 1928, 1935, 1940. 1945) ; and three books by Mary White Ovington (1920, 1931, 1947). PAGENO="0329" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 321 Among the notable titles of Harcourt, Brace & World are James Weldon Johnson's "The Book of American Negro Poetry" (1922, 1931), Drake's and Cayton's "Black Metropolis: A Study of Negro Life in a Northern City" (1945), Jacob Javits' "Discrimination-U.S.A." (1960), James W. Silver's "Mississippi: The Closed Society" (1964, 1966), and a forthcoming book (fall, 1966) that would appear to be a classic in its field, Matthews' and Prothro's "Negroes and the New Southern Politics." During the past three years we have published three new elementary textbook series in English and science that directly express our belief in explicit repre- sentation of our multi-racial society, as do the recent social studies textbooks, "Rise of the American Nation: Second Edition" (1966), "Story of the American Nation: Second Edition" (1967 publication), and "American Civics" (1967 pub- lication). "New Worlds of Literature" (1966) gives particular attention to the life of minorities in cities, both in text and in illustration, as will our forth- coming educational anthologies on Negro poets and on the multi-ethnic origins of American creative life. Where appropriate to `the subject matter and struc- ture of the work, all the current educational publications of Harcourt, Brace & World include illustrations of both white and colored peoples. It should be noted, in this connection, that a number of states and local communities (in- cluding private schools) now require that textbooks give adequate representa- tion, pictorially and otherwise, to different ethnic and `racial peoples. While all rational men wish that the corrosive evidences of discrimination in present-day communities of the United States would be eradicated, one should not depreciate the progress that has been made in the conduct of race relations as represented in American textbooks. Quite apart from the regulations in some states and communities that seek by purchasing restrictions to ensure discrimina- tion-free educational materials, the fact is that no textbook adoption committee, either at the state or the local level, and no school official has ever informed us that our textbooks would not be considered because of multi-racial references in their content or illustrations. Three new Harcourt, Brace & World elementary school series that plainly reflect the multi-racial nature of American society have already been variously adopted in Alaska, California, Florida, Georgia, Louisiana, South Carolina, Utah, Tennessee, Oklahoma, New Mexico, and West Virginia. They are also being widely purchased in major American cities and in hundreds of smaller communities where adoptions are made locally, as well as in many Catholic dioceses. There can be no doubt that increased (and increasing) federal expenditures in education will in part ensure that educational materials are candid and equitable in their treatment of social needs in `the United States. It is not within the scope of this short paper to discuss the corollary question of whether federal expenditures will lead, or moreover should lead, to a strong federal influence on public education. Harcourt, Brace & World, it can be said, welcomes any democratic and constitutional circumstance, whether local or national in origin, that will encourage American schools to confront the problems of discrimination in our society, for we believe that good publishing thrives on free inquiry and tolerant `reflection. Federal expenditures in education obviously raise questions beyond that of treating the issues of discrimination in race relations. The commitment of huge appropriations inevitably requires that some attention be given to economies in purchasing. Such attention will reveal, in our belief, that pricing practices in the textbook industry reflect the nature of the industry itself, in which there is a high degree of risk and a high degree of competition. Both conditions, in our opinion, `tend to result in equitable pricing. Since the passage of the National Defense Education Act in 158, the prices of Harcourt, Brace &World textbooks have generally increased, but it is relevant to note that `they have increased in relative proportion to the higher costs of ma- terials and processes used in book manufacturing. The attached chart indicates pertinent information, on typical titles, of price increases and cost increases. A great many elements enter into the pricing of an individual textbook. Accord- ingly, Harcourt, Brace & World always has priced its textbooks individually; we have never proceeded on the basis of "across-the-board" price increases. No generalization about pricing will hold true for all titles. It is perhaps obvious, but it needs to be said, that a statistical summary (including the chart attached here) cannot represent the difference in kind between textbooks published in 1958 and those published in 1966. One is not comparing the very same product, as, for example, in a comparison of coffee PAGENO="0330" 322 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES prices in 1958 and in 1966. Educational books have steadily, over the past twenty years generally and the past ten years especially, tended to increase in complexity, length, and expense of design and production. In order to com- pare a 1958 book with a 1966 book, one must regard the length of the book, the extensiveness of its printing processes (including the use of color), the number and character of illustrations, and the kinds of materials and con- sultant services furnished to schools and teachers as aids in using the book. Generally, textbooks have become longer, better illustrated, more expertly written and edited, and more flexible as teaching instruments. All these con- ditions have caused the single unit to increase in cost and, relativley, in price. In this connection it should be pointed out that the enterprising educational publisher does not usually publish a book. His tendency is to publish a spec- trum of materials that will provide abundance and variety in teaching and in learning. Hence, typically, an elementary school textbook series is offered with elaborate teacher's editions or teacher's manuaLs (free to the school) and consultant service (also free to the school). One must not suggest that the publishers lose money by following this practice-they do not generally-but one must not assume, either, that book publishing is a simple matter of manu- facturing and jobbing. It may be relevant, finally, to suggest that when money is declared to be short for educational materials required for the nation's schools the most logi- cal answer to this need is to increase the amount of money being spent on such materials. For the past quarter century the annual national budget in public schools for printed materials of instruction, expressed as a percentage of annual operating expenses, has been about two per cent. This is not an impressive figure. Whether it is a sufficient expenditure is a question that concerns us all, not only parents, students, teachers, and legislators, but also publishers, whose own interest in American education is hardly financial in whole, and whose commitment to research and creativity on how best to teach all Americans will in real ways help to create a better, braver citizenry. PAGENO="0331" Prices paid by schools from 1958 to 1966 for representative Harcourt, Brace &` World school textbooks 1958 1959 1960 1961 . 1962 1963 1964 1965 ~ 1966 ~ Cumula- Increase price Price Per- cent in- Price Per- cent in- Price Per- cent in- Price Per- cent in- Price Per- cent in- Price Per- cent- in Price Per- cent in- Price Per- cent in- tive percent ~ number years crease crease crease crease crease crease crease crease Growth In Arithmetic: Rev. ed., grade 4- Clark, lunge, Moser Growth in Arithmetic: Discovery ed. 4- Clark, lunge, Clark, Moser Elementary Mathematics 4-Payne, Spooner, Clark,Beatty,Wells The Story of American Democracy: 3d ed.- Casner, Gabriel The Story of American Democracy: 3d ed. with 1958 supplement Story of the American Nation-Casner, Gabriel $1.98 3.30 3.30 $2.40 3.36 3.36 3.0 1.8 1.8 $2.10 3.42 3.42 2.9 1.8 1.8 $2.25 3.72 3.72 7.1 8.8 8.8 $2.40 2.40 3.99 3.99 3.99 6.7 7.3 7.3 $2.40 2.55 4.05 4.05 4.20 6.3 1.5 1.5 5.3 $2.52 2.55 (1) (1) 4.20 5.0 (1) (1) $2.52 2.55 (1) (1) 4.32 2.9 $2.52 2.55 2.55 4.32 27.3 6.3 22.7 22.7 8.3 8 4 5 5 4 Story of the American Nation with 1964 sup- plement Story of the American Nation: 2d ed.-Cas- ner,Gabriel' Plane Geometry-Smith, Ulrich Geometry: A Modern Course-Smith, Ulrich Adventures in English Literature: Mercury edition-Inglisetal 2.94 3.45 2.94 3.48 3.54 2.6 2.97 - 3.54 1.0 3.09 3.72 4.0 5.1 - 3.15 3.75 1.9 .8 3.30 3.75 4.8 4.20 - 3.30 4.20 3.75 4.32 - 3.30 4. 20 3.75 2.9 - 4.32 3.30 4.20 3.75 - - 2.9 12.2 8.7 2 8 2 8 Adventures in English Literature: Olympic ed.-Inglis, Spear 3.42 3.48 3.48 1.7 3.54 1.7 3.63 2.5 3.75 3.3 4.05 3.0 4.05 4.05 4.05 18.4 8 Adventures in English Literature: Laureate ed.-Priestley, Spear 3. 75 3.90 4.0 3.90 3.99 2.3 3.99 6.4 3 New Modern American and British Poetry: Mid-Century etL-IJntermeyer Exploring Biology: 4th ed-Smith Exploring Biology: 5th ed-Smith Exploring Biology: 6th ed-Smith, Law- 1.89 3.45 1.95 3.72 3.90 3.2 7.8 1.95 3.90 4.02 4.8 3.1 2.01 4.02 4.17 3. 1 3.1 3.7 2. 10 4.02 4.32 4.5 3.6 ~ 2. 10 4.20 4.50 - 4.5 4.2 2.10 4.20 4.50 - 2. 25 4.20 4.50 7. 1 - 2.25 4.20 4.50 - - - 19.1 21.7 15.4 8 8 7 rence - - - 4.80 - Out of print. 2 $4.47 for 1967 publication. PAGENO="0332" Percentage increase in costs from 1958 to 19(36 of principal materials and processes used in the manufacture of school textbooks Increase, number ~ of years 8 8~ 8 8 8~ 0 . Percentage increase 1959 1950 1961 1962 1963 1064 1965 1966 Cumulative percent Composition Paper (most widely used type) Cloth Presswork Binding 3 ~ 4 4 5 3 5 5 4 2 3 4 3 3 2 5 3 4 3 3 7 33 25 ~ 23 25 PAGENO="0333" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 325 STATEMENT OF ROBERT W. PEASE, ECONOMIST AND ASSOCIATE MANAGING DIRECTOR, AMERICAN BOOK PUBLISHERS OouNcm THE MEASUREMENT OF CHANGES IN BOOK PRICES My name is Robert W. PEase, Economist and Associate Managing Director of the American Book Publishers Council. The Council is the trade and pro- fessional association for general book publishing-that is, the publishing of books other than textbooks and reference books such as encyclopedias. There are some 190 firms and other business organizations in the Council including all the well known commercial book publishing firms plus publishers of paperbound books, book clubs, religious publishing houses and university presses. In other words the members of the Council publish books of the types that are most purchased and used by public libraries. I am submitting this statement not for the purpose of supporting the bill- although the Council does support the bill, as might be expected of an associa- tion of book publishers. My purpose rather is to place before the Committee and get into the public record a technical discussion of the measurement of book prices. My request to submit this statement was stimulated by the report of the House Committee on Education and Labor on a similar House bill, H.R. 14050. In the House Committee report of May 4 (House Report 1474) the state- ment is made that "average book prices rose 45% between 1960 and 1965." This statement is undoubtedly based on the prepared statement of Secretary of HEW Gardner in the House hearings on April 19, 1966, which contained this state- ment in exactly the same words. We believe that the record should be clear that there is no foundation in fact for any assertion that average book prices have increased by 45% since 1960. We have no quarrel with Secretary Gardner on this point but believe that there was a lack of precision in the use of statistical materials in the preparation of his testimony. The following is the text of a letter which I wrote the day following Secretary Gardner's House testimony to Dr. Alice Rivlin, Deputy Assistant Secretary of HEW who, I had been given to understand, had been asked by Secretary Gardner to look into the matter of book prices: APRIL 20, 1966. Dr. ALICE RIVLIN, Deputy Assistant Becretary for Program Coordination,, Room 5041, North Build- ing, Department of Health, Education, and Welfare, Washington, D.C. DEAR Da. RIVLIN: Shice writing you yesterday I have seen a copy of Secretary Gardner's statement today opening the hearings on various bills to amend the Library Services and Construction Act before the Select Subcommittee on Edu- cation of the House Committee on Education and Labor. In that statement on page 5 the following sentence appears: "Average book prices rose 45 percent between 1960 and 1965." As you continue your study of book prices and book publishing economics. I would like an opportunity to discuss with you the price index on which this statement is apparently based, namely the Cost of Library Materials Index, originally developed by William H. Kurth, then at the Library of Congress, later taken over by a committee of the American Library Association, and now com- piled annually by the R. R. Bowker Company. This index is published each year in the "Bowker Annual" of Library and Book Trade Information, and also pub- lished in HEW Trends. A similar but not identical index is published on peri- odical prices. This Library Materials Index was designed for library budgeting purposes and is a useful tool in that connection, but it is by no means a measure of all book prices nor in any way comparable to the Consumer Price Index. It omits paper- bound books, textbooks, encyclopedias and "backlist" books (book titles published in previous years but still being sold by publishers) which represent approxi- mately one-half of the sales of general books. These omitted categories have had a more stable price structure. The Library Materials Index also gives disproportionate weight to high-priced book titles of limited sale. For example, a $35 art book selling 5,000 copies is given as much weight in the index as a novel selling 100,000 copies in its original $6 hardbound edition; and perhaps another half-million copies in a 75-cent paperbound reprint edition of the same novel is not contained in the index at all. A true index of book prices would include all books and weight them according to the volume of sales. In addition, changes in quality and size of books (number of pages) are not measured by the Library Materials Index. PAGENO="0334" 326 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES As you know. there is always a tendency for important technical refinements to be forgotten in popular usage of statistical material and I am afraid this is what las happened in the case of the Library Materials Index on certain book prices. The qualifications and limitations are omitted. I am enclosing for your information a copy of a letter I wrote on March 22, 1961 suggesting a designation of the Library Materials Index in HEW Trends which would have made clear that this is by no means an index of all book prices. In closing let me say again that I should welcome an opportunity of discussing the technical problems of measuring changes in book prices as you get further into your study. Sincerely yours, ROBERT W. PEASE. Our concern about the tendency to use the Library Materials Index as if it were a true index of average book prices dates back several years as indicated by the following letter written to an official of HEW in 1961 suggesting that in the official publication of the Department of HEW-HEW Trends-more care be taken in indicating the nature of the Library Materials Index. MARCH 22, 1961. Pr. FRANK L. SCHICK, Assistant Director, Library Services Branch, U.S. Office of Education, TVash in.gton, DXI. DEAR FRANK: This is the note I promised you about the page on book prices in the March, 1961 issue of HEW Indicators. Since talking to you I have also talked to Mr. Huyck about this and with Bill Kurth. I would suggest the following modifications in the heading and the introductory sentences prior to the transfer of this material over to the next edition of HEW Trends: "SELECTED BOOK PRICES "The average retail price of those books included in the index was $5.28 in 1958, 43% more than the average in the period 1947-49. Since the base period 1947-49, the retail price of books in the indices in science, technology, law, busi- ness and art in~reased 60% or more; books of fiction rose 32%. The index, which was designed primarily as a tool for library budget preparation, includes less than half of all books published annually in the United States and does not cover any paperbound books, reprint editions, encyclopedias and most textbooks. The cate- gory of education covers books about education, not textbooks." Sincerely yours, ROBERT W. PEASE. As I mentioned in my recent letter to Dr. Rivlin, the Council has indicated that it would welcome the opportunity of conferring with the Department of HEW and with the U.S. Office of Education in determining what might be a proper method of measuring average book prices. If this Committee would be interested, I should be glad to furnish for the record a supplementary statement indicating my views as to how a true index of average book prices could be constructed. I be- lieve that the best measure would be the average price per copy paid by purchasers for various categories of books and for books taken as a whole. The information necessary for the preparation of this ideal measurement of what the consumer pays for books does not exist, but there is a measure which is approximately the same-the average price received by publishers per copy. PAGENO="0335" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 327 The attached graphic presentation-Chart F-compares price trends based on the Library Materials Index with those based on the average price received by publishers for four categories of general books. In the chart this latter index is called "Publishers Receipts Index." This chart was part of a presentation made by Dr. Frank Schick, Coordinator of Adult Education and Library Statistics of the U.S. Office of Education, at a conference at Buck Hill Falls, Pa., on April 27, 1966. You will note that the Publishers Receipts Index shows a much lesser rate of increase from the 1957-59 base period than does the Library `Material's Index. It should be pointed out that the `Publishers Receipts Index for Juvenile Hard- bound Books also has a grave deficiency and needs to be recalculated separately for two different types of children's books-those in ordinary or so-called "trade" bindings and those in reinforced bindings for library use, which are more expen- sive to manufacture. This figure in the chart combines both types of children's books. Since there has been an increasing proportion of the more expensive library bound editions since the 1957-59 base period, `the combined index figure has risen disproportionately by virtue of this change in the "mix." It is a little like measuring the average cost of automobiles if one had only two components- Chevrolets and Cadillacs-in a period in which the proportion of Cadillacs in the mix was continually increasing. We hope to go back to the base years `of 1957-59 and collect from publishers information on the average price per copy received for `these two types `of children's books taken separately, and thus to be able to substitute two indexes for the present combined one. I repeat that we should `be gla'd to cooperate wi'th the Department of HEW, the Office `of Education `and this Committee in arriving at a proper `base for measuring changes in `book prices. Meanwhile, we would hope that there would :be more care in `in'serting the proper qualifications in any discussion of book prices `based on the Library Materials Index. Let me say in closing that we appear to be facing `temporary production and distribution `bottlenecks in meeting the large increase in demand for certain types of books on which the demand growing out of the Elementary and Sec- ondary Education Act of 1965 appears to be concentrating. We should be very happy if the Government agencies concerned, such `as `the Departments of Com- merce and HEW, would sponsor a meeting of publishers, book manufacturers, book wholesalers, educators and librarians to discuss what might effectively be done to alleviate this `production problem, which in `turn might exert some up- ward pressure on book prices in the future. Let me add that this pressure of suddenly increased demand has not yet occurred in full force because of delays in getting the machinery of the Elementary and Secondary Education Act into operation. It is only now that the orders from the schools for book's financed under the ESEA are beginning to flow in'to book wholesalers and publishers in significant amounts. PAGENO="0336" 328 BOOKS FOR SCHOOLS AND TREATMENT OF ~ORITIES CHART F Book, Library Materials and Related 1957/59-1965 ITO Price indices 960 961 l96~ Sources: Bowker Annua(, /966, American Book Publishers Council and Statistical Abstract ef the US. STATEMENT BY DAN LACY, MANAGING DIRECTOR, AMERICAN BooK PUBLISHERS COUNCIL We are gratified that the interest of the Education and Labor Committee in the treatment of minority groups in textbooks extends also to the contribution that general children's books as used in school libraries can offer to intergroup under- standing. More than 2,500 new children's books are published in the United States annually, and more than 35,000 different children's books are in print. Index (1957-59 100) 50 40 30 120 00 80 957-59 1963 1964 1965 PAGENO="0337" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 329 Today probably 80% of all the more substantial children's books are bought by libraries, and the majority of those are in fact bought by and used in elementary schools. Because the enormous number and variety of children's books makes it pos- sible for a good school library to provide each child with books that appeal to his interests, are appropriate to his level of reading ability, are relevant to his background, and respond to his needs, they provide the schools with an extraor- dinarily potent and flexible resource to complement the textbooks and other basic instructional materials. The special importance of children's books, precisely because of this variety and diversity, in providing understanding and cultural bridges among the chil- dren of America's varied and diverse religious and ethnic groups has long been recognized. This role of children's books has been a matter of special concern to authors, illustrators, and publishers of children's books for more than 20 years. Over that entire period attention to the problem has been continuous. It long antedates recent civil rights, educational, and anti-poverty legislation, although all of those acts have greatly aided this mission of children's books. The latent concern over these issues became focussed during the second World War, when shock at Nazi racism forced a reexamination of racist attitudes in American life. During the war years educators, librarians, psychologists, and religious leaders began many efforts at an examination and appraisal of the overt and covert racial attitudes contained in children's books, sharing the con- cern of authors, illustrators, and publishers. They sought to identify and elimi- nate damaging stereotypes, but more importantly, to seek out and encourage the affirmative contributions to self-understanding and to the understanding of each group by others. An article entitled "Intercultural Books for Children" by Mrs. Helen Trager appearing in the November 1945 issue of Childhood Education was able even at that early date to identify 22 lists of children's books that were recommended by various responsible agencies such as the Child Study Association, the Council on Books in Wartime, the American Jewish Committee, the Julius Rosenwald Fund, and the National Conference of Christians and Jews for their value in making an affirmative contribution to intergroup understanding. These lists cited no less than 253 different books for `that value. Since that time, attention has been continuous and growing. The concern of authors, illustrators, and publishers owes more than it can ever repay to the efforts over two decades of two distinguished librarians, Augusta Baker and Charlamae Rollins, the directors, respectively, of children's services at the New York Public Library and the Chicago Public Library. Though as it happens both Mrs. Baker and Mrs. Rollins are Negroes, their affection for and understanding of all children of whatever race, is all encompassing; and they have both made indispensable contributions to `the creation and use of children's books in ways that help all children better to understand themselves and each other. Each of them has been willing tirelessly to consult with and counsel writers, illustra- tors, editors, and publishers. Another important factor in the development of a more sensitive and effective concern was `the work of Lucy Sprague Mltchell of the Bank Street School. Mrs. Mitchell, in courses on writing for children, gave her students a special insight into the problems of the treatment of children of minority groups, and made a particular effort to recruit and train Negro authors of children's books'. To `the more than 250 children's books that were cited for their contributions to intergroup understanding in `the various lists compiled during the War and mentioned in Mrs. Trager's article could be added hundreds more that appeared in the late 1940's and 1950's. Most of these dealt with Negro life, but many gave attetition to the children of other minority groups: East European immigrants, Mexican-Americans, Indians, and children of Chinese and Japanese descent. At the same time, numbers of older books, often quite popular and successful, were allowed to go out of print or were revised to eliminate objectionable fea- tures that had originally been quite innoceirily included. The attention of the industry was stimulated by frequent conferences with educators, librarians, social workers, and others concerned with the problem; and the treatment of human relations became one of the major factors considered in the appraisal Of new children's books by review media and services. There remained, however, two main problems: one intellectual and one com- mercial. On the mtellectual or editorial side, it was easy to recognize and avoid certain negative elements; the use of an exaggerated, "fake" dialect by T1-368-66-----22 PAGENO="0338" 330 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES Negro characters; the use of unrealistic stereotypes of the Negro as simpleton or buffoon or servile "darky"; the failure to portray Negroes holding responsible positions or playing dignified roles. It was easy also to recognize certain desir- able positive elements: for example, the portrayal of Negroes and whites in normal and unforced relations in which each accepted the other simply as a human being. Such criteria were of course relevant to all children's books, no matter what the race of their readers. But in recent years there has been an increasing concern about books specifically for the child of minority groups, and especially for the very poor, academically unsuccessful Negro child living in urban slums. Most children's books, it was felt, dealt with matters outside his experience, from a point of view aline to his, using a vocabulary with which he was unfamiliar, and written at a level of reading difficulty beyond his competence. Books, on the other hand, within his reading skill were likely to have been written for much younger children and hence to seem childish and irrelevant to him. Do such children need to have books written specially for them, confined to a predeter- mined vocabulary and subject matter? There is, on the one hand an obvious need for books of greater relevance and books that are easy to read without being childish. But equally there is a danger of providing such a child with a barren, written-to-order book produced artifically and without the breath of life, without giving him access to truly great children's books of universal appeal which he needs as much, if not more, than luckier children and which with some preparation he would be equally ready to enjoy and be moved by. Children of meager background and cultural experience have a greater, not a smaller, need for the very finest books that the creative mind can produce. Fortunately, the very range and variety of children's books and the resources of good school libraries mean that such questions do not have to be answered on an "either/or" basis. A school library can and should have both books whose vocabulary and sentence structure are tailored to the temporary limitations of a deprived child and books that stretch his mind and reading skills; both books that hold up a mirror to a life he knows and can recognize and can be helped to understand and books that open a window to a world within the reach of imagination; both books deliberately written to appeal to his special needs and interests, even to his special limitations, and books that unite him with all children in a common wonder and excitement. But there were many technical quetsions that remained unanswered for authors and publishers attempting to produce books especially for the culturally disadvantaged child. It is easy to say "simple vocabulary," but how simple? It is easy to say "Appeal to their special interests and experience," but what are they and how to appeal to them? There was very little real knowledge of how to interest the culturally deprived child in reading and make it a rewarding and exciting experience for him, because almost no one had really tried to do so. Children's books as recently as even five years ago had eliminated harmful stereotypes and included hundreds of titles that would help privileged white children better to understand and respect Negroes and would strengthen the self-respect of relatively privileged Negro children who read them, but they had made little effort to reach the truly underprivileged, marginally literate, cul- turally destitute child of the rural or urban slums, whatever his race. This failure was re1ated to the economic problem. Children don't buy books; other people buy books for them: parents and grandparents and uncles and aunts; school boards and libraries and Sunday schools. But until almost yester- day nobody bought books for the child of the slums, black or white, rural or urban. Their parents often were uninterested, and had neither money nor knowledge when they were. Slum churches have no libraries, and until the last very few years neither did the schools of improverished districts. As recently as two years ago, the elementary schools of New York, the nation's greatest city, and Washington, its capital, had no school libraries, and this was only too true of urban schools generally and of those of poor rural areas. The children of homes barren of books went to schools barren of books. Only the public libraries, with pitifully limited funds and too often with limited contact with the culturally neediest children made a serious effort to serve them. And the children of the rural slums often had no public library services at all. The segregation of many public libraries in some southern states further limited the service to Negro children. One consequence of society's ignoring the book needs of these dis- advantaged children was that there were no funds for research or opportunities for experience in determining the kinds of books required to meet their special needs. Another consequence was that when a publisher did try to produce a PAGENO="0339" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 331 book to serve the special needs of the culturally disadvantaged child, be had almost no one to sell it to and no way to see it reach the child. All this has been radically changed by the enactment of the Federal Library Services and Construction Act and the Economic Opportunity Act and especially by the Elementary and Secondary Education Act. For the first time there are funds to buy library books in quantity for poor children and a will to meet their special needs. Schools and libraries are able to gain experience, do research, and sharpen their definitions of the kinds of books needed for this purpose. Publishers can afford to invest in the preparation and production of books and series specially intended to serve the disadvantaged child and the child of ethnic minorities, knowing that a market will exist for good books so designed. The result has been an outpouring of general books, in addition to textbooks, which is just beginning. Witnesses have described to the committee three special programs of distinction in this field: the Youth Books series published by Doubleday and Company, the Portal Books series published by John Wiley and Sons, and the book program of the Johnson Publishing Company. These could be paralleled by similar undertakings of a number of other companies, in addi- tion to literally hundreds of individual titles that have appeared or are in progress. The production of actual books is, of course, the province of individual com- panies; but the industry as a whole, through its trade organizations, has long devoted its efforts to encouraging and stimulating attention to this problem. As early as 1954 the American Book Publishers Council sponsored a conference on the Development of Lifetime Reading Habits, which led to the publication of an influential report that emphasized the basic importance of a strong system of school libraries to provide a wide range of books to appeal individually to children with special interests, abilities, or problems. Constant emphasis of this need over the years through such means as National Library Week, the Knapp School Library Demonstration Project, and the 1961 Conference on Books in the Schools helped to build up state, local, and finally Federal support for school libraries for all children and not just those of the privileged suburbs. More recently there have been a series of organized conferences and meet- ings intended to bring publishers and editors together with librarians, educators, and public officials specially concerned with problems in this area. These in- cluded a conference, 1964, sponsored jointly with American Textbooks Publishers Institute on books for adults and young adults with limited reading ability; a conference sponsored jointly with the National Book Committee and the Har- vard-M.I.T. center for urban studies in 1963 which was largely devoted to the problems of book and library services for culturally deprived children and youth and which resulted in the publication of The Public Library and the City by the M.I.T. Press; a conference in April 1966 on the school and library market for trade books which enabled publishers to learn more about the dimensions and character of the need for books in the new Government programs; and a con- ference in May 1966 jointly sponsored with the National Book Committee, the Children's Book Council, and the International Reading Association on "Children's Books in a Changing World" which was primarily devoted to the special book needs of culturally deprived children. Obviously it is not the role of either the Government or of organizations like the American Book Publishers Council to undertake to prescribe the editorial content, treatment, or point of view of books. We see our role at the Council as one of creating the maximum possible opportunities for communication between teachers, librarians, educational leaders, social agencies and others working with children on the one hand, and publishers, editors, and authors on the other, so that those who create an~ issue children's books may have a sensitive awareness of needs and a sharing of psy~hological and cultural insights. We shall continue to do everything we can in that direction. The educational legislation foi~ which your Committee has been so largely re- sponsible has opened a new era. For the first time in our history society has manifested a deep and focused interest in providing books for children for whom their ethnic background or the economic hardships of their parents create special needs, and for the first time there is money to achieve something. For twenty years or more authoi~s, editors, and publishers and the educators and librarians with whom they work have had almost a missionary sense of the potential role of children's books in helping to open the whole world to these isolated children. Now an opportunity has been created to make that role a reality. All of those concerned with children's books will be doing their utmost to make it so. PAGENO="0340" 332 BOOKS FOR SCHOOLS A~D TREATMENT OF MINORITIES We are grateful to this Committee for its leadership in providing that oppor- tunity. We hope that you will act vigorously in continuing and. enlarging the~ Government's support of programs to make a rich and wide range of children's books available through their school libraries to all children, so that every child will be able to find the books that respond to his own individual needs, anxieties, and hopes, and open for him the doors that lead to his own individual paths to maturity and self-realization. (Material submitted by the American Textbook Publishers In- stitute:) METHODS BY STATES OF SELECTING TEXTBOOKS Elementary Tecetbooks Basal: California, North Carolina.' Multiple: Alabama, Alaska, Arizona, Arkansas, Delaware, Florida, Georgia, Hawaii, Idaho, Indiana, Kentucky, Louisiana, Mississippi, Nevada, New Mexico, Oklahoma, Oregon, South Carolina, Tennessee, Texas, Utah, Virginia, West Vir- ginia. Open: Colorado, Connecticut, Illinois, Iowa, Kansas, Maine, Maryland, Massa- chusetts, Michigan, Minnesota, Missouri, Montana, Nebraska, New Hampshire, New Jersey, New York, North Dakota, Ohio, Pennsylvania, Rhode Island, South Dakota, Vermont, Washington, Wisconsin, Wyoming. High School Tecetbooks Basal: North Carolina (2 books). Multiple: Alabama. Alaska Florida, Georgia, Idaho, Indiana, Kentucky, Loui- siana, Mississippi, Nevada, New Mexico, Oklahoma, Oregon, South Carolina, Tennessee, Texas, Utah, Virginia. Open: Arizona, Arkansas, California, Colorado, Connecticut, Delaware, Hawaii, Illinois, Iowa, Kansas, Maine, Maryland, Massachusetts, Michigan, Minnesota, Missouri, Montana, Nebraska, New Hampshire, New Jersey, New York, North Dakota, Ohio, Pennsylvania, Rhode Island, South Dakota, Vermont, Washington, West Virginia, Wisconsin, Wyoming. Open: School districts or schools may select the books of their choice. In some instances publishers are required to file listings or catalogs indicating the prices for books. Multiple: Three or more series of books adopted for definite period of time. Schools or school districts may make their choice from the multiple list. Basal: Single book adopted for a definite period. This book must be used to the exclusion of all others as the basal text-a book for each child. Co-basal: Two books are adopted under a definite contract period and two must be used. REPORT ON SELECTION PRocrnrnEs IN TEXTBOOK ADOPTION STATES Alabama A Sate Textbook Committee is appointed by the Board of Education upon the recommendation of the State Superintendent. The Committee is composed of 14 members engaged. in instructional work in State Tax supported public educa- tion (6 classroom teachers in elementary grades; 6 classroom teachers in high school grades; 2 without regard to classification in school system). The term of office is 1 year. The-Committee recommends 3 books for each specific subject to the Board of Education. The Board may select basal, dual or mnitiple adop- tions from these recommendations and determines the length of time each book will be used. The adoption covers a period of 4 years. However, the Board is empowered to extend or renew contracts but only following a State Textbook Committee recommendation. Approximately one-fourth of the textbooks are reviewed each year. The Board of Education may purchase books for the public schools or contract for consignment. Arkansas Elementary grades.-State Selecting Committees composed of 5 teachers or supervisors of elementary subjects in which adoption is called are nominated 1 Co-basal for Reading Grades 1-3. PAGENO="0341" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 333 by the State Commissioner and approved by the Board of Education. The Com- mittees serve for only one adoption and recommend a minimum of 4 series or a maximum of 6 series. Basal subjects require local adoption. Supplemental subjects do not. Books are contracted for a period of 6 years by the Board of Education. Higlv schools.-There is no state adoption of high school texts. Superintend- ents of high schools have full authority to make adoption whenever they see a need for changing the adoption. Florida Each year the State Board of Education appoints separate textbook com- mittees for each subject field up to a maximum of 12 committees. There is one committee for elementary school textbooks and one committee for high school social studies, with additional committees for high school subject fields up to a maximum of 12 committees. The elementary committee and the high school social studies committee consist of 12 members each, including 4 lay citizens on each of the 2 committees. The other committees consist of up' to 9 members each, including at least one lay citizen on eac'h committee. The State Superintendent and a member of his department are ox officio members of each committee. The committee makes recommendations to the State Textbook Purchasing Board. The Board selects and adopts not more than 3 textbooks for each grade and subject field, except in reading in the elementary school where not more than 5 books may be adopted. The State Textbook Purchasing Board, composed of the Board of Commissioners of state institutions, enters into contracts with publishers. Th'e term of adoption is 5 years. Georgia The State Board of Education selects a committee composed of individuals actually engaged in public school work to examine books and make recommenda- tions to the Board. There are 10 members on the committee-one `from each Congressional District. Not less than $3.00 per year per child is appropriated by the state annually for the purchase of textbooks. Textbooks are adopted on a 5-year cycle according to an established plan. Contracts may be extended for a period of 2 years. Kentucky The State Board of Education appoints a State Textbook Commission of S members for a term of 4 years. T'he Superintendent of Public Instruction is an elective official, and member and Secretary of the Commission by statutory law. All members must have had 4 years of college `work; 5 members must be classroom teachers; 2 members administrators or supervisors, and I member from a higher institution of learning with teacher training. The Commission approves a state multiple list (not more than 10 per subject and grade) from which the local school units may adopt as many as 3 books per subject and grade. Books are listed and adopted for a period of 4 years; one-fourth are adopted each year. For the required subjects, textbooks are state furnished for the public schools. S'tate funds are allocated to local school districts on the basis of pupil membership. Supplementary books are pupil furnished. High School books are purchased by adoption groups. Louisiana Textbooks are examined by professional committees' appointed by the State Board of Education. The committees make recommendations to the State Board of Education which is the adopting authority. The Board reserves the right to adopt one or more titles in any subject or grade. Mississippi The Mississippi State Textbook Purchasing Board consists of 5 members- the Governor who is ex officio chairman, the State Superintendent of Education and 3 members appointed by the Governor (educators at least 30 years of age). The Board serves for a period of 4 years and adopts and purchases textbooks for grades 1-12. Books are adopted for not less than 4 years nor more than 5 years with the possibility of extended contracts for an additional two years. PAGENO="0342" 334 BOOKS FOR SCHOOLS AND TREATMENT OF Mfl~ORITIES There is a Rating Committee in each field in which textbooks are to be con- sidered which assists. Each of these committees is composed of 7 members. The State Superintendent appoints 3 members of each committee (experienced teachers or supervisors professionally trained in the particular field) plus 4 members, appointed by the Governor, who are competent to participate in the appraisal of books in each field. These committees recommend 6 books for each adoption to be made. The Board usually selects 3 books from the committee recommendations in each subject except reading for which 5 are selected. The Board has complete power over selection and adoption, including making single basal adoptions. The State Textbook Fund consists of amounts appropriated by the Legislature. New Mecuico The State Board of Eduëation appoints appraisal committees and sub-com- mittees covering all related subjects. Members include people experienced in the field under consideration with privilege of getting help from teachers. The sub-committees present findings to main committees for appraisal and the committees make recommendations to the Board of Education. The normal period of contract is 6 years. Funds are allocated on A.D.A. basis and per capita allowance varies from year to year. North Carolina The Governor, upon the recommendation of the State Superintendent, appoints a Textbook Commission of 12 members who shall hold office for 4 years. Seven must be outstanding teachers or principals in the elementary grades, and five must be outstanding teachers or principals in the high school grades. One of the members may be a county or city superintendent. Opinions of experts in technical fields may be obtained. Members of Commission evaluate books in their own grade division. From evaluations, the State Board of Education selects a multiple list and adopts, for a period of not less than 5 years, 2 basal primers for the first grade, 2 basal readers for each of the first `three grades, 1 basal reader for grades 4-8 inclusive, and 1 basal book or series of books on all other subjects required to be taught in the first 8 grades, and 1 basal book for all subjects taught in the high school grades. The Division of Textbooks is responsible for the purchase of textbooks. Oklahoma The Textbook Committee is appointed by the Governor and is composed of 8 members (2 each year) who must be active educators and serve 4 years. The Committee makes selections on a multiple basis (5 in each subject or field). Opinions of subject matter experts may be obtained. The Textbook Division, by authority delegated by the State Board of Education, makes all purchases for the individual schools. Funds are appropriated and allocated to each school district on an enrollment basis. The 1961-62 allocation is $3.15 per enrolled student in grades 1-12. The textbook fund is non-fiscal. The present annual appropriation is $1,560,000. South Carolina The State Board of Education makes adoption of uniform list of books. The state law makes no attempt to define the method that the State Board uses in adopting books. PAGENO="0343" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 335 Tennessee The State Textbook Commission is composed of 7 members, 6 of whom are appointed by the Governor for staggered terms of 3 years each. One member shall be a county superintendent of schools; one shall be a city superintendent of schools; one shall be a school principal; one shall be a teacher or supervisor in the lower grades (grades 1 to 3, inclusive),; one shall be a teacher or super- visor in the intermediate grades (grades 4 to 8, inclusive) ; and one shall be a teacher or supervisor of upper-grade subjects (grades 9 to 12, inclusive). The seventh member is the State Commissioner of Education who is ex officio Secre- tary of the State Textbook Commission with the right to vote. At least one member of the Commission shall be appointed from East Tennessee; at least one shall be appointed from Middle Tennessee; and at least one shall be appointed from West Tennessee. All current textbook contract periods are 5 years in length with a total of 5 years required to complete official listings in all grade and subject areas. However, present statutes permit contract periods of 4 years in length but not less than 3 years in length. The Commission determines the policies and `the conditions under which books may be `added to its official list of textbooks and also the policies and conditions under which books may be re- moved from its official list of textbooks. A list of at least 4 books in each subject and grade is compiled, provided that that many books are available and of suffi~ dent merit to warrant being listed. Tea'as The State Textbook COmmittee is appointed by the State Board of Education upon recommendation of the State Commissioner of Education and is composed of 15 members (no two may live in the same Congressional District). They are appointed for a term of 1 year. The majority must be classroom teachers and all members must have had training and have recognized ability as teachers in the subject field for w-hich adoptions are `to be made each year. The Committee recommends to the Commissioner a complete list of textbooks which it approves for ad'opti'on at the various grade levels and in `the various school subjects. The Commissioner may remove books from a list but may not add to a list. The Com- missioner submits the recommended list to the State Board of Education who likewise may remove books from a list but may not `add to it. The Board adopts a multiple list of books for the elementary schools and a multiple list for the high schools. The lists include no fewer than 3 nor more than 5 books on specific subjects (unless fewer than 3 are offered for adopti'on). The State Board of Education purchases the books from the contractors. The State Text Book Fund consists of a fund set aside by the State Board of Educa- tion from the available school fund plus all moneys accruing from the sale of disused `book's and that derived from the purchase of books from local Boards by private individuals, schools, etc. V'irginia The State Board of Education selects the textbooks. Preliminary work is done by the Board's Textbook and Curriculum Committee composed of 4 members. The Committee utilizes the assistance of the professional staff of the State De- partment of Education and individual evaluators selected from supervisory and teaching personnel represent `the instructional areas for which textbooks are to be adopted. Persons outside the field of education are sometimes invited to assist the Committee. Basal books are adopted for 6 years unless the `books become obsolete or unless a change would result in a material decrease in price. The State Board of Education ha's authorized staggered adoptions in designated subject `areas with one-third of all books coming up for ad'option every two years. PAGENO="0344" 336 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES State textbook adoption plans ARKANSAS Geography Health History Language Readers Spellers Elementary science General scIence Supplemental subjects: The following sub- jects are supplemental and do not require local adoptions: Arithmetic Argiculture Art Civics Conservation Dictionaries Geography Handwriting Healtli History History (Arkansas) - Home Economics Language Literature Readers, supplementary Readers, supplemental Readers, social study Safety Call for bids is made in March of the pre- ceding year: Readers Readers, social study Readers, supplementary Readers supplemental Literature Art Health Science, elementary Science, general History Arkansas history Civics - FLORIDA Music Science Literature 3 to 8 inclusive 4 to 7 inclusive 3 to 6 inclusive Ito 7 inclusive 3 to 8 inclusive 1 to 6 inclusive 2 to 8 inclusive 1 to 6 inclusive 7 to 8 inclusive land 2 ito 8 inclusive 1 to 8 inclusive 2 to 8 inclusive 1 to 3 and 8 1 to 8 inclusive 1 to 2, 7 and 8 1 to 4 and 8 1 to ~ 7 to 8 I to S inclusive 1 to 6 inclusive 7to8 1 to 6 inclusive 1 to 8 inclusive -- 1 to 6 inclusive do do 7 to S do lto8inclusive do ito 6 inclusive 7 to 8 1 to 8 inclusive Subject area Grade level Adoption cycle (years) New adoption due 6 1 to 5 1 to 6 4 to 6 t~ocialstuclies do Generalbusiness Secondary school Drivereducation do French do Spanish do Homemaking do Reading do Generalmath do Algebra do General business do French do German do Russian do Spanish do Industrial education do - General math do Algebra do Advanced high school math do Biology do Arithmetic 1 to 6 Reading do Language arts 1 Handwriting ito6 Spelling 2 to secondary school Dictionary 3 to 5 Industrial education Secondary school Language arts do Literature ._do Geometry ~do Advancedhighschoolmath ~ HistoryandliteratureofmuSic ___~do General science ..do 1968 1969 1970 1968 1970 5 5 5 PAGENO="0345" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 337 State te~vt book adoption plan$-Continued Subject area Grade level Adoption cycle (years) New adoption due GEORGIA Citizenship and civics Economics Geography Unified geography and history Georgia history and government American Government American history World history History Vocational guidance Conversation Crops Farm management Farm mechanics General agriculture Livestock Poultry Bookkeeping Business English Business law Business math Business spelling Coimnercial geography General business Salesmanship Advanced niath Algebra Arithmetic General meth Geometry Trigonometry Supplementary mathematics Music Biology - Chemistry Elementary science General science Driver training Physical education Physics Science readers Dictionaries Dramatics English grammar Handwriting Journalism Speech Spelling French - 5 to high school 11 to high school 3 to high school lto8 3 to high school 7 to high school High school do 3to9 9 to high school High school 9 to high school High school do 7to high school 9 to high school do 11 to high school 9 to high school 11 to high school lOto high school 9 to high school 10 to 12 9 to high school 11 to high school (In 11 to high school 9 to high school 1 to 8 9 to high school 10 to high school 11 to high school 8 to 12 Kindergarten to high schooL 10 to high school 12 to high school lto8 7 to high school High school 8 to 12.. 11 to high school 2 to 4~_ 1 to high school 9 to high school Kindergarten to high schooL do~. 9 to high school 1 to high school 1 to 12 1 to high school 9 to high school do do.. 1 to high school do Shorthand 10 to high school Typewriting 9 to high school - Clothing do Food 7tohighschool - Home living and home management do Personality and personal problems do - Drafting, mechanical, and architectural do drawing. Electricity, electrons, and radio do Graphic arts, photography, and printing do Industrial crafts: Plastics, leather, ceramics_ 7 to 12 Woodworking and furniture making 7 to high school - Metalworking do Power mechanics, auto mechanics do General shon do 1967 1968 1969 1970 German Latin Russian Spanish Art appreciation PAGENO="0346" 338 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES State textbook a4optkrn plans-Continued Subject area Grade level Adoption cycle (years) New- adoption due KENTUCKY German Composition handbooks Dictionaries - Arithmetic - math concepts - General math Elementaryseienc~ Generalscience Introduction to biological science Earth space science Health group General math Algebra Arithmetic Plane geometry Solid geometry Trigonometry Advancedgeneralmath Generalmath Algebra - Plane geometry Advancedgeneralmath Analytics and calculus General science Earth space science Biology Introduction to chemistry and physics Chemistry Physics Physical science Aviation education - 4 to 8 lto6 lto8 7to8 10 10 11 12 12 lltol2 .~do 3to8 2to8 [to8 [to6 8 9 to 12 ~do 11 1~-~ 19 7 to I 1 to I 1 to 8 7toS 1 toG 7 to S ~~do 1 to 8 9 toll 10 Stoll 11 to 12 do 12 9 toll ~do 10 toll 10 to 12 11 to 12 11 to 12 10 to 12 lltol2(nobids) 9 to 12 ~do lltol2 (No bids) Kentucky geography World geography 9 to] 0 Problems of American life Advanced government Economics Sociology Social psychology Language Spelling General art Elementary science Kentucky history Government CompositiorL Literature Public speaking Journalism Dramatics - Creative writing Fundamentals of reading 9 to I Graphics d Drawing and painting - 3-dimensional art 10 to 12 ~ ~-l2 _Io do (I(~ 4 4 4 1967 1968 1969 Chenilstry Health education Anatomy and physiology Physical education - Driver education lOtol2 PAGENO="0347" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 339 state tecct book a4option plans-Continued KENTUCKY-continued Reading Literature Handwriting General music Introduction to industrial arts Business education General agriculture General home economics General music Music history and/or appreciation Theory of music General shop General drafting NEW MEXICO Agriculture English Journalism Literature Phonics Psychology Elementary science Junior high science High school science (including advanced) -- Speech and drama General math Advanced math Materials for updating math Current experimental materials 1 to 8 do do do 7to8 do do do 9 to 10 10 to 12 11 to 12 9 to 12 do 7to12 9to12 High school 1 to high school ltoS High school Kindergarten Junior high school High schooL High school 7 to 12 and high school High schooL Kindergarten to high school High school 5 to high school 4to high school Elementary to high school do do Subject area Grade level ~ Adoption cycle (years) New adoption due 4 Geometry-Plane and solid do Trigonometry do Arts and crafts. 1 to high school Industnal arts 7 to high school Bookkeeping~.~. High school Business arithmetic do Business English do Business law do General ""~ 1970 1967 1968 1971 (1) ~avancea general Ousmess Office practice ----do do Salesmanship do Shorthand (1st and 2d years) Typewriting do do French German Latin Russian~.. 7tohighschool High school do do Spanish do Health~.. Junior and Senior high school Physical education Conversation 1 to 12_ 3 to 12 First aid and safety 7 to high school Spelling Reading High school lto3_ Geography and fusion geography, American history. New Mexico history Biology 6 to 12 High school do Chemistry do Physics do Music Guidance Socialstudies Materials for handicapped students miscel- laneous reading reference materials: Dictionaries Encyclopedias Filmstrips and records Maps, globes, charts, and Atlases Tests PAGENO="0348" 340 BOOKS FOR SCHOOLS A~D TREATMENT OF MINORITIES State tea't book adoption plans-Continued Subject area Grade level Adoption cycle (years) New adoption due iritumeue 3 to 9 Business arithmetic 9 to 12 Algebra do Geometry (plane, solid, and unified) 10 to 12 Trigonometry 1° Advanced math 12 Math (Vocational, related, and applied)_~ 9 to 12 Rookkeenins~ Ofol2 Brick-laying, tile Setting and masonry Carpentry Drawing, architectural, and mechanical Electricity Foundry General shop Machine shop Plumbing Printing Radio-television and electronics Sheet metal Tailoring Unholsterins lOtol2 do 7to12 lQtol2 7to 12 9 to 12 10 to 12 7to12 9to12 7to12 Q t(~ 19 gna11~r,, OVLAHOMA 9 f'., a Socialstudies lto8 Geography American history European history U.S. history Civics 2tohighschool 5 6 7 to 8 and junior high school 7to8 Community civics Civics (government) Physicaleducation Safety Arithmetic Mathematics Oklahoma history Americanhistory Ancient and medieval history Modernhistory World problems of democracy Sociology Economics Art Health Mechanics: Woodworking Mechanical drawing Welding Electricity Hand woodworking - French German - Latin Russian Spanish Literature Anthologies and literature Reading Penmanship Music Grammar: Language Journalism Public speaking - 11 to 12 9to12 .do - 1 to S Junior and senior high school 6 to 7 and high school lltol2 High school - do do do 11 to 12 1 to 8 6 High school do do ~~do ~do do ~do do do do 1 to 8 9 to 12 1 to 8 1 to 7 1-H.S 2-H.S H.S ~do 6 6 6 6 Guidance do TENXESSEE 1967 1968 1969 1970 1971 1967 1968 Secrenirial ~ Shorthanth Typewritin~ Welding Woodworking and cabinetmaking 7 to Reading 1 to TAfi~rarv 1 to 8 PAGENO="0349" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 34j ~State tecet book adoption plans-Continued TENNESSEE-Continued History____ Integrated social studies Civics Geography Commercial geography World geography Economics American Government Sociology American history World history Ancient history Modern history Psychology Agriculture Home economics Health and physical education Science and conservation Biology Chemistry Physics Aerospace science Physical science TEXAS English composition I English composition II English composition III English composition IV Basal reading: Headiness Preprimer Primer Basal reading Supplementary reading: Preprimer Primer Supplementary reading Geography Agriculture Elementary Spanish Trigonometry Physical and health education Chemistry Economics Related mathematics II VIRGINIA Geography - Geography-history - History Language and grammar English French German Latin Spanish History and social studies Arithmetic Health Science Dictionaries Arithmetic General math Algebra Algebra and trigonometry Geometry Trigonometry Physics Dictionaries Reading Spelling Writing General science Biology Chemistry 4 to 8 3to8 7to9 3 to 8 9 to 12 do do do do do~. do 10 11 9 to 12 do 7to9 1 to 8 lto9 Otol2 11 to 12 12 11 to 12 9to12 High school do do do 1,2 L/2, 3 L/2 1 to 3 7to8 3to6 High school do do do do 5to6 do do 3to7 8to12 do do 9 to senior high school 3 to 7 1 to 7 do 5to9 4 to 8 4 to 7 8 to 12 do High school 11 or 12 10 or 11, high school High school 11 or 12 High school, 10 to 11 11 or 12, high school High school, 8 to 12, advanced - AU 8 to 9 High school do Subject area Grade level Adoption cycle (years) New adoption due } 5 5 4 5 6 6 6 1969 1970 1969 1970 1967 1969 1971 PAGENO="0350" 342 BOOKS FOR SCHOOLS AND TREATMENT OF Mfl~ORITIES SUMMAR~S OF STATE PLANS UNDER TITLE II OF THE ELEMENTARY AND SECONDARY EDUCATION ACT OF 1965 (Prepared for Use of the American Publishers Council and the American Textbooks Publishers Institute) INTRODUCTORY COMMENTS It is clear that the primary responsibility for book selection under Title II remains essentially where it has been in the past-at the local level. Even in most states that require that books be purchased through a state-level agency, interests in and selection of books will generate within the public school or school system and the private school. In order to convey much information as concisely as possible liberties have been taken with the wording of the state plans and several abbreviations are used. In all cases, "public and private schools" reads in the state plans "public and private school teachers and children." LEA means local education agency. FY is fiscal year. ALA is American Library Association and AASL is American Association of School Librarians. ESEA is the Elementary and Secondary Edu- cation Act of 1965. We have accounted primarily for those funds which have been allocated for the acquisition of materials. Every state is allowed to spend up to 5% of its entitlement for administration. Most states either have or will appoint an Advisory Committee. Mention is made of these committees only when they will not be appointed or when their function will differ somewhat from the usual function of consultation and advice. Most states have issued their own guidelines for administration of the state plan. These guidelines will, in many cases, include more specific information- especially about allocations to individual schools and school systems and recom- mended book selection tools. They are generally not available in Washington and must be secured directly from the individual state departments of public instruction. RfiSUMfi, ALABAMA STATE PLAN TITLE II (ELEMENTARY AND SECONDARY EDUCATION Acr) 1966 L ADMINISTRATION The Title II program wifi be administered by the Superintendent of Educa- tion. Financial procedures wifi be handled through the Director of Adminis- tration and Finance in the State Education Agency. Consultative personnel in the Executive Library Unit will work with local school officials in the develop- ment of the program. II. ALLOCATION A. Fiscal Year 1966: $1,734,277. B. Percentages: For the first year, at least 50% of the allotment shall be expended for library books. Not more than 10% may be used for textbooks and not more than 25% for other instructional materials. Where unusual condi- tions prevail and if approved by the State Education Agency, more than 50% may be allotted for textbooks and other instructional materials. Method of allocation: Allocation of funds to the LEA's has been made on the basis of the number of children in each school system of ages 5 to 17 whose parents have incomes of less than $2,000. Local public school districts will determine the relative need for each of the three categories of materials to be made available. C. Processing: Maximum allowable expenditure should not exceed the usual local rate, and is not to exceed $1.00 per item unless evidence is submitted for raising the limit. IU. DEADLINES Funds must be encumbered by the end of the FY (June 30, 1966); liquida- tion (books received) must be accomplished by the end of the following FY (June 30, 1967). IV. PROGRAM A. standards: State Superintendent of Education will assure the develop- ment of appropriate standards, based on existing quantitative and qualitative standards. PAGENO="0351" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 343 B. Book selection: Textbooks shall include those textbooks that meet the state courses of study requirements and those adopted by the State Board of Education, provided that textbooks with new approaches (which have not been adopted by the State Board of Education) may be approved where justified. Other tools shall include school bibliographies selected by the State Department of Education, and lists recommended by the American Association of School Librarians. C. Distribution: Title shall be retained by county and city boards of educa- tion, and educational agencies of the State. Materials are to be made avail- able on a loan basis to all schools through the LEA's. RfiSUMfi, ALASKA STATE PLAN, TITLE II (ELEMENTARY AND SECONDARY EDUCATION ACT) 1966 I. ADMINISTRATION The staff in the office of the Commissioner of Education will consist of the Coordinator of Federal Programs, ESEA-NDEA, assisted by the school library consultant and other consultative and supervisory personnel in the State Department of Education.. II. ALLOCATION A. Fiscal Year 1966: $118,854. B. Percentages: At least 50% of the entitlement must be spent for school library resources and no more than 25% for other instructional materia1s. Textbooks will be excluded for the first year of operation. Method of Allocation: LEA's will receive a minimum per-pupil allocation. Another basis for consideration will be need, in relation to local ability, con- sidering the number of public school pupils in the district. A survey of existing resources will be used to establish need of private school pupils for instruc- tional materials.. Fifteen percent of the state allotment will be set aside for the acquisition of audio-visual resources for the use of all children and teachers in the state. C. Processing: TJp to $1.00 per item. III. DEADLINES Funds must be encumbered by the end of the FY (June 30, 1966) ; liquida- tion (books received) must be accomplished by the end of the following FY (June 30, 1967). IV. PROGRAM A. Standards: The State Department of Education will use consultative and supervisory staff to develop and revise standards with assistance by local school librarians. The library consultant will be charged with the development and revision of these standards. National standards will be used until the state develops its own. B. Book Selection: The Library Consultant will be charged with developing and adapting standard selection tools and reviewing media, to be disseminated to the LEA's. C. Distribution: School library resources and other instructional materials will be made available to public and private elementary and secondary school teachers through the local education agencies. Materials for the use of children and teachers in state operated schools will be provided by the State Educa- tion Agency. Rfi5UM~, ARIZONA PLAN, TITLE II (ELEMENTARY AND SECONDARY EDUCATION ACT) 1966 I. ADMINISTRATION The Arizona State Plan will be administered by the State Department of Public Instruction. The responsibility for administration is assigned to the State school library consultant and assistant consultant. They will conduct inservice programs and collect data on materials. PAGENO="0352" 344 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES II. ALLOCATIONS A. Fiscal Year 1966: $815,164. B. Percentages. Textbooks are excluded for FY 1966. Schools with cen- tralized libraries can receive funds for school library resources according to a formula of the number of volumes needed to meet standards times staff times a factor of funds available and adjusted need in State. A basic amount will be allocated to each school. Schools without centralized libraries can receive funds for other instructional materials according to a formula of average daily attendance times $1.00 or $300, whichever is greater. C. Processing. Commercial processing may not exceed $1.45 per item; LEA processing may not exceed $1.00 per item. Most materials, for private schools shall be purchased so as to be shelf-ready when received. This expense will be charged against the private school allotment and shall not exceed $1.45 per item. LEA may purchase commercially processed materials or book processing kits. Expenses for libraries doing cataloging may not exceed 6O~ per title; expenses for cataloging and processing may not exceed $1.00 per title. III. DEADLINES Funds must be encumbered by the end of the FY (June 30, 1966); liquidation (books received) must be accomplished by the end of that fiscal year, plus one month, (July 30, 1966). IV. PROGRAM A. Standards. The Standards for School Library Programs (AASL) will be used until the state can appoint a committee to develop standards. B. Book Selection. Materials will be selected by LEA certified librarians or audio-visual directors. In schools without these personnel and for private schools, materials will be approved by the state school library consultants. In the absence of a state list or bibliography, standard book selection techniques are recommended. 0. Distribution. Materials for private schools will be purchased by the State Department of Public Instruction and will be loaned to private schools on re- quest. Title to these materials will be retained by the State Department of Public Instruction. An equitable amount of money, based on the percentage of private school children in the state, will be reserved for the purchase of materials for private schools. RfiSUMfi, ARKANSAS PLAN, Trri~E II (ELEMENTARY AND SECONDARY EDUCATION ACT) 1966 I. ADMINISTRATION The Arkansas State Plan will be administered by the State Board of Educa- tion. The authorized officer is the State Commissioner assisted by the Advisory Committee, the State Director of ESEA, and a full-time school library supervisor. U. ALLOCATION A. Fiscal Year 1966: $937,854. B. Percentages. At least 75% for school library resources and not more than 25% for other instructional materials. Textbooks are excluded for FY 1966. Funds will be allocted according to a formula related. to a quality classifica- tion of schools. Two per cent of funds will be reserved for special schools, not part of the local school district. C. Processing. The necessary and essential costs of processing, cataloging and delivery of materials will be allowed. Ill. DEADLINES Funds must be encumbered by the end of the FY (June 30, 1966); liquida- tion (books received must be accomplished by the end of the following FY (June 30, 1967). IT. PROGRAM A. Standards. Standards will be developed under the leadership of the school library supervisor and an advisory committee; the Standards for School Library Programs (AASL) will be considered a goal. PAGENO="0353" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 345 B. Book Selection. Selection aids include "The Bookshelf," "Selecting Ma- terials for Children and Young Adults," and/or "Selecting Materials for School Libraries" (AASL) and/or aids approved by the State Board of Education, ALA, or other authoritative groups. C Distrtbution Materials will be loaned to pubhc and private schools LEA will hold title to all materials, place orders, and be responsible for serving private schools. Each private school must request service upon notification by the LEA. REsUME, CALIFORNIA PLAN, TITLE II (ELEMENTARY AND SECONDARY EDUCATION ACT) 1966 I. ADMINISTRATION The California State Plan will be administered by the State Board of Educa- tion. An advisory committee of representatives of public and private schools will be used by the State Board. Within the State Department of Education the Division of Instruction will be responsible for the administration of the State Plan. II. ALLOCATIONs A Fiscal Year 1966 $9308483 B Pci centages One hundred per cent may be expended for school library resources not less than 75% for punted materials and not more than 25% for audio-visual materials. The funds for acquisiti6n will be allocated in two phases: in Phase I, approximately 77% will be allocated by a formula based on assessed valuation, average daily attendance in public and private schools, and the average amount of money per child available for acquisition. Phase II will be based on the approval of projects submitted by LEAs for establishing pilot or supplemental programs. From data to be gathered in the current FY, the formula for relative need will be revised. Eligible p~ivate schools will share in the program through inclusion in projects submitted by LEAs. 0. Processing. Processing, cataloging and delivery costs may not exceed $1.50 per item. LEAs handling the acquisition of materials for private schools may claim these expenses; private schools may not be reimbursed for this work. III. DEADLINES Funds must be encumbered by the end of the FY (June 30, 1966) ; liquidation (books received) must be accomplished by the end of thefollowing FY (June 30, 1967). iv. PROGRAM A. Standards. The STANDARDS FOR SCHOOL LIBRARY PROGRAMS (AASL) and revised California standards for* school library services will be followed. Results of a statewide study of school library programs will be published. B. Book Selection. Criteria to be established by an instructional materials selection policy adopted by appropriate governing boards in accordance* with State and Federal regulations. 0. Distribution. School library resources will be loaned to private schools for a period to be agreed upon. Title to materials to be retained by public agencies eligible to submit projects (county superintendents of schools, school districts, the State*, public libraries contracting to provide school library services). RfisUMfi, COLORADO PLAN, TITLE II (ELEMENTARY AND SECONDARY EDUCATION ACT) 1966 I. ADMINISTRATION The staff for Administration of the Colorado State Plan will be in the office of the State Commissioner of Education, Division of Library Services; it will consist of a Title II Coordinator and the State School Library Supervisor. Au advisory committee will provide counsel on administration. *Operatjng special schools such as for handicapped children and the like. 71-368-66-23 PAGENO="0354" 346 BOOKS FOR SCHOOLS AND TREATMENT OF~ M1NOR1TIES~ II. ALLOCATIONS A. Fiscal Year 1966: $1,065,929 B. Percentages. School library resources and other printed, and. published: instructional materials to be made available; proportions of the allotments among the two categories will be determined by the LEAs. Textbooks are ex- eluded for the first FY. e. Processing. Up to 5% of the total entitlement will, be allowed for the processing, cataloging and delivery of materiaLs. III. DEADLINES Funds must be encumbered by the end of the FY (3une 30, 1966.) ;. books re~ ceived should be delivered within 90 days after close of fiscal period. in which. they are charged, unless special arrangements are made. iv. PROGRAM A. Standards. Colorado Library Association-Colorado Association, of SchooL Librarians Standards Committee will be encouraged. to develop standards to~ implement the instructional materials center concept. Currently recommended. are: STANDARDS FOR SCHOOL LIBRARY PROGRAHS (AASL), and the "Handbook of Accreditation of Colorado Schools." B. Book Selection. A definitive bibliography of selection. guides will be pro-~ vided by the State education agency. Included will be ALL& lists, other standard. guides, lists from professional councils and associations, and the EdneationaL Media Index. C. Distribution. All materials to be made available through. the LEA project. application. LEA will submit projects for private schools. Upon approval. LEAs will order materials from the vendor of their choice.. Rfi5UM~, CONNECTICUT PLAN, TITLE II (ELEMENTARY AND. SECONDARY EDU0ATI0N ACT), 1966 I. ADMINISTRATION The Plan will be administered by the State Board, of Education. The officer: and the sub-administrative unit in the State agency which will administer thern plan is the Chief, Bureau of Elementary and Secondary Education, Division of: Instructional Services. The present consultant in. school library services andi an additional one to be added to the staff will assist in the program. of state- administration, leadership, and supervision. II. ALLOCATION. A. Fiscal Year 1966: $1,392,995 B. Percentai/es. One hundred percent of the acquisition.f.unds~wiiL be spent for: school library resources. Method of allocation: Indices of need will be established on the basis of four: criteria: 1. the quantity of materials now available in relation to existing state- standards; 2. the quality of materials now available; 3.. the rate at which these- materials have been added; 4. an ability-to-pay factor.. The allocation for all pupils and teachers will be made by applying these indices to enrollment; the indices of need will be calculated at appropriate intervals on the basis of further- study as the impact of the program is felt. C. Processing: Cost of processing kits is allowable.. Cost for processing and. delivery to schools is not to exceed $1 per item.. UI. DEADLINES Funds must be encumbered by the end of the Fl ~June30, 1966);;: liquidation. (books received) must be accomplished by the end. of the following Fl (June 30,1967). IV. PROGRA3L A. Standards: Existing state standards plus. Standards for' School Library~ Programs (AASL). B. Book selection: An appropriate collection of standard. selection, tools and~ reviewing media may be purchased to use an a guide.. PAGENO="0355" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 347 C. Distribution: All items shall be purchased by LEA's. Project applications will be reviewed by the State Department of Education after submission of ap- plications by district superintendents of schools for all pupils and teachers. Title remains with the LEA. Procedures for the loan of materials to public and private school children and teachers will be established by the LEA. REsuME, DELAWARE PLAN, TITLE II (ELEMENTARY AND SECONDARY EDUCATION ACT) 1966 I. ADMINISTRATION The staff for administration of Title II in the Office of the State Superinten- (lent of Public Instruction will consist of the State Supervisor of School Library Services and appropriate clerical staff. Consultants will be used on a per diem or contract basis to assist with inservice programs. An Advisory Com- mittee will provide counsel on administration. II. ALLOCATIONS A. Fiscal Year 196~: $256,903 B. Percentages: In schools where no library now exists, 100% of the allotment may be spent for school library resources. In schools where library book col- * lections have not reached the recommended standards, the portion of the allot- ment necessary to attain the goal should be expended. No more than 20% of the allotment may be spent for other instructional materials, and no portion of the funds may be spent for textbooks in the first year. Method of allotment: Basic grants (80% of allocation) to LEA's based on equalized assessment per pupil, relative ability of the local school district and number of children enrolled in all schools. Special purpose grants (20%) may provide for special instructional programs, provided that schools have centralized libraries organized and equipped to utilize or implement the program and that the library is under the direction of a certificated librarian. For the first year, there will be no special purpose grants in excess of $3500. C. Processing: Commercial and local processing at cost of up to $1.00 per item. III. DEADLINES Funds must be encumbered by the end of the FY (June 30, 1966) ; liquidation (books received) must be accomplished by the end of the following FY (June 30, 1967). IV. PROGRAM A. Btandards: The State Board of Education endorsed standards in 1958, which were improved in 1961. The State Department of Public Instruction will assure standards through the appointment of a committee, using as a basis Standards for School Library Programs, AASL, 1960; and a State survey of resources. B. Book selection: Standard selection tools and reliable reviewing media will be used. Acceptable selections may be made from sources listed in "Selecting Materials for School Libraries," AASL. C. Distribution: Administrators of private schools may make requests for ma- terials to be lent for periods of up to 1 year from LEA's, which will submit all proposals and retain title. The LEA's will plan cooperatively with representa- tives of private schools. R~suM~, DISTRICT OF CoLUMBIA PLAN, TITLE II (ELEMENTARY AND SECONDARY EDUCATION ACT) 1966 I. ADMINISTRATION The staff for administration of the District Of Columbia State Plan, in the Office of the Board of Education, will consist of the Assistant Superintendent from the Department of Research, Budget, and Legislation. aided by the A ssistant for Federal. Programs and the Supervising Director of Library Science. Staff members of the public and private schools will provide counsel on administration. PAGENO="0356" 348 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES II. ALLOCATIONS A. Fiscal Year 196(3: $345,817. B. Percentages. At least 50% for school library resources, exclusive of audio- visual materials; up to 35% for audio-visual materials. Not more than 15% for textbooks and other instructional materials. To provide for relative need, 90% of the allocation will be allotted on the basis of data obtained from a 1965 survey, the relative need index to be the ratio of materials available to the quantity needed. Of the remaining funds, 5% used for administrative costs and 5% for special grants to selected schools to acquire instructional materials for use in school library programs. C. Processing. Not more than $1 per book will be allowed. * UI. DEADLINES Funds must be encumbered by the end of the FY (June 30, 1966); liquidation (books received) must be accomplished by the end of the following FY (June 30, 1967). IV. PROGRAM A. Standards. Library book standards were revised in December, 1965. B. Book Selection. Standard tools will be used, including "Selecting Materials for School Libraries," (AASL) and "Recommended Book Selection Lists" issued by the Department of Library Science. C. Distribution. The general method of loan to private schools will be a direct loan between the Board of Education and the private schools. There will be no public sub-agencies designated in the District of Columbia. The Board of Edu. cation will purchase materials for private schools. R~suME, FLORIDA PLAN, TITLE II (ELEMENTARY AND SECONDARY EDUCATION ACT) 196(3 I. ADMINISTRATION The staff for administration of the Florida State Plan in the Office of the Superintendent of Public Instruction, will consist of the Director of the Division of Instructional Services, assisted by professional personnel from the Divisions of Administration, Finance, Teacher Education, and Instructional Services. An advisory committee will assist in the implementation of the Plan. U. ALLOCATIONS A. Fiscal Year 1966: $2,604,055. B. Percentages. Eighty-five to 100 per cent shall be spent the first year for school library resources; not more than 15% for textbooks and not more than 15% for other printed and published instructional materials. A basic allotment (to include 50% of the State allocation minus the 5% administrative cost) will be made to the county adminiStrative unit on a per capita basis for each public and private student. The remainder will be distributed according to the Titie I formula in order to provide for relative need. C. Processing. Expenditures for processing, cataloging and delivery may not exceed 10% of the total expenditure for such items. UI. DEADLINES Funds must be encumbered by the end of the FY (June 30, 1966); liquidation (books received) must be accomplished by the end of the following FY (June 30, 1967). IV. PROGRAM A. Standards. Accreditation Standards for Florida Schools will provide the basis for a continuing program of evaluation; the State agency will appoint a committee of supervisory, curriculum, library and teaching personnel to assist in revising standards. - B. Book Selection. Lists provided by such recognized authorities as ALA, natiortal councils and organizations associated with NBA, American Association for the Advancement of Science, the TJSOE and the like. PAGENO="0357" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 349 C. Distribution. Materials will be loaned to public and nonpublic schools. County boards of public in~truction shall purchase materials which will be ad- ministered through the LEA. R~SUM~, GEoRGIA PLAN, TITLE II (ELEMENTARY AND SECONDARY EDUCATION ACT) 1966 I. ADMINISTRATION The Georgia State Plan will be administered by the Service Unit. P.L. 89-10, whose initial staff will include two consultants in instructional materials. Serv- ices of other State personnel will be used-school and public librarians, subject area consultants, educational media and audio-visual specialists and educational television utilization specialists. Aid will be given LEAs in determining needs, project development, relations with private schools, inservice training on ma- terials selection and utilization, business procedures. II. ALLOCATIONS A Fiscal Year 1966 $2 174 706 B. Percentages. Three per cent of the available funds will be reserved for schools having special or exceptional needs. Not less than 75% for school library resources nor more than 12~% for textbooks. Twelve and one-half per cent for other instructional materials. C Processing A maximum of $1 per title will be allou ed for processing cataloging, and delivering materials. S m. DEADLINES Funds must be encumbered by the end of the FY (June 30, 1966) ; liquidation (books received) must be accomplished by the end of the following FY (June 30, 1961). IV. PROGRAM A. Standards. Standards currently being applied to all schools in Georgia are those presented in the following publications: a. "Official Bulletin 1965-66" Georgia Accrediting Commission. b. "Standards for Secondary Schools 1965" Southern Association of Col- leges and Schools. c. "Directions for Ordering School Library Materials 1965-66" Georgia State Department of Education. d. "The Georgia Textbook List 1965" Georgia State' Department of Edu- cation. e. "Reading and Literature Textbook List 1965" Georgia State Depart- ment of Education Standards for elementary and secondary schools are currently being developed. B. Book Selection. School librarians, teachers or teacher committee's, system curriculum directors, and subject specialists will select materials. Selection of library resources will be made from state lists and' a wide variety of national lists and reviewing sources approved by the Professional Library Committee. Exhibit collections of materials will'be made available upon request. C. Distribution. Bona fide agents of private eligible persons will participate in the selection of materials from the same source lists as will be provided for the public schools. Private participants in a given LEA area receive tentative allotments of materials on the same basis as public children. `The state agency will purchase materials for private schools and make them avail- able on long-term loan. R~suM~, IDAHo PLAN, Tm~E II (ELEMENTARY AND SECONDARY EDUCATION ACT) 166 I. ADMINISTRATION The staff for administration of the Idaho State Plan in the Office of the Superintendent of Public Instruction will consist of a Title II Director, assisted by the staff of the Department of Public Instruction. PAGENO="0358" 350 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES U. ALLOCATIONS A. Fiscal Year 1966: $370,581. B. Percentages. The greatest current need is in areas of school library re- sources and other instructional materials. For the school year 1965-66 and until statewide priorities are established, the LEAs will determine the relative needs of school library resources and other instructional materials. As a rule, textbooks will be excluded. C. Processing. Expenditures for acquiring and making available materials (including processing and delivery) are allowable. No maximum expenditure per item is specified at this time. III. DEADLINES Funds must be encumbered by the end of the FY (June 30, 1966) ; liquidation (books received) must be accomplished by the end of the following FY (June 30, 1967). IV. PROGRAM A. Standards. Idaho's goal is to attain the American Association of School Librarians' standards. The State Textbook and Improvement of Instruction Committee will continue to recommend textbooks for adoption. B. Book Selection. Title to all materials purchased remains with the LEA. It will select materials with the aid of a bibliography of suggested and approved book lists to be provided by the state education agency. C. Distribntion. Materials will be made available to all teachers and students within the jurisdiction of the LEA on a long- or short-term loan basis determined by that agency. REsuME, ILLIx0IS PLAN, TITLE II (ELEMENTARY AND SECONDARY EDUCATION ACT) 1966 I. ADMINISTRATION The staff for administration of the Illinois State Plan will consist of the Director of Instructional Materials, assisted by a Supervisor of Title II and assistant supervisors for six regions of the State and Chicago. An advisory Committee will provide counsel on administration. II. ALLOCATIONS A. FiscalYear 1966: $5,361,699. B. Percentages. Up to 100% of each project may be for school library re- sources; other instructional materials may be 25% of each project; textbooks are excluded for this fiscal year. School districts will be ranked in four cate- gories according to size, educational tax rate and assessed valuation. Project proposals to be evaluated by the level of attainment in materials. All categories of LEAs eligible for 5O~ per pupil and some LEAs, depending on their level of attainment, eligible for $1 per pupiL Special grants up to $1 per pupil may be considered for regional shared collections. C. Processing. Costs may not exceed 75~ per item. III. DEADLINES Funds must be encumbered by the end of the FY (June 30, 1966); liquidation (books received) must be accomplished by the end of the following FY (June ~0, 1967). IV. PROGRAM A. Standards. Published standards and guides: 1. Illinois Program for Evaluation, Supervision, and Recognition of Schools, Circular Series A, No. 160 and No. 160(s). 2. "Standards for School Library Programs in flilnois," a plan for imple- mentation in three phases prepared by the Illinois Association of School Librarians. 3. Instructional Materials, Administration and Supervision Series, Bulletin A-3, p.15-22,27. PAGENO="0359" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 351 B. Book £e~ection. Lists of standard selection tools and reviewing media will be distributed to aid in the selection of useful materials. Examination and evaluation by school library supervisors, supervisors of instructional materials, :school librarians andteachers will be utilized. C. Distribution. LEAs will acquire and distribute materials on a loan basis to private and public schools. All applications for materials must be approved by the Regional Assistant Instructional Materials Supervisor. The Regional Instructional Materials Center will be the ultimate agency for distribution under these supervisors. IRE5UME, INDIANA PLAN, TITLE II (ELEMENTARY AND SECONDARY EDUCATION ACT) 1966 I. ADMINISTRATION The Plan will be administered by the Superintendent of Public Instruction. ~There will be a Title II Director assisted by a professional staff. The program will be coordinated with the programs of the Division of Audio-Visual and ~Television Instruction, the Division of School Libraries and Teaching Materials, rand of other divisions in the State Department of Public Instruction. An -Advisory Committee will assist in the administration of the program. II. ALLOCATIONS A. Fiscai'Year 1966: $2,528,237. B. Percentages: Up to 100% may be spent for school library resources; up to :20% for supplementary textbooks, and up to 40% for other instructional ma- rterials. Method of allocation: Forty per cent of funds will be allocated to LEA'S `on a per-pupil basis for all public and private schools. Remaining 60% to be :allocated on a basis of relative need according to assessed valuation and existing per-pupil expenditures. Funds from the administrative allotment plus funds ~not used by the LEA's will form a fund not to exceed $10,000 to establish a loan ~service of materials not otherwise accessible to LEA's. C. Processing: Costs must be "just, reasonable, necessary, documented and rconsistent with usual costs." III. DEADLINES Funds must be encumbered by the end of the FY (June 30, 1966); liquidation ~(books received) must be accomplished by the end of that FY (June 30, 1967). W. PROGRAM A. Standards: Using the American Association of School Librarians and the Deparment of Audio-visual Instruction (NEA) standards as guides, the State Department of Public Instruction will take steps to develop adequate minimum ~standards. An advisory committee composed of representatives of various ~organizations will assist the Commission on General Education in setting up ~the school library and audio-visual standards. B. Book Selection: The LEA's shall utilize available selection aids of such agencies as the State Department of Public Instruction, the American Library Association, DAVI, other professional organizations and recognized professional :groups. C. Distribution: Title shall be retained by the LEA's and the materials shall ~be placed in libraries, and in other places where children and teachers have ~access to them. RESUME, IowA STATE PLAN, TimE II (ELEMENTARY AND SECONDARY EDUCATION ACT) 1966 I. ADMINISTRATION ~Theplan will be administered by the State Board of Public Instruction through the State Superintendent, the Assistant Superintendent of the Instruction Area, and the Assistant Superintendent of the Administration Area. The sub-admin- istrative unit which will have primary responsibility for the execution of this *prqgram ~ the Educational Media Section of the `Curriculum and Supervision PAGENO="0360" 352 BOOKS FOR SCHOOLS AND TREATMENT OF MD~ORITIES Branch. An audio-visual services consultant and a library services consultant will assist in the Title II program. An advisory committee will be appointed by the State Superintendent. IL ALLOCATION A. Fiscal Year 1966: $1,483,765. B. Percentages. From 40-50% of the State's funds will be spent for school library resources, and from 30-50% for other instructional materials. From 10-20% of the latter category will be expended for audio-visual materials. Text- books will not be included this fiscal year. Method of Allocation: The State Department of Public Instruction will allocate 30% of the Title II funds on a per-census child basis and 70% on a taxable- wealth-per-census child basis. The sub-agencies (see Distribution, below) will be ranked in order of wealth-per-census child and divided into four groups. The percentages of allocated funds received by the four groups will range from 50% down to nothing. C. Processing. Reasonable processing and cataloging expenses will be allowed. III. DEADLINES Funds must be encumbered by the end of the FY (June 30, 1966) liquidation (books received) must be accomplished by the end of the following FY (June 30, 1967). IV. PROGRAM A. Standards. The Department of Public Instruction u-ill take steps to see that appropriate standards are developed and made available, by recommendation of the Advisory Committee. B. Book Selection. Reliable professional selection tools, lists and review-ing media will be used as guides, to include: lists issued by the ALA, the National Audio-Visual Association, the Department of Audio-visual Instruction of the National Education Association, the Iowa State Department of Public Instruc- tion and other lists and sources of comparable quality approved by the Depart- ment from time to time. C. Distribution: ResOurces acquired in this program will be made available through regional sub-agencies designated by the State Department. Each sub- agency will assume responsibility for the acquisition, display and loan of an equitable amount of resources to all public and private elementary and secondary school teachers and children whose schools are located within the geographic area. Each teacher will be eligible to borrow materials for a loan period not to exceed three months, with 1 renewal, and make them available to children in accordance with their school's policies. RÉSUMÉ, KANSAS PLAN, TITLE II (ELEMENTARY AND SECONDARY EDUCATION ACT) 1966 I. ADMINISTRATION The Kansas State Plan will be administered through the State Department of Public Instruction; the Director of the Division of Instructional Services has authority to authorize expenditures. The Director of Title II, Division Of Instructional Services, State Department of Public Instruction, comprises the officer and administrative unit that will administer the plan. II. ALLOCATIONS A. Fiscal Year 1966: $1,146,723. B. Percentages. Not less than 80% for school library resources, not more than 10% for textbooks and not more than 10% for other instructional materials. C. Processing. Reasonable costs of processing, cataloging, and delivery will be allowed as acquisition expenditures up to 75ç~ per item. III. DEADLINES Funds must be encumbered by the end of the FY (June 30, 1966) ; liquidation * (books received) must be accomplished by the end of the following FY (June 30, 1967). PAGENO="0361" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 353 IV. PROGRAM A. Standards. Standards br School Library Programs (AASL) will be the basis for standards which will be developed. B. Book Selection. All materials must be approved by the State Education Agency before any LEA places any order. Lists of standard selection aids will be developed. Appropriate use will be made of advisory committees and state organizations such as the state school library association, the state curriculum development organization, and the state audio-visual organization. C. Distribution. The LEA or the state agenCy will retain title to all materials purchased by public schools for their own use or for loan to children and teachers in private schools. In the event that an LEA is unable to serve private schools, the state agency may purchase materials and lend them to private schools. Since enrollment in private schools is about 10% of the total enrollment for the State, the amount available for the purchase of materials for their use during FY 1966 will be approximately 10% of the total state allotment. RfiSUM~, KENTUCKY PLAN, TITLE II (ELEMENTARY AND SECONDAxY EDUCATION ACT), 1966 I. ADMINISTRATION The staff for administration in the Office of the Superintendent of Public In- struction will consist of a Title II Coordinator, assisted by the school library supervisors and other staff in the Bureau of Instruction. II. ALLOCATIONS A. Fiscal Year 1966: $1,549,486. B. Percentages: For the first year, not less than 50% will be spent for school library resources, exclusive of audio-visual materials. Not more than 35% shall be spent for audio-visual materials and not more than 15% for textbooks and other instructional materials. Method of allocation: Fifty percent on the basis of average daily attendance and 50% on the basis of local equalized assessed wealth supporting each child. LEAs will assess and esta~blish need for Title II materials for children and teachers in all schools. C. Processing: Charges for processing, cataloging and delivery are allowable, not to exceed the rate normal for these services in the state. III. DEADLINES Funds must be encumbered by the end of the FY (June 30, 1966); liquidation (books received) must be accomplished by the end of the following FY (June 30, 1967). IV. PROGRAM A. Standards: The Kentucky Department of Education will see that appro- priate standards are developed and made available, and will ensure annual re- view and revision if needed. An Advisory Committee has been appointed to study existing standards and its subcommittee, the School Li~brary Standards Commit- tee, has just completed a revision of the School Library Standards to go into effect September, 1966. Present state standards apply until that date. The 1961 "Official Minimum Manufacturing and Specifications for Textbooks as Revised January 1, 1962" will be used as the criterion for purchasing textbooks. B. Book selection: Reliable professional selection tools, lists, and reviewing media shall be used, including "Selecting Materials for School Libraries," (AASL). C. Distribution: The State Department of Education will administer the pro- gram directly to LEAs, which, in turn, will administer the program locally for all schools. Title will ~e retained by the LEA which will establish loan policies and procedures. The LEAs will make project applications, and upon approval by the State Title II Coordinator and the Bureau of Instruction, the LEA will place orders for delivery to the LEA. Materials will be made available in cen- tral school libraries and, if necessary, in classrooms, secondary resource centers, and other locations. PAGENO="0362" 354 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES EfiSUME, LOUISIANA PLAN, TITLE II (ELm.IENTARY AND SECONDARY EDUCATION AcT) 1966 I. ADMINISTRATION The Louisiana Title II State plan will be administered by the State Board of Education through the State Superintendent of Public Education and the Direc-- tor, Federally Assisted Programs, with his staff, including one library specialist.- U. ALLOCATION A. Fiscal Year 1966: $1,922,905. B. Percentages: For FY 1966, no less than 50% will be spent for school library resources, up to 25% for textbooks, and up to 25% for other instructional- materials. Method of allocation: Up to 50% will be distributed to the LEAs on the basis~ of registration figures; the remainder will be divided equitably among schools and school systems (a) to improve central libraries established the previous year, (b) that do not meet recognized standards for library materials, such as those of the Southern Association of Colleges and Schools and the American- Association of School Librarians, and (c) that have special needs. 0. Processing: Processing, cataloging and delivery are allowable up to 6% ~f the total cost. UI. DEADLINES Funds must be encumbered by the end of the FY (June 30, 1966); liquidatiom (books received) must be accomplished by the end of the following FY (June 30r 1967). IV. PROGRAM A. standards: The State Board of Education will see that appropriate stand- ards are developed and made available, using current state law and standards- as a basis. Standards governing school libraries in public elementary and sec-~ ondary schools are listed in Bulletin 741, revised, "Hand~book for School Admin- istrators." An Advisory Committee is presently studying them and making: recommendations for their revision, as well as developing standards for audio~ visual material. B. Book selection: Standard selection tools shall be used. 0. Di~tribv-tion: All children and teachers are eligible to participate equi- tably, on a free loan basis with title remaining with the state. Eligible partici- pating LEAs shall submit project applications for all children and, after receiving: approval, will place orders with state depositories, book companies or vendors.- Materials will be made available on fiexi,ble terms through school libraries, re-- source centers, classrooms and other places in the school. RfisUMfi, MAINE PlAN TITLE II (ELEMENTARY AND SECONDARY EDUCATION ACT) 1966 I. ADMINISTRATION Major administrative and program responsibilitins will be assigned to a State Supervisor of Library Services. The Chief of the Bureau of Secondary Education is expected to devote about 20% of his time also to Title II adminis-- tration. An Advisory Committee will assist state staff in reviewing state stand- ards, and also consider needs of the schools for library personnel and fadiities~ for administration of Dchool library resources. II. ALLOCATION A. Fiscal Year 1966: $525,829 B. Percentages: For the first year 100% will be used for school library re-- sources (not less than 75% for printed materials and not more than 25% for audio-visual materials). Method of allocation: Up to 12% for library projects for special instructional needs in schools to demonstrate the values of high library standards; half of remaining funds on the basis of public and private school enrollment, and the other half on the basis of needs of local students, estimated on the extent to which the school library has less than ten books per pupil. PAGENO="0363" BOOKS FOR SCHOOLS AND ThEATMENT OF MINORITIES 355 C. Processing: School libraries will be strongly advised, but not required, to purchase books preprocessed. Processing and delivery will be considered part of the acquisition costs at a cost up to $1 per book. III. DEADLINES Funds must be encumbered by the end of the FY (June 30, 1966); liquidation (books received) must be accomplished by the end of the following FY (June 30, 1967). IV. PROGRAM A. Standards: The criteria will be reviewed annually by the State Supervisor of Library Service with the assistance of the Advisory Committee. He will assist schools to approach the recommended standards of the American Association of School Librarians. Members of the staff of the State Department of Education will initially revise state standards for school library resources, textbooks and other in~structional materials, and the Advisory Committee will review this assessment annually. B. Book Selection: It will be strongly recommended that all schools use such basic selection tools as: Basic Book Collection for Junior High Schools, Basic Book Collection for High Schools, and Basic Book Collection for Elementary Grades, American Library Association; Standard Catalog for High School Libraries, H. W. Wilson; American Library Association Book List, and the like. Purchases requested by private schools will be screened to determine that the materials would be approved for use by public schools. C. Distribution: All teachers shall be given an opportunity to submit lists of materials needed. The State Department of Education shall retain title to all materials. The LEA's will order materials; after approval by the State agency the materials will be delivered direct to the public schools as a loan for a period of time consistent with need. The State Department of Education will admin- ister the program for private school personnel, ordering materials for eligible private school children and teachers for delivery direct to principals for loan for a period consistent with need. R~SUME, MARYLAND PLAN, TITLE II (ELEMENTARY AND SECONDARY EDUCATION ACT) 1966 I. ADMINISTRATION The State plan will be administered by the Division of Library Extension under the general direction of the Supervisor of School Libraries. One or more additional supervisors will be added. Staff will give leadership and guidance to Systems and schools in establishing and improving school library services, and providing other instructional materials, evaluating existing programs and serv- ices, and planning for systematic improvement. The State agency will use advisory committees of local public and private professional personnel. II. ALLOCATIONS A. Fiscal Year 1966: $1,809,594. B. Percentages. Not more than 25% of the entitlement will be allocated to the LEA on the basis of the number of children enrolled. The balance (75%) will be distributed as follows: schools with special needs (lacking a centralized library, or with less than 5,000 books or 10 books per capita, or schools of less than 200 children), not less than 45%; schools providing more generously for materials and staff, not less than 10%; schools for developing superior instructional ma- terial centers or programs, not more than 15%; administration, not more than 5%. Up to 100% of the funds may be used for school library resources and other instructional materials. Up to 15% of the 25% allowed for per capita dis- tribution may be spent on textbooks. C. Processing. Cataloging, processing, and delivery services will be established only at a rate not to exceed a rate normal for these services provided by a large processing services center within a LEA of the state. III. DEADLINES Funds must be encumbered at the local level during the same year in which the project application was approved by the State; liquidation (books received) must be accomplished by the end of the following FY. PAGENO="0364" 356 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES IV. PROGRAM A. Standards. The staff of the state agency will assess existing state stand- ards with a view to needed revision and expansion. In 1963 and 1964 the Mary- land State Department of Education published "Policies and Programs :~ Public Secondary Education in Maryland" and the companion volume "Principles and Standards: Public Secondary Education in Maryland." B. Book Selection. Use will be made of standard selection tools and reviewing media; as much as possible there will be an examination and evaluation of all materials by school library supervisors, supervisors of instructional materials, school libraries and teachers. The state agency will make available a compre- hensive list of nationally recommended book selection tools and bibliographies. C. Distribution. LEAs will purchase, process, catalog and deliver the ma- terials for placement in public schools on a permanent loan basis. A sub-agency, under contract with the state agency, will provide the same services for private schools and place the materials in them on loan. REsuME, MAssACuusurrs PLAN, TITLE II (ELEMENTARY AND SECONDARY EDUCA- CATION ACT) 1966 I. ADMINISTRATION The Plan will be administered by the State Board of Education, with the Com- missioner of Education the authorized officer. The sub-administrative unit in the state agency which will administer the plan is the Division of Library Exten- sion. The immediate planning and supervision of the program will be the responsibility of a designated Senior Supervisor of School Library Development, aided by four school library specialists. An Advisory Committee of 16 members has been named. II. ALLOCATIONS A. Fiscal Year 1966: ~2,~22,12.5. B. Percentages. At least 50% will be spent for school library resources and up to 40% for other instructional materials. Not more than 10% will be spent for textbooks. Method of Allocation: 40% on the basis of enrollment, 50% on an index based on relative economic need and effort, and 10% for demonstration school libraries in several regions. C. Processing. Processing, cataloging and delivery are allowable costs at a maximum of 81.50 per unit. Pre-processing is allowed. III. DEADLINES Funds must be encumbered by the end of the FY (June 30, 1966); liquidation (books received) must be accomplished by the end of the following FY (June 30, 1967). IV. PROGRAM A. Standards. Massachusetts has standards for printed library materials, audio-visual materials and textbooks. An advisory committee is to review and, if needed, revise and develop standards annually. B. Book Selection. Standard selection tools and reviewing media, plus pack- age lists of highly recommended school library materials compiled by the Division of Library Extension. Also "Selecting Materials for School Libraries," (AASL). The advisory committee is to assist systems without school library programs or personnel who could help select. 0. Distribvtioiz. For public schools, materials will be distributed from a central library or other materials center; if there is no resource center they will be distributed from classroom collections or systemwide centers. Private schools will obtain them on a loan basis from the state agency which w-ill retain title: this program wifi be administered by the state agency through private school officials with the cooperation of the diocesan superintendents, the National Asso- ciation of Independent Schools, and other coordinating private school agencies and officers, in order not to burden public school administrators. PAGENO="0365" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 357 R~5UME, MICHIGAN STATE PLAN, TITLE II (ELEMENTARY AND SECONDARY EDUCATION ACT) 1966 I. ADMINISTRATION The Plan will be administered by the Department of Education, under the Superintendent of Public Instruction. The program will be administered through the Michigan State Library, a unit of the State Department of Education. The two school library consultants presently employed in the Department of Educa- tion, aided by additional consultants, and a professional school library cata- loguer, will have immediate responsibility for the administration of this program. II. ALLOCATION A. Fiscal Year 1966: $4,671,827. B. Percentages. It is estimated that about 95% of the funds under this Title will be spent for school library resources. Approximately 5% of the funds will be spent for basic texts. Method of allocation: Up to 10% for up to ten special grants for regional in-. structional materials centers, 40% in basic grants on a per capita basis, the remainder allocated according to a need formula based on information from a state survey and assessed.in relation to standards. 0. Processing. Allowable costs up to $1.25 per item including delivery. III. DEADLINES Funds must be encumbered by the end of the FY (June30, 1966) ; liquidation (books received) must be accomplished by the end of the following FY (June 30, 1967). IV. PROGRAM A. Standards. The Department of Education will take steps to see that appropriate standards are developed, using as a basis Standards for School Library Programs, AASL. Textbooks companies will be: registered with the Department of Education and the textbook editions purchased under this pro- gram will be those adopted by some public school in Michigan. These standards will be disseminated to all schools as a part of the Administrative Handbook. B. Book Section. Reliable professional selection tools, lists and reviewing media shall be used as guides: among these are such general book lists as thOse from the American Library Association, American Association for the Ath'~anc& ment of Science, National Education Association, National Council of Teachers of English and many more. 0. Distribution. Projects from public school districts will be submitted to the Department of Education. On behalf of the children and teachers of private schools, applications will be sent by private school officials directiy to the De- partment of Education. Materials will be lent tO. children and teachers in schools and some resources, such as audio-visual materials, may be regularly housed on a cooperative basis with other educational agencies. REsU~fE, MINNESOTA PLAN, TITLR II (ELEMENTARY AND SECONDARY EDUCATION ACT) 1966 I. ADMINISTRATION The Minnesota State Plan will be administered by the State board of education. A State Title II advisory committee has been officially appointed by the State board. Within the State Department of Education, the State plan will be administered by the Assistant Oommissioner for Instruction, and the staff will consist of a Title II Administrator, one or more school librarians, and one or more audio-visual coordinators. II. ALLOCATIONS A. Fiscal Year 1966: $1,988,186. B. Percentages. One hundred per cent will be spent for school library re- sources. The adjusted assessed valuation behind each child in public and private schools will be used to determine relative ability of a school district to provide PAGENO="0366" 358 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES instructional resources. Funds will be made available on a graduated per pupil basis in five groups according to the per pupil valuation. C. Processing. Service costs or cataloging, processing and delivery shall not exceed 12% of the maximum allocation available for acquisition. UI. DEADLINES Funds must be encumbered by the end of the FY (June 30, 1966) ; liquidation (books received) must be accomplished by the end of the following FY (June 30, 1907). IV. PROGRAM A. Standards. Staff of State agency to make necessary changes in state standards. B. Book Selection. Materials will he selected from lists prepared or approved by the Minnesota Department of Education. C. Distribution. Materials will be loaned to private schools by either the LEA school library or the public library. Title will rest in the LEA which shall order them. REsUME, MISSISSIPPI PLAN, TITLE II (ELEMENTARY AND SECONDARY EDUCATION AcT) 1966 I. ADMINISTRATION The staff in the Office of the Superintendent of Education will consist of a Title II coordinator and an assistant coordinator. Other staff members of the Division of Instructional Resources will assist with the program, including instructional materials specialists, a technical processing specialist, and support- ing clerical staff. U. ALLOCATION A. Fiscal Year 1960: $1,218,307. B. Percentages. For the first year, at least 70% of available funds shall be* spent on school jibrary resources. tip to 15% may be spent on textbooks and up to 15% for other instructional materials. Method of allocation: The formula for distribution allots 471/2% on a per capita basis for children in public and private elementary and secondary schools. To provide for relative need, 3314% will be allotted on the basis of quality and quantity of materials available in relation to those needed, and recent local effort to supply materials. In addition, 1414% is allocated for special programs such as instructional materials centers, centralization of elementary school library programs, and system-wide coordinated library and instructional mate- rials centers. C. Processing. A true and just unit cost for cataloging, processing, and delivery costs will be established by the LEA requesting reimbursement. III. DEADLINES Funds must be encumbered by the end of the FY (June 30, 1966) ; liquidation (books received) by June 30, 1967, except at the end of the State's fiscal biennium, when all commitments must be liquidated within 60 days after the end of that FY. TV. PROGRAM A. Sta,ulards. Professional staff of the Division of Instruction will assess changes needed in existing state standards, and the advisory committee will rec- ommend revisions. B. Book Selection. Standard selection tools with annotations such as those developed by professional organizations. C. Distribution: Materials will be made available through LEA's to public school children. The State Department of Education will make materials avail- able to private elementary and secondary school children, retaining title itself. PAGENO="0367" BOOKS ~OR SCHOOLS AND TREATMENT OF MINORITIES 359 :RESUMii, Missouai PLAN, TImE II (ELEMENTARY AND SECONDARY EDUCATION Ac'r) 1966 I. ADMINISTRATION The Director of Title II will administer the Missouri State Plan. The Assist- :ant Director, Library Specialists, and Curriculum Supervisors will carry out the plan activities which include school visitations, conferences with school personnel on improving school library resources and services, aiding in organizing and conducting inservice work, evaluation of the effects of Title II, assisting in ~evaluations of Title II materials, providing criteria for selection, dissseminat- ing information. II. ALLOCATIONS A. Fiscal Year 1966: $2,309,248. B. Percentages. Ninety per cent will be reserved for school library resources. The remaining 10% will be assigned to projects according to three priorities of ~needs': if they cannot be met by other means, if they are for special groups of students, or if they are for schools setting up new patterns or newly employing ~a school librarian establishing a centralized library. The formula for allocat- ing the 90% depends on enrollment of children and teachers, economic status of ~the district, and an effort measure based on per capita expenditure. Also involved is a need factor based on quantity and quality of materials now available. C. Processing. .Pre-processing by commercial companies will be allowed, as ~will processing by the public subadministrative agency, at no more than $1.25 ~per book for processing and for delivery. The public subadministrative agency may natcbarge~.more than the actual costs. III. DEADLINES Funds mustbe~encwxfbered by the end of the FY (June 30, 1966) ; liquidation (boc~ks received) must be accomplished by June 30, 1967 for public subadministra- ~tive agencies ;~1cy 120 daysafter June 30, 1966 for state agencies. IV. PROGRAM A. ~S'tasu7ards. StandaTds will be developed and revised, based on Missouri :Handbook for Sihool Library Services 1964; STANDARDS FOR SCHOOL LIBRARY PROGRAMS (AASL); "Selecting Materials for School Libraries," (AASL) and State Department of Education's Classification and Accreditation -requirements for ~textbooks. As advisory committee is to review at least an- :-nually the quantitative and qualitative standards for resources, textbooks and ~other instruetionalmaterial. * B. Book Selection. Standard selection tools and reviewing media. C. DistrThution. Public subadministrative agencies will be the LEA wherever ~feasible; in eases where it is determined not feasible by the State Department ~of Education, a public library or the Missouri State Library will be designated. ~Materials will be made available to private schools on a loan basis only, ~through the LEA or, if not feasible, a public library or the Missouri State ~Library. The public silbadministrative agency will be authorized to purchase on ~approval of the `project. ~Title to, and accountability for materials rests with 4he public subadministrativeagency. R~SUMfi, MONTANA PLAN, TITLE II (ELEMENTARY AND SECONDARY EDUcATION Ac'r) 1966 I. ADMINISTRATION The Montana State Plan Will be under the general supervision of the Director of the Division of Instructional Services and directly under the Assistaii t to the ~Director. ~The Supervisor of Audio-visual and Library will assist on a part-time ~basis. The services to `be provided are in connection with setting policy, revis- ing standards, disseminating information, and providing the reports required by `the Act. Other assistance, such as in-service education, and the provision of leadersh~p will ~be `given as State staff and time allow. PAGENO="0368" 360 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES II. ALLOCATION A. Fiscal Year 1966: $382,828. B. Percentages. Major expenditure will be for school library resources. No textbooks will be acquired the first year. Allocation of funds is based on the number of low-income children, the total number of children enrolled, and the tax valuation of school districts. No elementary school district is to receive less than $30, and the minimum for a secondary school district is $40. 0. Processing. All materials will be purchased preprocessed, as far as possible. III. DEADLINES Funds must be encumbered by the end of the FY (June 30, 1966); liquidation (books received) must be accomplished by the end of the following FY (June 30, 1907). IV. PROGRAM A. Standards. "Standards for Accreditation of Montana Elementary Schools 1961," "Standards for Accreditation of Montana High Schools 1960," and a "Guide for Montana School Libraries 1961," will be utilized, studied, and ap- praised for possible revision. B. Book Selectio2I. The use of standard selection tools listed in the "Guide for Montana Schools 1965" and "Selecting Materials for School Libraries" (AASL) will be prerequisites for approval. C. Distributioii. The State educational agency will purchase all books and title to all materials will be vested in the State educational agency. For the fIrst year of operation only, materials for public schools will be distributed on an equitable basis according to relative need. Materials for public schools will be made available for a term of indefinite loan; materials for private schools will be made available on the same basis for a term of one year, renewable annually upon request to the State educational agency. R~sUME, NEBRASKA STATE PLAN, TITLE II (ELEMENTARY AND SECONDARY EDUCATION ACT) 1966 I. ADMINISTRATION The Plan for public school children and teachers will be administered by the State Board of Education. The official title of the officer who will administer the plan is the Nebraska Commissioner of Education. Actual administration of the Plan will be the responsibility of the Director, Title II. and Director, In- structional Materials and Library Services. Additional professional staff will be added as funds are available and as the need develops. Subject area conL sultants from other sections of the Department of Education may be assigned on a part-time basis to the Title II program. A State Title II advisory committee will be appointed. II. ALLOCATION A. Fiscal year 1966: $775,144. B. Percentages: It is estimated that 37% of the funds will be spent on school library resources, particularly for elementary school collections, and 63% will be used for other instructional materials. As schools develop centralized collec- tions and employ librarians, the percentage for school library resources will in- crease. with the ultimate goal to be as close to 100% as possible. No funds will be used for textbooks. Method of allocation: Approximately 12% of the allotment for public school children and teachers will be used for special purpose grants to provide incentive for the establishment of model collections and exemplary regional collections. Local public school districts individually or in combination will be eligible for special purpose grants. The remainder of the ftnds will be allocated in three categories among public school districts on the basis of unit valuation. The Plan will be amended in relation to allocation of funds for the 1967-68 schooT year on the basis of standards to he developed and more adequate criteria of relative need. C. Processing: Reasonable costs of acquisition, to include processing, delivery. and cataloging charges, will be allowed up to $1.00 per item for local processing and 750 per item for commercial pre-processing. PAGENO="0369" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 361 III. DEADLINES Funds must be encumbered by the end of `the JJ'Y (June 30, 1966) ; liquidation (books received) must be accomplished by the end of the following FY (June 30, 1967). IV. PROGRAM A. Standards: Standards for School Library Programs, AASL 1960, will form the basis. B. Book Selection: Selection will be made at the local level by professional personnel using reliable tools and reviewing media, including Selecting Materials for School Libraries. AASL C. Distribution: In the opinion of the State Attorney General, no State agency is authorized by law to provide library resources, textbooks, and other instruc- tional materials for use of children and teachers in private elementary and sec- ondary schools. Therefore, the Plan includes no provision for these children and teachers. Local public school districts will submit applications to the State agency for approval, will order materials from approved projects and retain title to them. These materials will be made available along with other materials customarily used in schools. REsuME, NEVADA STATE PLAN, TITLE II (ELEMENTARY AND SECONDARY EDUCATION ACT) 1966 I. ADMINISTRATION The Plan will be administered by the State Board of Education. The Superin- tendent of Public Instruction will be in charge, aided by a Oonsultant-Coordinator Library in the State Department of Education. II. ALLOCATIONS A. Fiscal 1966: ~211,763 B. Percentages: Textbooks are excluded. There is no required percentage for any one category of instructional materials; however, it is estimated that not more than 80% will be spent for library resources. C. Processing: The average commercial rate will be allowed. III. DEADLINES Funds must be encumbered by the end of the FY (June 30, 1966) ; liquidation (books received) must be accomplished by the end of the following FY (June 30, 1967). IV. PROGRAM A. Standards: The State Department of Education will develop adequate standards with help of local committees, using as a basis "Suggested Aims for School Library Development in Nevada-1963." B. Book Selection: Standard selection tools and reviewing media shall be used. The Superintendent, of Public Instruction approves or disapproves lists of books for use in school libraries. ` School districts designated as depositories shall be the authorized purchasing agencies. C. Distribution: LEA holds title to all materials, which are placed in district depositories on a permanent loan basis. They are then placed in schools within a district on a temporary basis. R~SUM~, NEW HAMPSHIRE PLAN, TITLE II (ELEMENTARY AND SECONDARY EDUCATION ACT) 1966 I. ADMINISTRATION The New Hampshire State Plan will be administered by the State Department of Education. Activities under the State plan will be supervised by a Consultant. School Library Services, reporting to the Chief, Division of Instruction. State and local school committees of administrators, teachers and school librarians will assist in the development `of standards for materials. 71-368-66-------24 PAGENO="0370" 362 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES U ALLOCATIONS A. Fiscal Year 1966: ~336,232. B. Percentages. For the first year, 100% of the funds will be spent for school for textbooks. It is anticipated that approximately 60% of funds will be spent for school lThrary resources and approximately 30% for other printed and pub- lished materials. Criteria for determining relative need include an economic factor (involving the ratio of the valuation of a supervisory union and the number of students enrolled in public and private schools), a periodic inventory of available resources in participating schools, and the value judgment of qualified school library personneL C. Processing. Processing and cataloging expenses may be reimbursed when they are presented as a charge for a service and are reasonable and necessary. III. DEADLINES Funds must be encumbered by the end of the FY (June 30, 1966); liquidation (books received) must be accomplished by the end of the following FY (June 30, 1967). IV. PROGRAM A. Standards. At present time no standards exist for elementary and sec- ondary school libraries. A concerted effort will be made during the first year of operation of the State Plan to develop library standards. B. Book Selection. Criteria to be used in selecting materials include: stand- ard lists for use in elementary and secondary schools as published by the ALA and other nonsectarain professional organizations. Materials are purchased by the LEAs; selection must be approved by responsible staff prior to submission to the state agency. C. Distribution. Ownership of materials acquired and loaned to children and teachers shall reside with the LEA. It must certify that materials acquired have been selected in consultation with representatives of the private schools, and that provision for loan of these materials to private schools in the area do exist. RÉSUMÉ, NEw Jras~r PLAN, Timx II (ELEMENTARY AND SECONDARY EDUCATION ACT) 1966 I. ADMINISTRATION Tha New Jersey State plan will be administered by the Coordinator of School Library Services, Public and School Library Services Bureau, a part of the ~State Department of Education. Professional staff members working on pro- gram will be school library supervisors, audio-visual, curriculum, and subject matter specialists in the State Department of Education, in consultation with an advisory committee. Some activities planned in connection with projects for materials are assistance in developing applications, and review and approval. Inservice education will be provided on such matters as selection of materials for new schools, preparing programs for use of new materials, and using multi- media teaching. U. ALLOCATIONS A. Fiscal Year 1966: $3,233,812. B. Percentages. Not more than 100% of each LEA entitlement is to be used library resources and other instructional materials. For the first year, alloca- tions will be made to schools classified in three groups on the basis of the adequacy of their school library collections. A sliding scale from $2 per pupil for schools with less than three volumes per pupil or a total of less than 3,000 volumes, down to $1 per pupil for schools with five per pupil or more than 5,000 volumes will be used. Schools in the last group may ask for additional funds up to 500 per pupil if they have special instructional needs. Private schools will be similarly classified and will receive their fair share. C. Processing. Books purchased with commercialized processing may include the cost of processing in the cost of acquisition. When materials are not pur- chased preprocessed, the cost of full processing will be allowed up to $1.25 per volume; partial processing will be allowed up to 500 a volume; the cost of adding property or identification stamp will be allowed up to 250 a volume. PAGENO="0371" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 363 III. DEADLINES Funds must be encumbered by the end of the, FY (June 30, 1966) ; liquidation (books received) must be accomplished by the end of the following FY (June 30, 1907). IV. PROGRAM A. Standards. The Advisory Committee for Title II has recommended the adoption of the following documents as standards: Elementary School Library Facilities in New Jersey, Minimal Suggestions for Secondary School Library Facilities in New Jersey, and Audio-visual Standards. B. Book Selection. Materials will be selected by professionally trained 11- brarians and certified teachers, with the consultation and advice of the State Department of Education. C. Distribution. Materials will be distributed to private schools by the Public and School Library Services Bureau in the State Department of Education, ac. cording to the same formula of distribution to public schools. Materials will be loaned to private schools. LEAs will purchase and distribute witMn their own districts, with funds advanced upon approval of allocation. RfisnM~, NEW MEXICO PLAN, TITLE II (ELEMENTARY AND SECONDARY EDUCATION ACT) I. ADMINISTRATION The staff for administration of the Plan in the office of the Superintendent of Public Instruction will consist of the Director of the State Textbook Division who will administer the program, assisted by a Library Services Specialist. II. ALLOCATIONS A. Fiscal Year 1900: $590,702. B. Percentages. The anticipated proportions are 75% for `school library re- sources, 15% for textbooks, and 10% for other instructional materials, but in practice, the proportion of allotments will be based on the extent to which the school exceeds or falls below standards. A portion of the state allotment will be allocated on the basis of the quantity and quality of available resources as compared to State standards, effort to provide instructional resources, and lack of financial ability to supply need. In addition, all schools meeting minimum standards for materials will be allotted an amount not over $1.50 per pupiL C. Processing. Necessary and essential costs of processing, cataloging, and delivery are allowable to a maximum of $1 per book. IlL DEADLINES Funds must be encumbered by the end of the FY (June 30, 1966) ; liquidation (books received) must be accomplished by the end of the following FY (June 30, 1967). IV. PROGRAM A. Standards. Assessment of existing State standards will be conducted per- iodically. These standards include criteria for the selection of materials, which will be supplemented by reviewing and selection committes to be appointed by a State Board of Education. B. Book Selection. (See above). C. Distribution. Material's selected by local school authorities and representa- tives of private schools will be ordered by the state textbook division. They will be made available to private schools on a loan basis not to exceed one year, subject to readjustment. The state agency retains title. PAGENO="0372" 364 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES REsuMfi, NEW YoRK PLAN, TITLE II (ELEMENTARY AND SECONDARY EDUCATION ACT) 1966 I. ADMINISTRATION The staff for administration of the New York State Plan in the Office of the Commissioner of Education Will consist of the Supervisor of School Library Services, assisted by four Associate Supervisors. The Divisions of Educational Communications, Curriculum Development and Library Extension will also have program responsibility. An advisory committee will provide coun~e1 on admin- istration. II. ALLOCATIONS A. Fiscal Year 1966: $8,293,725 B. Percentages. Not less than 50% of each project must be allocated for school library resources and not more than 25% for textbooks; other instructional materials may not be more than 25% of each project. A two-part grant program hats been developed: basic grants (90% of the state allocation) and special pur- pose grants (10% of the allocation), the latter to establish outstanding school library collections of instructional materials centers to satisfy requirements of children and teachers in special instructional programs. Criteria established for basic grants gives highest priority to elementary school resources, high priority to such special program needs as remedial reading for the gifted, ad- vanced placement, innovative or special programs. C. Processing. For the first FY of the program, the cost allowed for process- ing and cataloging shall not be more than $1 per book or allowable item. UI. DEADLINES Funds must be encumbered by the end of FY (June 30, 1966); liquidation (books received) must be accomplished by September 15, 1967. Iv. PROGRAM A. Standards. An advisory committee will study existing standards and make recommendations and reports as to development and revision of standards for Title II materials. B. Book Selection. School library resources shall be selected in the usual pro- fessional manner with the help of "Aids in Book Selection for Children and Young People," prepared by the State Education Department, and "Selecting Materials for School Libraries," (AASL). C. Distrilm~tion. LEAs will receive allocations for all private schools within their districts and will be responsible for acquiring for their, use at least an equitable amount of resources on a free loan basis. The terms of such loans will' vary from district to district. Rdsu~rf, . NORTH CAROLINA PLAN, TImE II (`ELEMENTARY AND SECONDARY EDUCATION ACT) 1966 I. ADMINISTRATION The staff for the North Carolina State Plan: will consist of the Title II program director, assisted by. ten professional staff members in library and audio-visual services. An advisory committee will provide counsel on administration. U. ALLOCATIONS A. Fiscal Year 1966: $2,435,404. B. Percentages. tip to 100% of the funds may be spent for school library resources and not more than 20% for other instructional materials, n&t more than 10% for textbooks. Public schools may acquire textbooks from Title II funds only for use in officially approved experimental programs. An initial allotment will be made of $1 per capita for public and private elementary and secondary schools. A special supplemental allotment not to exceed $75.000 will be made to a limited number of school districts for demonstration libraries meet- lug specified criteria of personnel, facilities and program. To provide for rela- tive need, schools will 1~e divided into four groups and ranked according to quantity of library books, periodical subscriptions, supplementary books, and PAGENO="0373" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 365 basic collections of audio-visual materials in relation to State standards, and according to local effort to supply instructional materials in relation to total school expenditures. 0. Processing. Allowable unit costs for cataloging, processing and delivery will be established by the LEA; this unit ~ost not to exceed the maximum unit costs established annually by the State Superintendent of Public Instruction. III. DEADLINES Funds must be encumbered by the end of the FY (June30, 1966) ; liquidation (books received) must be accomplished by the end of the following FY (June 30, 1967). Iv. PROGRAM A. Standards. The advisory committee will draw up revision of the current State quantitative and qualitative standards. B. Book Selection. A comprehensive learning~ materials examination center to aid school personnel (public and private) in evaluating instructional materials will be established. Criteria and lists of professional aids are to be developed. C. Distribution. Materials will be made available to private schools through loans to the schools from a county, city, or regional depository or a supple- mentary library center administered by a LEA. The LEAs select materials. The State Department of Public Instruction approves them, and the local unit writes the purchase order. State Department of Public Instruction or LEA retains title to all materials. R~suMfi, NORTH DAKOTA PLAN, TITLE II (ELEMENTARY AND SECONDARY EDUCATION ACT) 1966 I. ADMINISTRATION The staff in the Office of the Superintendent of Public Instruction will consist of the Director of Library Services and Instructional Materials, assisted by the specialists in the Department of Public Instruction. The members of the State Board of Public Education and the Library Advisory Committee will provide counsel on administration. II. ALLOCATION A. Fiscal Year 1966: $347,300. B. Percentages: At least 75% of the total allotment shall be used for school library resources and 25% for other instructional materials. Textbooks shall be excluded until the need requires that the plan be amended. Mdthod of allocation: Ability of local districts to support the program ade- quately is initial basic criteria. A formula based upon the valuation per child in the school district will be used to allocate materials. C. Processing: Processing and cataloging expenses for library books shall not exceed 750 per book. III. DEADLINES Funds must be encumbered by the end of the FY (June 30, 1966) ; liquidation (books received) must be accomplished by the end of the following FY (June 30. 1967). IV. PROGRAM A. Standards: The Department of Public Instruction will see that appropriate standards are developed and made available. Outstanding education people, with personnel from other state agencies, will form committees to assay current standards and requirements, using as a basis existing quantitative and qualita- tive standards in the "Administrative Manual for North Dakota Schools." B. Book Selection: No recommended lists were identified. C. Distribution: All requests by nonpublic schools will be made through the LEA, which shall retain title. Materials are to be made available to private schools on a loan basis. PAGENO="0374" 366 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES R~suM~, Onio PL~&r~, Trrrs II (ELEMENTARY AND SECONDARY EDUCATION ACT) 1966 I. ADMINISTRATION The Ohio State Plan will be administered by the State Department of Educa- tion, Office of Federal Assistance Programs, with the Coordinator of Title II serv- ing as administrative head of the program. Educational specialists as necessary will assist in the administration. II. ALLOCATIONS A. Fiscal Year 1966: $5,406,689. B. Percentages: 10% will be reserved for special purpose grants. Of the re- maining 90% (made up partly of basic direct grants and partly of grants on a sliding scale of economic need) at least half will be used to develop elementary school libraries. Projects submitted shall provide for such expenditure in the amount of 50-100% of the school library resources totaL Not more than 25% shall be spent for other instructional materials, and not more than 25% for sup- plementary textbooks. C. Processing: The amount allocated for processing and cataloging of library resources shall not exceed 75ç~ per book. III. DEADLINES Funds must be encumbered by the end of the FY (June 30, 1966); liquidation (books received) must be accomplished by the end of the following FY (June 30, 1967). IV. PROGRAM A. Standards. Minimum standards have been developed and will be reviewed and revised through the use of state committees of representatives of all areas of the teaching profession. B. Book Selection. Library books purchased will in general be those included in the sources in "Selecting Materials for Children and Young Adults" (AASL). C. Distribution. LEA's and state agencies offering approved programs in elementary and secondary education are authorized to purchase materials. Mate- rials will be made available to private schools in one of two ways: either a project application might contain a separate project for private schools and mate- rials would be lent to them; or by wide periodic circulation of materials rotated in packages from school building to school building, both public and private; or materials could be made available from a central depository to all schools, on the basis of loan. R~SUME, OKLAHOMA PIAIc, TITLE II (ELEMENTARY AND SECONDARY EDUCATION ACT) 1966 I. ADMINISTRATION The Oklahoma State Plan for public schools will be administered by the State Board of Education. The authorized officer is the State Superintendent of Public Instruction, State Department of Education, and the plan will be administered by the Director of the Division of Library Resources and Instructional Materials. The State Board of Education will appoint an advisory committee to assist in the implementation of this plan. The State Attorney General has ruled that the State Department of Education is not authorized by law to administer services to private school children and teachers. II. ALLOCATIONS A.. Fiscal Yearl9G6: $1,266,877. B. Percentages. It is anticipated that 60% will be spent for school library re- sources, 20% for textbooks, and 20% for other instructional materials. As part of the LEA application a rating scale assessing the quality, quantity, adequacy and recentness of school library resources, textbooks and other instructional materials in relation to an effort index will be used to determine relative needs of the LEA for each of the three categories of materials. PAGENO="0375" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 367 0. Processing. Necessary and essential costs, not to exceed 10% of a project application, for processing, cataloging, and delivery, may be considered as a part of the acquisition costs. III. DEADLINES Funds must be encumbered by the end of the FY (June 30, 1966); liquidation (books received) must be accomplished by the end of the following FY (June 30,. 1967). IV. PROGRAM A. $tandards. The Library Resources and Instructional Materials. Division,. with the assistance of the advisory committee, will use criteria developed by na- tional, regional, and state organizations, agenëies, and accrediting associations in. upgrading requirements for materials. The Division will produce a guide to assist school districts in carrying out these standards. B. Book selection. Suggested lists of eligible media shall be prepared to help school officials choose appropriate materials. 0. Distribution. The method of distribution of materials to public school chil- dren and teachers will be made on the basis of assessment of existing resources. The amount is not known at this time (see above). Note: (Special arrangements. for service to private schools are currently being made.) RESUMfi, OREGON PLAN, TITLE II (ELEMENTARY AND SECONDARY EDtTCATION Acr)~ 1966 I. ADMINISTRATION The Oregon State Plan will be administered under the Director of the Ourric- ulum and Instructional Media Section of the Division of Instruction, with project operations under a Coordinator for Title II. Consultants ~ instructional mate- rials, school libraries, curriculum publications, instructional television and radio,. and general and special field consultants will perform Title II duties. These in- clude disseminating information; assisting local agencies and schools in project preparation, in building new and improved library and instructional materials collections, and in improving services with instructional resources; assisting in workshops at all levels; helping develop local leadership; providing inservice education; conducting surveys; and evaluating statewide the results of Title II. projects. IL ALLOCATIONS A. Fiscal Year 1966: $975,357 B. Percentages. No textbooks may be purchased the first year. If an alloca- tion is made thereafter it will `be from 0-10% of total; up to 10% can be spent for textbooks thereafter if used. From 80% to 100% for school library resources,. and 0% `to 10% for other instructional materials. Libraries and instructional ma- terials centers of all LEAs to be placed in five classes of relative need for mate- rials on the basis of data in t'he State Department. Same information will be collected on private schools. On index of effort based on economic factors will be developed and schools placed in five groups according to effort corresponding to the five classes of need. C. Processing. Processing, cataloging, and delivery allowable for school ii- brary resources, up to $1 per item; for textbooks, up to 25~ per item. Costs for standard commercial processing allowable `up to above limits. III. DEADLINES Funds must `be encumbered by the end of `the FY (June 30, 1966) ; liquidation (books received) must be accomplished by the end .of the following FY (June 30,. 1967). IV. PROGRAM A. Standards. Department of Education will assure adequate standards based. on official state school standards ad'opted in 1959, being revised by Department consultants; standards developed by the State Textbook `Commission, and guide- lines issued from time to time by `the Department. B. Book Selection. `Textbooks shall be selected from the lists of state-adopted textbooks in the circular.s of the S.tate Textbook Commission. For subjects where PAGENO="0376" 368 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES the State has made no adoption, textbooks shall be selected from catalogs of recognized and reputable educational publishers and be of relatively recent copy- right. All books, atlases, encyclopedias and other standard reference materials shall be selected from those listed in: Basic Book Collection for High School Iii- braries, Basic Book Collection ror Junior High Schools, Ba~sic Book Collection for Elementary Schools, Standard Catalog for High School Libraries, Children's Cat- alog, Booklist and Subscription Books Bulletin, Bulletin of the Center for Chil- dren's Books, and lists prepared by the Oregon Department of Education and authoritative bibliographies and book selection aids accepted by the Department. C. Distribution. The State Board of Education wifi administer and supervise the program directly to LEAs, but will arrange for them to administer the pro- gram for public and private schools within their ~1istricts. The LEA will write purchase orders. Private school officials wifi be notified when materials desig- nated by agreement for use on an equitable basis are available; the materials will be placed in the private schools on a loan basis. Private schools shall have opportunities to share on an equitable basis consistent with state law. Material will be placed on loan for one school year, but varying selections from the public school collections will be placed on inter-library loan to the private school for extended periods of time (but for less than one school year, renewable by request). Title shall be retained by LEAs, intermediate education districts, special public education agencies, and public universities and colleges operating campus labora- tory or teacher training schools. REsu~ud, PENNSYLVANIA PLAN, TITLE II (ELEMENTARY AND SECONDARY EDuCATION ACT) 1966 I. ADMINISTRATION The Pennsylvania State Plan will be administered by the Department of Public Instruction through the Division of School Libraries in consultation w-ith the Policy Advisory Committee and Library Resources Selection Committee. In addition to the Director of the Division and Coordinator, 89-10, Title II. eight orofessional school library positions will be established, assigned to the Division and to three branches in Harrisburg, Philadelphia and Pittsburgh. II. ALLOCATIONS A. Fiscal Year 1966: ~5,908,219. B. Percentages. At least 75% for library resources; 25% for textbooks or 25% for other instructional materials, the total of this 25% to be determined by the LEA; or any proportion in excess of the 75% for library resources up to 100%. Fifty per cent of the requisition funds to be distributed on a per capita basis; the remainder on the basis of educational need. C. Processing. Processing shall be the option of the LEA except that schools which do not provide the services of a librarian shall be. required to receive all library resources, completely processed. The cost of technical processing shall not exceed 75~ for any single item. III. DEADLINES Funds must be encumbered by the end of the FY (June 30, 1966) ; liquidation (books received) must be accomplished by the end of the following Fl (June 30, 1007). IV. PROGRAM A. Standards. Projects will be evaluated according to the Pennsylvania School Library Standards. Current regulations will serve as the standards by which LEAs are evaluated regarding their library resources and programs. B. Book Selection. Catalogs of printed and published library resources ap- Provable for selection and criteria for selection of other instructional materials. as determined by the Library Resources Selection Advisory Committee, together with a listing of textbooks approved for selection, will be distributed to each LEA or agent of private schools. Examination copies of each library resource listed in the approved-for-selection guide w-ill be purchased and made available to teachers and administrators. These examination copies will be housed in the branches of the Division of School Libraries (Philadelphia, Harrisburg, and Pittsburgh). PAGENO="0377" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 369 C. Distribution.. Ownership of the materials acquired will vest only in the State Department of Public Instruction; materials will be available to both public and private schools. Although the local schools will indicate their selec- tion of materials, books themselves will be ordered by the State Department of Public Instruction and delivered directly to the public or private agency that ordered them. RfiSUM~, RHODE ISLAND PLAN, TITLE II (ELEMENTARY AND SECONDARY EDUCATION ACT) 1966 I. ADMINISTRATION The Rhode Island State Plan will be administered by the State Board of Education through its associate Commissioner of Education, Division of Instruc- tional Services. A new position, Coordinator of Title II, `will be created, and a State Title II Advisory Committee (which may consist of teachers, supervisors, and `administrators from both public and nonpublic schools and' other persons with specific interests and abilities `in the field) will be established. Other pro- fessional personnel will provide services in their areas of specialization. II. ALLOCATIONS A. Fiscal Year 1966: $427,974. B. Percentages. At least 50% `of each project must be spent for library re- sources until the school library `standards have been met. Not more than 25% shall be expended for `textbooks and not more, than 25% for other instructional materials 4i min1mum entitlement of $1 per pupil in public and nonpublic school's will be made to the `LEA; the remainder is to be allocated according to the number of pupils to be served and the financial ability of the distric't. Any funds not expended by LEAs prior to May 1 of the fiscal year may be reallocated within the State. C. Processing. Processing and cataloging costs may be included in the price of each item purchased by the local education agency. Preprocessed materials may be purchased, or the local agency may contract with a public library system. a college or university library `system, or similar service center for processing and cataloging services. The cost of `such service shall in no case exceed an average of $1 per item. III. DEADLINES Funds must be encumbered by the end of the FY (June 30, 1966) ; liquidation' (books received) must be accomplished by the end of the following FY (June 30. 1967). iv. PROGRAM A. Standards. Standards for school libraries were adopted on May 9, 1963 and are effective `in tw'o stages; July 1, 1964, and July 1, 1967. B. Book Selection. Approval of texts and other instructional materials is a function of the local `school committee. "Selecting Materials for School Li- braries" (AASL) is recommended. C. Distribution. The materials listed on the approved application will `be pur- chased by the LEA. It will `be responsible for the processing of all materials and .for the delivery `to the agent of the nonpublic schools of those materials which will be, loaned to those schools. The proportion of funds to be expended on ma- terials' for private `schools will depend upon the proportion' of private school children to public school children in t'he school district. R~SUM~, SOUTH CAROLINA PlAN, TITLE II (ELEMENTARY AND SECONDARY EDUCATION ACT) 1966 I. ADMINISTRATION Overall responsibility for the South Carolina State Plan is assigned the Assist- ant to the State Superintendent. The Title II Coordinator has immediate pro- gran~ responsibility. "Consultative personnel will. be added, and' the range of duties of other specialist positions expanded. More services will be given local school district personnel for maximum use of instructional materials to achieve PAGENO="0378" 370 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES program objectives. Inservice work and overall local school program develop- :ment will be stressed. Each local school district will submit a project to the State to include materials for children and teachers in all eligible schools within its bounds and to describe bow such materials are to be made available on an ~equitable basis to provide schools. II. ALLOCATION5 A. Fiscal Year 1966: $1,320,035. B. Percentages. During the first year 100% will be used for school library re- sources (textbooks will be supplied under Title I). Each school district will receive an entitlement, 50% of which will be based on enrollment and 50% on relative number of children enrolled who also qualify for Title I programs. First ~priority will be given to schools most deficient in meeting minimum or recom- mended school library standards. C. Processing. Costs of processing, cataloging, and delivery are allowable. The school district may allow 10% of its allocation, or may establish a central ~cataloging and processing service up to 10% of allocation. IlL DEADLINES Funds must be encumbered by the end of the FY (June 30, 1966) ; liquidation thooks received) must be accomplished by the end of the following FY (June 30, 1907). IV. PROGRAM A. 1~tandards. State Standards for School Libraries as adopted by the State i3oard of Education will be followed initially. The appropriate advisory com- mittee will continuously study and evaluate and make recommendation for revi- ~sion. The State adopted list of textbooks shall be adopted as meeting the needs of children from a qualitative standpoint. B. Book Igelection. Book selection will be mad by reliable local school profes- sional personnel (including private) from approved State listing of suitable library resources or with special approval, from other professionally prepared ~bibliographies. C. Distribution. Eligible private schools may participate in the same man- ner as eligible public schools. There shall be an expansion of consultative serV- ices to local teachers, librarians and administrators will regard to the maximum utilization of materials. Title to all materials shall be held by the Board of 7rrustees of the LEA. Materials shall be made available to children through placement in local school libraries. R~SUM~, Sotrrii DAKOTA PLAN, TITLE II (ELEMENTARY AND SECONDARY EDUCATION ACT) 1966 I. ADMINISTRATION The State Plan will be administered by the State Board of Education and `a State Advisory Committee may be established upon recommendation of the `superintendent of public instruction. Within the State Department of Public Instruction, the administration of the State Plan will be the responsibility of `the Administrator of Title II who is responsible to the School Library Consult- ant within the Division of Instruction. II. ALLOCATION A. Fiscal Year 1966: ~386,88S. B. Percen~tages. For FY 1966 100% of the allotment shall be used for school library resourcs. The proportions may be revised on the basis of study. Method of allocation: The formula provides that the amount allocated per child shall be in a ratio of 3 to 2 as between children in grades K-8 and grades 9-12. Estimated per pupil entitlement for pupils is $2.10 (elementary) and $1.40 (high school). C. Processing. The amount allowed for preprocessing or local processing shall not exceed $1 per book. PAGENO="0379" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 371 III. DEADLINES Funds must be encumbered by the end of the FY (June 30, 1966); liquidation (books received) must be accomplished by the end of the following fiscal year (June 30, 1967). Iv. PROGRAM A. standards. Department of Public Instruction will assure that appropriate guides and standards are developed, based on existing State standards and American Library Association ~S~tarutards for Bchool Library Programs. B. Book selection. Standard selection tools. C. Distribution. Project applications for school library resources will be sub- :mitted by LEA's to the State Department of Public Instruction on behalf of pub- lie and private schools. After approval the LEA can order the materials and make them available to private schools on a loan basis, retaining title itself. RfiSuMfi, TENNESSEE PLAN, TITLE II (ELEMENTARY AND SECONDARY EDUCATION AcT) 1966 I. ADMINISTRATION The staff in the Office of the State Commissioner for Education will consist of a State Director assisted by three supervisors. An advisory committee will provide counsel on administration. IL ALLOCATION A. Fiscal Year 1966: $1,826,346. B. Percentages. For the first year, the total allotment will be spent for school library resources. Method of allocation: Will be made on the basis of the relative financial ability of the schools in the area to support education and on the total enrollment of all schools in the area served. The local educational agency will distribute materials to the children and teachers in the schools to be served on the basis of need, using number of library books in each school as an index. C. Processing. Cataloging, processing and delivery services will be established at a rate normal for these services in the State. III. DEADLINES Funds must be encumbered by the end of the FY (June 30, 1966) ; liquidation (books received) must be accomplished by the end of the following FY (June 30, 1967). I~. PROGRAM A. standards. State Board of Education will see that appropriate standards are developed through the use of state staff personnel, representatives of local education agency personnel and competent professional personnel from colleges, universities and other sources. The first year, existing State standards supple. mented by national AASL standards will be used. B. Book selection. To be based on the use of reliable printed lists and reviews. C. Distribution. The LEA will be the sole public agency to purchase and retain title to materials for use by children and teachers in all schools. The LEA will develop a specific plan to make materials available on a loan basis to all schools. R~SUMfi, TEXAS PLAN, TITLE II (ELEMENTARY AND SECONDARY EDUCATION ACT) 1966 I. ADMINISTRATION The Texas State Plan is to be administered by the Instructional Media Div- ision in the State Education Agency, and will use the services of subject matter specialists, consultants in library services, and others involved in instruction. PAGENO="0380" 372 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES IL ALLOCATIONS - A. Fiscal Year 1966: $5.345,745. B. Percentages. Up to 70% for school library resources, up to 15% for text- books, and up to 15% for other instructional materials. Relative need criteria provides for distribution of funds (for the first year only) according to (a) per capita sum up to 50% of allotment, (b) the State Minimum Foundation Pro- gram formula for the remaining amount to be allocated to LEAs, and (c) lilloca- tion at local level for each category of materials according to needs determined by a committee representative of administrators of all eligible schools. C. Processing. Costs of processing, cataloging and delivery shall be con- sidered part of the acquisition costs. They may be reimbursed at a rate not to exceed the rates normally charged by a commercial source. III. DEADLINES Funds must be encumbered by the end of the FY (June 30, 1966); liquidation (books received) must be accomplished by the end of the follow-lug FY (June 30,1967). IV. PROGRAM A. Standards. A committee of specialists has reviewed all existing require- ments and standards relating to school library resources, texts and other print- ing and published instructional materials. Following their recommendations, the staff of the Texas Education Agency has established a set of basic require- ments and standards, to be revised and updated annually. B. Book Selection. Standard selection tools such as those developed by pro- fessional organizations should be used. C. Distribution. LEAS will make material available to all public and private schools on an equitable basis. Title shall rest in a legally constituted LEA classi- fied in Texas as either common, rural, or independent. Only the LEAs have the authority to purchase. _______ Rfi5UME, UTAH PLAN, TITLE II (ELEMENTARY AND SECONDARY EDUCATION ACT) 1966 I. ADMINISTRATION The staff for administration of the Utah State Plan in the Office of the Superintendent of Public Instruction will consist of the Administrator of the Division of Instructional Media, assisted by a Library Specialist. An advisory committee will advise and counsel the Library Specialist on matters pertaining to the improvement of school library service. II. ALLOCATIONS A. Fiscal Year 1966: $587,662. B. Percentages. Up to 95% of the first year's allocation may be spent for school library resources including other instructional materials; up to 10% of the first year's allocation may be used for textbooks. Funds to be allocated using an equalization formula for 45% of the funds; 45% to be divided on a per capita basis using average daily attendance; 5% to provide materials on a State or regional basis or on basis of special need. 0. Processing. Cataloging and processing of books, magazines, and film strips is allowable up to 50ç~ per item. III. DEADLINES Funds must be encumbered by the end of the FY (June 30. 1966) ; liquida- tion (books received) must be accomplished by the end of the following FY (June 30, 1967). IV. PROGRAMS A. Standards. The staff of the State agency, assisted by the Advisory Com- mittee on Library Services, shall determine standards and recommend goals to attain them. B. Book Selection. Standard methods and book selection tools will be used. All textbooks purchased must be on the State approved list. PAGENO="0381" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 373 C. Distribution. The LEA will purchase materials and retain title to them. These material's will be made available to private schools from central instruc- tional materials centers, instructional materials centers in schools, and an in- structional materials center in a public library. RÉsUMÉ, VERMONT PLAN, TITLE II (ELEMENTARY AND SECONDARY EDUCATION &CT) 1966 I. ADMINISTRATION The Director of the Division of School Libraries will be responsible for planning and administering the Plan. The position. will be. financed under Title V of ESEA. An Assistant Director. will be primarily responsible for in- terpreting the plan and is expected to spend a good deal of time visiting schools,. holding workshops, and conducting. other program activities. IL ALLOCATIONS A. Fiscal Year 1966: $208,027. B. Percentages. For the first year, 100% of the funds are to be used for school library resources. Method of allocation: Since a survey of school library materials showed that the pñ'blic and private schools have approximately the same needs, 74% of the funds will be allocated on the basis of school enrollment, public and private, for each district, 11% on an incentive factor, and 15% on a weighted fiscal effort. C. Processing. Total costs of commercial preprocessing and shipment are allowable. When complete or partial processing is done by the LEA's the reim- bursement is limited to actual costs, or $1 or. less per book. IlL DEADLINES Funds must be encumbered by the end of the FY (June 30, 1966); liquida- tion (books received) must be accomplished by the end of the following FY (June 30, 19~7). . . IV. PROGRAM A Standards To be developed and made available under guidance of the Director of Library Services; they are . to include State' minimum secondary school library standards which go into effect in 1967 B. Book selection. Reliable professional selection tools, lists `and reviewing media, including: H. W. Wilson Children's Catalog, 19~i1 edition, and Junior High School Catalog, 1966; Basic Book Collection for Elementary Grades, 7th Ed. and Basic Book Collection for Junior High Schools, 3rd ed., both ALA; R. R. Bowker's Catalog of the 3300 Best Books for Children and Young Peo- ple; A List of Books for Retarded Readers, Your Reading, a Book List for Junior High Schools, both from the National `Council of Teachers .of English; Science Book List for Children, 1963 ed., American Association for the Advance- ment of Science; H. W. Wilson's Standard Catalog for High Schools, 1962 ed.; The ALA Basic Book Collection for High Schools, 7th ed., and Doors to More Mature Reading, 1964 ed.; and' Science Book List for Young Adults, 1964 ed.. AAAS. Bibliographies in curriculum guides of the Vermont Department of Edu- cation and `selective lists developed `by state department~ of education, col- leges, universities and schools, and official education agencies will be con- sulted also. C. Distribution. LEA's retain title. The LEA receives an allocation for each' eligible private school pupil, and the local superintendent will plan co- operatively -with private school officials. `Purchase orders will be written by the LEA's and materials will .be received `by them. ` PAGENO="0382" 374 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES R~SUM~, VIRGINIA PLAN, TITLE II (ELEMENTARY AND SECONDARY EDUCATIOE~ PLAN) 1966 I. ADMINISTRATION The Virginia State Plan will be administered by the State Department of Edu-~ cation, with responsibility delegated to the Division of Special Services, School Libraries and Textbook Service. The staff consists of a supervisor and two assistant supervisors of school libraries and textbooks, and an additional super- visory position added January 1, 1966. Annual evaluation to determine degree of improvement in instructional programs. II. ALLOCATIONS A. Fiscal Year 1966: $2,095,347. B. Percentages. Not less than 90% of the total grant shall be expended for school library resources including audio-visual materials. Not more than 10% for instructional materials that do not require processing for library use. No textbooks will be purchased in FY 1966. An initial allotment of not more than 50% of the funds will be distributed on the basis of average daily attendance; the remainder to be allocated as follows: (a) to school divisions for establishing- central libraries in old or new schools; (b) to schools not meeting AASL stand- ards for materials; (c) to schools or school divisions with special needs. 0. Processiag. The necessary and essential cost, not to exceed 75~ per item,. incurred in processing and cataloging of materials may be considered as a pait of the costs of acquisition. III. DEADLINES Funds mu~t be encumbered by the end of the FY (June 30, 1966); liquidation (books received) must be accomplished by the end of the following FY (June 30r 1967). IT. PROGRAM A. standards. The School Libraries and Textbooks Service, assisted by an' advisory committee, will continue its study to upgi~ade the standards for instruc- tional materials. B. Book Igelection. All materials will be selected from the Virginia State-Aid Library Lists of Instructional Materials, supplementary lists, and other selec- tion aids recommended by the State Department of Education. C. Distribution. Selection of materials for prh~ate schools will be reviewed' and approved by the LEA providing the materials; after approval, the material will be acquired, processed, and distributed on loan to the school. Purchase orders shall be prepared by the LEA and submitted in duplicate to the School Libraries and Tertbooks Service which will forward an information copy directly to the appropriate publishers or dealers who have bona fide relations with Vir- ginia. Materials will be ordered, however, by the LEA. RfisuMfi, WASHINGTON PLAN, TITLE II (ELEMENTARY AND SECONDARY EDUCATION ACT) 1966 I. ADMINISTRATION Responsibilities for the administration of the Washington State Plan will be divided among three divisions of the State Department of Public Instruction. Program functions will be performed in the Division of Curriculum and Instruc- tion. They will include `assisting LEAs in strengthening their school library serv- ices, developing instrurtional materials centers, and planning `and conducting inservice work for school personnel responsible for selecting materials and im- proving instruction through their use. The State staff will include three Suner- visors of Library Services, two Supervisors of Audio-Visual Services. Services' will also be given by personnel in specialized areas of curriculum and instniction. II. ALLOCATIONS A. Fiscal Year 1966: $l.591.758. B. Percentaqes. For the first year. 100% for school library resources and other instructional materials. About 45% of the State allotment to be locally al- PAGENO="0383" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 375~ located on a per capita basis. The remaining 50% to be distributed on a formula. based on the districts' revenues plus its State support funds. No eligible district. is to receive less than $200. C. Processing. Processing and cataloging expenses up to a maximum of $1. per item will be allowed. III. DEADLINES Funds must be encumbered by the end of the FY (June 30, 1966) ; liquidation. (books received) must be accomplished by June 30, 1967, with an extension ot 20 days under State law. IV. PROGRAM A. Standards. The State standards, "Recommended School Library Services and Standards," will be used. B. Book Selection. The approved book selection aids are listed in "Criteria for Selecting In~tructional Materials" issued by the State Department of Public~ Instruction. C. Distribution. LEAs shall retain title to materials. LEA shall submit ap- plication to the State on behalf of the private, as well as public, schools in the district and will loan materials on an equitable basis to all. R~SUM~, WEST VIRGINIA PLAN, TImE II (ELEMENTARY AND SECONDARY EDUCATIOI~ ACT) 1966 I. ADMINISTRATION An Assistant State Superintendent in charge of federal programs will coordi- nate all federally aided programs. The Administrator for Title II, who is an instructional materials specialist, will work under his general direction. An, audio-visual specialist will be added, and all instructional specialists now on, the staff will contribute their particular skills. The School Library Unit will be responsible for the supervision and evaluation of all public school library programs, inservice work, publications related to improved school library ad- ministration, supervision, and services, and for state leadership. Other Title II staff responsibilities will include program project evaluation and approval,. development of forms and publications related to the program, coordination with, Titles I and III and professional leadership and guidance to local agencies. II. ALLOCATIONS A. Fiscal Year 1966: $924,800. B. Percentages. Textbooks are excluded in fiscal 1966. Proportionate ex- penditures for school library and other printed and published materials, ex-- clusive of textbooks, are to be determined by the LEA's for FY 1966, guidedt by the following priorities: highest for school library resources, high for special. program needs such as remedial reading, special curriculum needs for programs, for the handicapped; and lesser on quantitative and qualitative evaluation. Method of allocation: For the first year, the formula for determining relative need will be based on the state aid formula and enrollment in public and private schools. C. Processing. Pre-processing or commercial processing is allowed; for local processing, costs must not exceed $1.00 per allowable item. IlL DEADLINES Funds must be encumbered by the end of the FY (June 30, 1966) ; liquidation. (books received) must be accomplished by the end of the following FY (June 30. 1967). IV. PROGRAM A. Standards. The State Department of Education will undertake a "Survey of School Library Resources and Instructional Materials." West Virginia haa standards in terms of minimum numbers of books in school libraries; a committee- of professional educators under the Title II administrator will undertake ap- propriate revision and development of existing standards. B. Book Selection. Reliable professional selection tools shall be used as guides. One aid will be "Book Selection," in the West Virginia Library Manual for Junior' PAGENO="0384" 376 BOOKS FOR SCHOOLS AND TREATMENT OF ~ORITIES and Senior High Schools. Other recommended publications include those issued by the American Historical Association, the American Library Association, the Association for Childhood Education International, the Child Study Association of America, the H. W. Wilson Co., the American Council on Education, the American Association for the Advancement of Science, and the Educational Media Council. C. Distribution. Resources acquired will be placed in the centralized school library or in secondary resource centers where central school libraries are not available (elementary schools will be encouraged to establish centralized II- braries). LEA's will be responsible for acquiring resoures (to which they will retain title) for private school children in an equitable ratio on a free loan basis. Private schools will use existing private school library facilities or a special depository within the LEA. Under no circumstances will materials be lent permanently. RfsuM~, WIsCoNsIN PLAN, TITLE II (ELEMENTARY AND SECONDARY EDUCATION ACT) 1966 I. ADMINISTRATION The State plan will be administered by the State Superintendent of Public Instruction, who will appoint a standing State Advisory Committee for Title II composed of outstanding professional members of teaching, administrative and supervisory staff of schools or libraries, and interested citizens. Immediate responsibility for administration of the program lies with the Program Admin- istrator, Title II, ESEA, assisted by supervisors. Most frequently involved will be the School Library Supervisor and the Supervisor, Audio-visual Education. II. ALLOCATION A. Fiscal Year 1966: $2,278,827. B. Percentages: It is estimated that approximately 45% of the total State grant will be spent for school library resources, 3-5% for textbooks, and approxi- mately 50% for other instructional materials. As central libraries are created where they do not now exist, the percentage for other instructional materials will decrease and that for school library resources will increase. Method of allocation: the relative need formula is based on the ability of the community to support an educational program as indicated by (a) the valuation supporting each student and (b) the amount of instructional material available to teachers and children throughout the district. Valuations supporting each child will be used in FY 1966 to set up three categories of allocation, and dis- tricts with higher valuation will receive lower allocations. C. Processing: Processing and cataloging are allowable costs and may be done either by the supplier or by the LEA; cost is not to exceed $1 per item. 111. DEADLINES Funds must be encumbered by the end of the FY (June 30, 1966); liquidation (books received) must be accomplished by the end of the following FY (June 30. 1967). IV. PROGRAM A. Standards: Wisconsin State Department of Public Instruction will compile, publish and disseminate during FY 1966 existing appropriate standards, includ- ing "Wisconsin Standards for School Library Service," and suitable excerpts from the National Education Assoication Department of Audio-visual Instruc- tion's "Minimum Requirements: Audio-visual Equipment and Materials." With the cooperation of appropriate professional associations, standards will be re- vised and updated for FY 1967. B. Book Selection: Local and state curriculum guides and other curriculum committee publications shall be used as well as reliable professional selection tools, lists, and reviewing media. C. Distribution: Title to materials lent to private schools shall be retained by the State Superintendent of Public Instruction. He will designate a "principal teacher" of each private school to file a project application. On approval, he will place requests for material to be sent to that "principal teacher." The LEA will file project applications and, upon approval, place orders and retain title to all materials acquired. LEA's are also empowered to include in their project PAGENO="0385" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 377 applications materials for private school personnel within their districts. Mate~ rials acquired in this way would be the property of the LEA. In some school districts cooperative arrangements may be made among public schools, private schools, and "other public agencies" (such as a public library) whereby the "other public agency" will athninister the materials. Rfi5UM~, WYOMING PLAN, TITLE II (ELEMENTARY AND SECONDARY EDUCATION ACT) 1966 I. ADMINISTRATION The staff for administration of the Wyoming State Plan in the Office of the Superintendent of Public Instruction will consist of the State School Library Specialist, assisted by an advisory committee. II. ALLOCATIONS A. Fiscal Year 1966: $187,468. B. Percentages. From 70% to 95% may be spent for school library resources, from 10% to 35% may be spent for other instructional materials, and from 1% to 5% may be spent for textbooks. Distribution to be made according to relative need, funds being allotted in order to bring the per pupil expenditure in each school up to approximately $4.00 minimum. Schools without centralized libraries are eligible to receive funds only through the county school system but on the same $4.00 minimum goal. Schools with centralized libraries exceed- ing the $4.00 per pupil are also eligible to apply for allotments for special needs. 0. Processing. Expenses for district libraries doing cataloging only may not exceed 600 per title; expenses for cataloging and processing may not exceed $1.00 per title. III. DEADLINES Funds must be encumbered by the end of the FY (June 30, 1966) ; liquidation (books received) must be accomplished by the end of the following FY (June 30, 1967). IV. PROGRAM A. Standards. State standards will be developed. "Standards for School Library Programs" (AASL) will be used as evaluative criteria. The State agen- cies will assume leadership in establishing a State standards committee. B. Book Selection. Standard selection aids will be used as a guide to selec- tion of materials. C. Distribution. Materials will be loaned to private school children and teach- ers according to educational need as shown in a questionnaire study and accord- ing to application from private schools for use of materials. The LEA will pur- chase these materials and retain title to them. R~sUM~, GUAM STATE PLAN, TITr~ II (ELEMENTARY AND SECONDARY EDUCATION ACT) 1966 I. ADMINISTRATION The program will be administered by the Director of Education, the Superin- tendent of Schools, the Assistant Superintendent-Instruction, and the Library Consultant Coordinator for Title II. The Director of Education will appoint a State Advisory Committee, composed of two school principals, two school librar- ians, and two representatives from the private schools. II. ALLOCATION A. Fiscal year 1966: $56,000. B. Percentages. Of the total grant, 75% will be allocated for school library re- sources and 25% for other printed and published materials. Textbooks have been excluded from the plan because of the Territory's free textbook program to public and private schools. Method of allocation: Twenty-five percent will be allocated on the basis of the number of children enrolled and the balance of the funds will be distributed 71-368 O-66---25 PAGENO="0386" 378 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES among children and teachers in schools with no centralized libraries, in schools with less than 250 in enrollment, and in schools with inadequate collections. C. Processing: Allowable expenditures will include necessary and essential costs for processing, cataloging and delivery. Whenever possible, the Central Depository will be expected to order preprocessed and pre-cataloged materials. Where this is not expedient or possible the cost for processing, cataloging and delivery shall be based upon the average commercial rate and shall not exceed $1.50 per item. III. DEADLINES Funds must be encumbered by the end of the FY (June 30, 1966); liquidation (books received) must be accomplished by the end of the following FY (June 30, 1967). IV. PROGRAM A. Standards. The Department of Education will assure the development of appropriate standards using "Guam: Aims for School Library Development- 1966" prepared in March 1966 by the School Program Consultant of Library Serv- ices for the Superintendent of Schools, Government of Guam. B. Bool~ Selection. Use will be made of standard selection tools and reviewing media. C. Distribution. School Library resources and other instructional materials will be made available to public and private school children and teachers from a Central Depository, an agency of the Department of Education. Materials will be made available on a loan basis according to need, title to be retained by the Central Depository, as agent for the State Agency. RfisuME, HAWAII STATE PLAN, Tn'IE II (ELEMENTARY AND SECONDARY EDUCATION Ac'r) 1966 I. ADMINISTRATION The program will be administered by the Assistant Superintendent for Li- brary Service, with personnel in the School Libraries and Instructional Ma- terials Branch having primary responsibility for the execution of the program. An Educational and Cultural Committee will serve in an advisory capacity. II. ALLOCATION A. Fiscal Year 1986: $391.124. B. Percentages: For the first year, 100% of the allotment will be used for school library resources. Method of Allocation: Allocation will be made according to relative need, the need to he established by State education Agency staff using quality and quantity of materials available, and State, local and private school expenditures for materials in relation to standards, as an index. Data for development of the relative need index was obtained from a survey of present holdings and current budgets of public and private schools. C. Processing: A just and true cost for cataloging, processing and delivery shall be based on present costs normal for these services, established by the State Centralized Processing Center. III. DEADLINES Funds must be encumbered by the end of the FY (June 30, 1986); liquidation (books received) must be accomplished by the end of the following FY (June 30, 1967). IV. PROGRAM A. Stan4ards: The Department of Education will take steps to assure that appropriate state standards are developed and made available, w-ith the assist- ance of the Hawaii Association of School Librarians' Standards Committee. B. Book Selection: Reliable professional selection tools, reviewing media and booklists should be used. C. Distribution.: School library resources will be made available to public and private elementary and secondary school children and teachers from a state education agency distribution center. PAGENO="0387" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 379 ResuME, PUERTO RICO STATE PLAN, TITLE II (ELEMENTARY AND SEcoNnAa~ EDUCATION ACT) 1966 I. ADMINISTRATION Immediate responsibility for administering the plan in the Commonwealth De- partment of Education is assigned the Assistant Secretary of the Regular Instruc- tion Program, supported by the Director of the Library Services Publishing Division (for textbooks), the Director of the Library Services (for school- Library resources), and the Director of the Audio-Visual Education Programs (for other printed and published instructional materials). The Director of the Office for the Coordination of the Utilization of Non-State Funds will be re- sponsible for the appropriate channelling of State plan activities. Consultative services will be provided local school districts by Central Office supervisors and technicians and Regional Supervisors. IL ALLOOATION A. Fiscal Year 1966: $1,824,200. B. Percentages: In public schools for the first year the proportion will be 15% for school-library resources, 60% for textbooks, and 10% for other. In private schools the money will be allocated 5% for school libraries, 2% for text- books, and 3% for other. The remaining 5% will be spent for administration. Method of allocation: Schools have been classified as "more needy" or "less needy" on the basis of the number of school library books per pupil and funds allocated in proportion. For the first year, funds are divided into separate allocations for public and private school children and teachers, based on the proportion of enrollments in each group compared with total enrollment. C. Processing: Necessary and essential costs are allowable. An estimate of approximately 5% shall be considered as part of the acquisition cost. In no way may the allowance for the cost of these services exceed actual cost. III. DEADLINES Funds must be encumbered by the end of the FY (June 30, 1966) ; liquidation (books received) must be accomplished by the end of the following FY (June 30, 1967). Iv. PROGRAM A. Standards: The Regular Instruction Program has developed a set of basic requirements and standards for application in public and other Commonwealth schools. B. Book Selection: Selected textbooks are included in the official catalog of textbooks in use. For school library resources the following lists and reviewing media will be used. ALA Booklist and Su,bscription Books Bulletin, H. W. Wilson Standard Catalogues for Blementarij and High School Libraries, the Book Re- view Digest, R. R. Bowker's Libros en Venta en Hispanoanic4rica y Espana, and others. C. Distribution: Teachers, school librarians and other public school personnel will suggest materials they wish to use on loan. Requests will then be prepared and sent to the central office for review and approval. Private school officials will submit requests for materials, such requests to be reviewed and approved at the Department levels. All materials will be ordered by the Department, received and processed there. They will be sent to local school districts for distribution on loan to public and private schools within each district for the use of children and teachers in those schools. Title will be retained by the Commonwealth Department of Education. REsrnsE, VIRGIN ISLANDS STATE PLAN, TITLE II (ELEMENTARY AND SECONDARY EDUCATION ACT) 1966 I. ADMINISTRATION Under the general direction of the Deputy Commissioner of the Division of Curriculum and Instruction, the following persons will have full-time supervisory and administrative duties for the program in the Virgin Islands Department of PAGENO="0388" 380 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES Education: the Director of Library and Instructional Services (development, planning, and implementation of library and audiovisual materials); and the Coordinator of Title II, a qualified librarian (school library program responsi- bilities which include inservice workshops, coordination with other Federal programs, working with the Advisory Committee). IL ALLOCATION A. Fiscal Year 1966: $33,400. B. Percentages: Not less than 75% of the acquisition funds will be used for school library resources. Up to 25% may be used for textbooks and other in- structional materials. Method of allocation: Fifty percent of the acquisition funds will be allocated on a per capita basis, and the remainder according to priorities as established by the Advisory Committee, using State plan criteria for relative need: quantity and quality of resources available, rate that materials are being provided by other means, and value judgments of qualified school library personnel. C. Processing: Costs for preprocessing, cataloging and delivery are allowable at not more than $1 per item or 20% of the cost, whichever is necessary. Pre- processing will be done wherever possible. III. DEADLINES Funds must be encumbered by the end of the FY (June 30, 1996); liquidation (books received) must be accomplished by the end of the following FY (June 30, 1967). IV. PROGRAM A. Standards: Department of Education is .to take steps to assure the develop- ment of appropriate standards. B. Book Selection: Reliable professional selection tools, lists and reviewing media should he used as guides. C. Distribution: The Virgin Islands Department of Education will be respon- sible for engaging in cooperative planning with private school officials. Materials will be made available on a loan basis. Title shall be retained by the Department. RESUME. TRUST TERRITORY OF THE PACIFIC ISLANDS STATE PLAN, TITLE II (ELEMENTARY AND SECONDARY EDUCATION ACT) 1966 I. ADMINISTRATION The program will be administered by the Director of Education with the assistance of the Deputy Director, the Coordinator of Federal Programs in Edu- cation, the Supervisor of Library Services, and the Coordinators of Elementary and Secondary Education. The Trust Territory is not planning to use an Advisory Committee in the first year. II. ALLOCATION A. Fiscal Year 1966: $64,200. B. Percei~tages: The Territory's allotment will be expended mainly for school library resources. Minimal amounts may be spent for textbooks, and other instructional materials. Method of allocation: Allocation for the first year is based on "value judg- ments." Highest priority will be given to secondary schools. Fifty percent of the grant is allocated on the basis of enrollment and 50% on the basis of need. C. Processing: The cost of processing, cataloging and delivery is not to exceed $1 for each book. Insofar as possible, the Department of Education will rely on preprocessing. III. DEADLINES Funds must be encumbered by the end of the FY (June 30, 1966); liquidation (books received) must be accomplished by the end of the following FY (June 30, 1967). PAGENO="0389" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 381 IV. PROGRAM A. &andards: Standards are to be developed by the Department of Education (secondary public and private schools, on anything approaching a universal scale, are entirely new here). Inventories are to be taken and quantitative standards developed as a result. B. Book selection: Standard selection tools and reviewing media are to be used. C. Distribution: School library resources will be made available from a central location to be designated by the Educational Administration of each of the six districts, by loan to the schools-primarily to the teachers and students in those schools lacking libraries. Title is to be retained by the Department of Education. PAGENO="0390" PAGENO="0391" Copyright 1965 the Research Council of the Great Cities Program for School Improve- ment, 228 N. La Salle Street, Chicago, Illinois. 383 PAGENO="0392" INTRODUCTION During a joint meeting of the Committee on Instructional Materials and of the Liaison Committee of the American Textbook Publishers Institute held in Chicago on June 3, 1964, publisher representatives requested a list of suggested instructional materials, enumerated by topic and grade level, to meet the needs ~f youth residing in large urban centers, In response, the Committee on Instructional Materials developed the following illustrative guidelines for the selection of content of such materials for use in both urban elementar~ and secondary schools which were accepted by official ac)ion of the Research Council, November 4, 1964, It must be emphasized, however, that these guidelines are merely possible suggestions which might be used in the preparation of instructional mate,lals. In no way should they be regarded as a directive, nor as an overall plan for all schools, districts, and communities throughout the country. There has been no attempt to develop a basic framework or subject matter content nor to specify the grade levels at which the content should be taught, However, the suggestions have been listed In a progressive order on the basis of increasing pupil maturity for use in grade levels where they would seem most applicable, CONSIDERATIONS IN SELECT/ON OF CONTENT Among the considerations in the selection of content and the approach of textbooks and instructional materials are the following: * Need for materials depicting realistic situations in urban areas, Basically, textbooks and instructional materials must be concerned with the diversity of people who make up the society in urban areas the highly mobile and transient population, the differences in social and economic status between the different groups in each community, and the changes in economic, educational, political, social and family life, * Concern for the pluralistic nature of society in urbanareas. Big cities, by the very nature of their complexity, represent many different groups of people who must unite their * efforts toward strengthening their community, city, state, and nation, rather than become compartmentalized into divisive cultures, Materials of instruction should avoid emphasizing the separateness of minorities when attempting to recognize their special needs, The materials should include references to cultural and ethnic groups as they arise naturally in descriptions of the overall urban community and should indicate appreciation for their contributions and achievements without undue emphasis. Concern for the identification of urban young people with events and people depicted in American history. There Is a pressing national need to stimulate new thinking about imaginative ways of presenting the American past for those who are handicapped by limitations of environment and beset with the problems which arise from differences in social class or racial background. The young person in the sprawling urban compten needs to see himself as part of ongoing American history. An awareness of the part played in history by people like himself can help him in this identification. Need for materials to help develop vital skills of communication. Materials are needed which provide specific suggestions for teaching literature, reading skills, and listening skills, and which wilt contribute to speech improvement. There is a need to understand the characteristics of the young people who use these materials. ORGANIZATION The suggestions in this report express the point of view of the members of the Committee on Instructional Materials and include examples of needed instructional materials. The suggestions and examples represent possible guidelines for the content of materials and have been listed in a progressive order on the basis of increasing pupil maturity rather than by grade levels. The illustrative guidelines for the selection of content apply to Kindergarten and Grades 1-12. SOC/AL STUDIES MATERIALS, K.12 URBAN AREAS Contemporary and Realistic Aspects of an Urban Society and the Continual Change That Is Part of That Society Change and mobility require that all individuals must be capable of adjustment in the society; that they learn that change Is natural and that it may Involve basic alterations in their lives, * Include situations that show ways in which people live and work together in an urban community and the community services that help a community function. * Use the problem-solving approach (as one method) to help pupils learn about the urban complex. For ennmpte, pupils may study about the way In which big cities solve the problem of providing adequate water supplies. Such an undertaking woutd involve finding informatIon about: Population density Proper utilization of natural resources Physical environment and water sources Uses of water in industrial development * Utilize contemporary situations to describe urban problems, such as population movements, population make-up, and differences in cultures. * Point out the social problems created by the growth In the exercise of civil rights in newly integrated neighborhoods. * Provide realistit treatment of the problems faced by the high school student when he enters the adult world In a newly Integrated neighborhood. * Describe the events leading to the passage of civil rights laws and the problems still to be faced in discrimination in housing, employment, recreation, and the use of public facilities. * Help the pupil apply the principles of critical thinking to the choices ho must make between violence and civil disobedience and the orderly legislative processes In solving the problems of discrimination. w 0 0 ~rj 0 PAGENO="0393" Complexity of Urban Areas as Groups of Communities and Neighborhoods The need to belong is difficult to satisfy in a megalopolis. Young people should receive help in developing an understanding of the causes of rootlessness: occupational transiency; economic instability; lack of identification with the city; problems arising from short-term acquaintances; and the resultant disinterest in community needs. * Guide pupils in the study of various kinds of neighborhoods and community settings, such as areas of single-family dwellings, multiple-family dwellings, neighborhood shops, shopping centers, small business establishments, office buildings, and schools. * Build concepts from the immediate environment to the larger community through teaching about the interrelationships of communities, such as transportation networks of streets, roads, and freeways; transportation of goods and raw materials in a variety of ways between communities; and the relationship of neighborhoods and communities to the metropolitan center. * Help the young person extend his interest and involvement beyond the family and immediate neighborhood by showing his role in the city as a whole and his importance to the entire community. * Expand concepts of the urban area as a megalopolis of residential areas, bdsiness and industrial areas, and manufacturing centers to develop understandings about: Development of urban centers through urban renewal projects. Common problems of urban centers, such as traffic, utility services and protection of health and property. Relationship of suburbs and rural communities to metropolitan center. Economic factors relating to production of goods, the market, financial operations, and policies concerned with public welfare. * Point out the function of youth organizations and agencies in helping the pupil develop a sense of usefulness, worth, and belonging. * Describe the conflicts arising in the young person who must adapt to new friends, standards, values, and goals; and provide positive suggestions for the solution of the problem of rootlessness, identifying community workers and agencies available for assistance. * Show that the student may experience many failures in achieving identification before even small success is achieved and that some problems require long-range rather than short-range efforts. * Indicate how gang and club activities may be positively directed in efforts to improve the neighborhood, to participate in constructive community endeavors, and to make responsible use of recreational facilities. * Show that the young people in the high school age group can exert a positive influence on younger children without being regarded as weaklings. Diverse Backgrounds of Groups Living in the Urban Complex Young people need to understand that society in an urban complex consists of many elements. They must be made aware of its existence, strengths, shortcomings, and contributions. To this end, students must learn to accept the existence of differing sets of values, to understand and avoid stereotypes, and tx recognize the common goals of all elements of a pluralistic society, despite the diversity of races, religions, and cultures. * Begin to develop understandings of the many different kinds of family structures in a multi-racial society, such as: Wholesome family life in two-parent and one-parent families; home environment when both parents are working. Relationship of children to persons other than parents who may be responsible for them, including grandparents, housekeepers, and baby sitters. Responsibilities in the home. * Develop appreciation for the achievements and contributions of members of cultural and ethnic minorities through reading of biographies, vignettes, stories, and use of illustrations. * Describe the pluralistic make-up of a megalopolis, exploring the development of cultural pockets or islands and noting the contributions and the problems which are created. Point out that: Neighborhoods are occupied by particular cultural groups and some of the specific customs evidenced in shops, foods, newspapers, and traditions. It is important for people to work together. The community gains greater strength when people of different backgrounds unify their efforts in communities and cities. * Emphasize the interdependence of people living in large urban complexes and show how our life is constantly being enriched by the influences of other cultures, traditions, and the heritage of the past. * Portray honestly the problems created by prejudice and discrimination and the ways in which the young person can recognize them and work to overcome them. * Show how a young person can help to overcome distrust, fear, and discrimination by living up to the best in his culture and by acting responsibly in both the immediate and total communities. * Prepare supplementary materials which provide a coordinated anthropological and sociological approach to the problems of urban life. Desirable Attitudes Toward and Respect for the Law and for Those Persons Who Have the Responsibility to Enforce the Law The need to develop respect for the law as a cornerstone of society is of particular concern to responsible citizens and leaders in a megalopolis. Growing lawlessness and hostility toward law-enforcement officials must be countered by emphasis on the positive, protective role of the law and reliance on lawful group action. * Develop understanding of and respect for those persons who have responsibilities for maintaining law and order, safeguarding health and safety, and developing the character of youth, such as: policemen, school personnel, probation officers and welfare workers, religious leaders, and leaders of youth clubs. * Stress the need for law and law enforcement in maintaining a stable and secure society, and increase appreciation for the orderly process of law through r. PAGENO="0394" development of understanding of the reasons for rules and laws. * Help the pupil to recognize that resentment of law enforcement represents rebellion against authority in general and that such an attitude endangers society. * Show the need to resist peer group pressures when they contribute to violation of standards of behavior accepted by the community, and indicate positive activities which can provide wholesome outlets for the group. * illustrate the constructive roles of government and law in such fields as labor, traffic health and sanitation, and licensing regulations. * Contrast use of the orderly democratic process In solving problems and changing laws with the unpredictable, always dangerous use of ootralogal action by groups such as the Ku Kluo Klan, vigilante organizations, mobs, and rioters. * Introduce the study of the psychological causes and effects of mob action to help young people recognize and guard against such manifestations in themselves and others and to act more rationally. Occupational Opportunities Available in the Urban Area and the Need for Skills and Training Young people need to develop a recognition of and appreciation for the dignity of alt honest labor and of the satisfaction gained from a job well done. The urban complex, with its greater specializations and the lack of identification of an employee with the finished product, makes this goal difficult to attain. All young people, especially those of cultural minorities living in large urban areas, need to learn and eoperience the satisfaction of a job well done and to appreciate its significance as a contribution to the community in which they live. * Provide material about persons who use skills and training to perform work in the immediate community such as: Storekeeper, Salesman, Clerk, Barber, Engineer, Lawyer, Repairman, Bank Teller, Visiting Nurse, Teacher, Beautician, Doctor, Businessman, Bus Driver, Newsboy, Policeman, Fireman, Milkman, Librarian. * Provide information about occupational opportunitIes, the training needed to take advantage of them, the value of developing talent and special abilities, and the Importance of education. * Describe persons in various levels of occupations who do their work so well that they are in constant demand. * Point out actual situations in which faulty workmanship has resulted in failure or disaster, * Help students to examine their goals in life and to begin to discriminate between false and real values, Ideas of status, and conceptions of success. * Show how job opportunities increase for the young person who is properly trained and prepared and who has set high standards of workmanship and achievement for himself. * Reinforce the importance of preparation and training to young people of minority groups in seeking job opportunitias which have opened to them because of progress in civil rights. * Present evidence that opportunities In self-employment exist for young people of initiative who are responsible, well-trained, and unafraid of long hours of hard work; point out that rewards, nonmonetary as well as monetary, may be great in self-employment. * Stress the need for all individuals to assume roles in society as competent, self-supporting, and self-realizing adults. * Illustrate that refraining becomes necessary as old jobs are replaced by new ones requiring different skills. AMERICAN HISTORY The urban child, growing up in a large city environment, has difficulty in identifying himself with the events and the people depicted in American history. For large numbers of urban children, particularly those who are members of cultural minorities, American history must be made more meaningful, with greater stress upon the fact that history is made by all peoples. Materials are needed that: * Deal with leaders of minority groups who have made real contributions to the scientific, political, and social development of our country, and which thus help members of these groups develop pride in their ancestry. * Help the pupil to develop pride in his own country; understanding and appreciation of the American heritage, its traditions, and the many people who have contributed to the democratic way of life; and a respect for the innate worth and dignity of all human beings. * Show the part played In United States history by our national leaders; by the `less-than-epic" heroes, such as reformers, social workers, civic leaders, Inventors, teachers, scientists, and artists; and by thd' other people from every walk of life who make up the community. * Point out the roles in American history of prominent and famous people from all ethnic groups. * Provide due consideration of well-known contemporary figures who have transcended minority group barriers and with whom minority group youngsters can relate and accept as models upon which to base their own behavior. * Describo contributions of lesser-known persona of ethnic and cultural minorities who have served their country. * Develop an appreciation of all nations, without a loss of devotion to American ideals of democracy, by providing biographical accounts of heroes of other nations as welt as American leaders. * Provide accurate and frank portrayals of current problems and changing conditions as influences in shaping the future. COMMUNICATION SKILLS MATERIALS, K-12 READING Background Information Concerning Special Reading Needs The problem of leaching culturally deprived or culturally different pupils to read arises from several causes. Current literature refers to such factors as the following: * Reading is not prized in the home. (In some sections of the nation, even in cities, home deliveries of daily papers are made to 25 per cent or loss of the population.) * Many adults over 25 years of age have completed no years PAGENO="0395" of school; great numbers of others have completed four years or less. Children in families with such backgrounds do not associate with anyone whom they value who uses books, magazines, or newspapers as a regular part of his life. Connected discourse (conversation) is all but unknown to many children. Martin Deutsch points out that words and phrases constitute the only verbal diet familiar to large numbers of boys and girls in the poorest sections of cities. These children have had no preschool experience with the expression of abstractions. Discourse at home has been a series of directions, instructions, and expletives delivered with the greatest possible economy. It is important that materials for these pupils be written by persons who understand current urban conditions and the cultural backgrounds of minorities. Literature: Fiction, Drama, Poetry, Articles Suggestions for Reading Levels There should be a variation of reading levels so that material is available for children who represent a range of reading abilities. Some materials are needed for junior high schools with reading levels from second to fifth grade and for senior high schools with reading levels from second to eighth grade. However, the need for reading materials of this type does not mean there should be a lack of sophistication in content. Often subject matter of considerable maturity can be handled in easy-reading books. It is also desirable for books and stories to be short. Suggestions for Context * The content of reading materials should more adequately reflect the lives and characteristics of the young people who use them to learn to read. Clinical psychologists and psychiatrists should be consulted in determining the kind of image with which deprived or otherwise different children can identify, or at least not reject; then characters of this type should be depicted in pupil materials. Both the language and ideas espressed in the content of readers need to be considered. The speech patterns and actual vocabulary used in real-life situations should be utilized in the content of the readers. Young people usually are more interested in books which portray life situations like their own and which, therefore, seem real. They are less interested in an unfamiliar, seemingly artificial society and way of living, but a few themes are so exciting that unfamiliar settings are acceptable. These include adventure, the struggle for survival, and life on the frontier. * The success story, or "Horatio Alger" narrative, will appeal to pupils of low socioeconomic status if presented in a realistic contemporary context. Books of this kind can help raise pupils' aspirations, and thus aid "high horizons" programs. * If a book arouses a genuine emotional response in the reader, it may help modify his attitudes, values, and behavior. Overt preaching or didacticism, however, will defeat its own purpose. * The content of books for teenagers, from the upper elementary school grades through senior high school, should have strong and immediate appeal. Some specific suggestions include: For all boys: Adventure, danger, survival, athletics, animals For all girls: Dating, jobs for girls, school activities, mysteries For both boys and girls: Science fiction, mystery and detective stories, humor For high school boys: Jobs, cars, military service, dating * Wherever appropriate, the reader should have an opportunity to make value judgments based on realistic behavior of characters, and his sympathies and emotions should be stirred in desirable directions. Success in modifying a reader's attitudes, judgments, values, and actions through literature depends on the emotional impact of the writing, the genuineness of the situations portrayed, and the skill in presentation. Overt moralizing may seem "corny" to young readers. Suggestions for Setting and Characters * Stories usually should have the central part of a big city as their setting. Suburban settings sometimes should be used, but less often than in current teenage literature. In addition, esciting adventures with settings in outer space, in Alaska, on the American Frontier, and under water are acceptable. * Some stories should take place in segregated, one-race neighborhoods and some in integrated, multiethnic neighborhoods. In books about multiethnic neighborhoods, it is especially important to avoid stereotyping. There should be some intergroup friction, some intergroup friendliness, and some friction between members of the same ethnic group. Intergroup relations may sometimes be the main theme of stories, especially in those with settings in changing neighborhoods, but should more often be used as background for a plot which is not concerned with intergroup relations. * In materials prepared for pupils in upper elementary school grades and junior and senior high schools, characters portrayed should be adolescents or adults, but not young children. * Characters should sometimes live in multiple dwellings, tenements, housing projects, and rundown one-family houses; less frequently, they should live in homes representing high-income levels. * The tendency to stereotype the "middle class" and "middle-class values" should be avoided. The socioeconomic status of the main characters should usually be of the lower-tower and upper-lower classes, occasionally of the lower-middle class, and much less frequently of the upper class. Poverty, moonlighting, homes in which both parents are working, the matriarchal home, unemployment, and seasonal employment, as well as prosperity and regular employment, sometimes should be depicted. PAGENO="0396" * Home life of peopte In low socioeconomic groups often should be depicted as wholesome, although not because of deprivation. Some one-parent homes should be presented. Both the hardships and the wholesomeness which characterize such homes should be portrayed. * Some "success stories" about characters who have risen socially, economically, or cuiturally are desirable. Again, preaching should be avoided. * Adult characters in stories should usually be blue collar workers portrayed with admiration; they sometimes should be unskilled or semiskilied workers portrayed without condescension; sometimes they should be highly-skiiled workers or business or professionai men. * Minority group members should occupy a variety of economic and vocational levels, including the highest. In some stories, they should be seif.empioyed or own their own businesses, and demonstrate pride in their independence. * At every vocational level, persons should be portrayed as feeling pride of workmanship and as accepting the dignity of labor of all types. * Socioeconomic background and vocational status should be sketched in subtly, without preaching or didacticism. * Minority group members should be main characters at times and often shouid be minor characters. Stereotypes must be avoided. Suggestions for Themes and Plots * Some underiying themes which have strong appeal are the need to belong 10 a group, the need to be accepted by peers, the need to succeed at something, the need to believe that the individuai is important, and the need to feel satisfied about the status of parents. * Stories may sometimes portray intergroup prejudice and may deal with the current clvii rights activities. The treatment shouid be candid and reaiistic but fair and not sensationaiized. * Stories might sometimes show effects of automation on adults in such ways as job loss or fear of job loss; they may also portray the effects of changes In work technology in such ways as the need to retrain, to take night school courses, or to move to a new locality. Piots may sometimes revolve around problems resulting from change, such as the following: Change of housing because of slum clearance or freeway built through residential section. New neighbor who comes from another state or nation, or who is a member of another ethnic group. New job in large, impersonal plant rather than in small neighborhood business. * Plots may sometimes involve dropouts as main or minor characters. The frustrations, resentments, emotional disturbances, and negative attitudes toward teachers and toward education should be shown from the dropout's point of view. The hardships faced by dropouts should be indicated without eaaggeration or didacticism. No easy, unrealistic solutions should be proposed. * Unfinished problem stories ending with a question to be resolved might create interest and motivate discussion, * Plots may sometimes involve realistic attitudes of adolescents toward law enforcement officers. They should, in general, be shown performing difficult and dangerous duties as part of the day's work, but the officersahould not be pictured as paragons of heroism. * Delinquenta should not be glorified. On the other hand, they should not be preached against; if there is any sermon, it should take the form of presenting cause and effect. Suggestions for Follow-Up Materials * Lengthy sections, describing follow-up activities or study guides are undesirable, although very brief guides may help pupils to think about what they have read, it is well to avoid deadening pupils' enjoyment by assigning unpleasant tasks after each reading. Reading Skills Development * Materials are needed for systematic development of both word recognilion and comprehension skills. Reading skills for pupils of junior and senior high school age are the same as those taught in elementary schools. Such skitis form the framework for any good basal reading series. However, secondary school pupils who are retarded in reading should be provided with practice exercises of adolescent or adult maturity. Pamphlets of workbook size or paperbacks with adult format are more desirable than large, thick books for pupils in this age group. SPEECH IMPROVEMENT MATERIALS FOR CULTURALLY DIFFERENT PUPILS Suggestions for Materials for Pupils in Elementary Schools * Linguistic barriers present one of the major handicaps to instruction of the in-migrant, the child in a home where a foreign language is spoken, and the child of parents who retain foreign-language idioms despite assimilation of and into the local culture. * Children of these types approach reading with a foreign or regional set of equivalents for our various orthographic symbols. To some children, our symbol r calls forth a response which is actually `ah." From their experience, other children wilt produce an cc sound for our "one-dot a," as in idea. * After children have been sensitized to and familiarized with the discrepancies of the sounds which they hear at home (or in the home they left to come to the city) and with the sounds which they hear the teacher producing, they then should be able to read with much greater speed than is now possible. * Practice materials of some type, preferably consisting of pictures with some additional nonverbal stimulus, are needed to help children acquire both the pattern (grammar or structure) and the pronunciation used by the people in the community where they reside. This will be a difficult and expensive task, since the materials need to be prepared in terms of at least the broad phonetic elements representative of the geographic areas from which major cities obtain their populations. PAGENO="0397" Suggestions for Materials for Pupils in Junior and Senior High Schools * it has been suggested that a series of exercises, with related tapes, records, and other types of materiais, be designed to develop articulate responses of young people. The exercises should provide practice in acceptable American-English pronunciation, enunciation, intonation, and speaking rhythm. * Colloquial expressions might be "translated" into standard American-English with no insinuation that the language used by the pupils and their parents is inferior. it is important that pupils learn that there are different American dialects and that moat communication in school and business is conducted in standard American-English. * Techniques similar to those used in deveioping materials for teaching a foreign language might be utiiized. Communication, facility in the use of language, fluency in articulation, and improvement of speech patterns shouid be emphasized. Interesting and realistic situations of appropriate maturity shouid be depicted in the content. LISTENING SKILLS DEVELOPMENT * There is need for books (with related tapes or disks) for use in training young people to listen, The kinds of enercises and follow-up materials for this instruction should be very much like those used to improve reading skills. * The subject matter of tape recordings used for listening practice should be mature enough for adolescents and deal with topics of interest to urban youth, as indicated in the preceding section on Literature. * There is also need for materials which wiii help pupils to be critical of exaggerated or false claims of advertisers and propagandists and which will teach young people to resist incitements to disorder. ACKNOWLEDGMENTS Grateful acknowledgment is expressed to the members of the Committee on Instructional Materials of the Research Council of the Great Cities Program for School Improvement for their assistance in developing the illustrative guidelines which appear in this publication. Their suggestions regarding the scope of this project, their reactions to the specific items included, and their careful analysis and evaluation of the completed guidelines have provided an outline of possible approaches and content for instructional materials to be used in urban public schools. Sincere appreciation is conveyed to Dr. Everett Chaffee, Associate Superintendent, Division of Instructional Services, Los Angeles City Schools, who provided the leadership in organizing and directing the efforts of the participants in this project as chairman of the Committee on Instructional Materials. Members of the Committee on Instructional Materials have included: Dr, Carl Byerly Assistant Superintendent Detroit Public Schools Mrs. Evelyn F. Carlson Associate Superintendent Board of Education City of Chicago Dr. Everett Chaffee Associate Superintendent Los Angeles City Schools Dr. Mary Louise Moiyneaus Director of Curriculum Pittsburgh Public Schools Dr. Dwight Teel Assistant Superintendent Milwaukee Public Schools Additional contributors to the project have included: Mr. Sidney Chernak Assistant Superintendent Baltimore City Public Schools Dr. Frank J. DressIer, Jr. Assistant Superintendent Buffalo Public Schools Dr. Ralph W.~ Lanz Assistant Superintendent Los Angeles City Schools Dr. Joseph 0. Loretan Deputy Superintendent of Schools The Board of Education City of New York Dr. Josephine S. O'Brien Associate Superintendent The Board of Education City of New York Dr. Charles E. Stewart Director of Teacher Education Detroit Public Schools The contributions of other staff members in the districts which are also affiliated with the Great Cities Program are also gratefully acknowledged. Frederick Bertolaet Executive Secretary The Research Council of the Great Cities Program for School Improvement 0 0 (J2 0 cli 0 0 PAGENO="0398" 390 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES THE RESEARCH COUNCIL OF THE BOARD OF DIRECTORS: GREAT CITIES PROGRAM FOR SCHOOL IMPROVEMENT Baltimore, Maryland Mr. Edwin Stein. Acting Superintendent of Schools Dr. Benjamin C. Willis, President Mr. Eli Frank, Jr., President. Board of School Commissioners Dr. Ssnitsel M. Brownetl, Vice President Dr. Eileen C. Stack, Secretary-Treasurer Boston, Massachusetts Dr. Frederick Bertolaet, Esecutive Secretary Dr. William H. Ohrenberger, Superintendent of Schools Mr. Arthur J. Gartlend, Member, School Committee Buffalo, New York Dr. Joseph Manch, Superintendent ot Schools Mr. Paschal C. Rubino, President, Board of Education Chicago, lilinois Dr. Benjamin C Willis, General Superintendent of Schools * Mr. Frank M. Whiston, President, Boerd of Education * Clerelano', Ohio * Dr. Paul W. Briggs, Superintendent of Schools Mr. John J. Gallagher, President, Board of Education Detroit, Michigan Dr. Samuel M. Brownell, Superintendent of Schools Miss Louise Grace, Member, Board ol Education Houston, Tezas * Dr. John W. McFarland, Superinlendenl of Schools Mr. R. V. Eckels, President, Board of School Trustees Los Angeles, California -. Dr. Jack P. Crowther, SupeTintendenl of Schools Mrs. Georgians Hardy, Member, Board of Educstion * Milwaukee, Wisconsin Dr. Harold S. Vincenl, Superintendent ot Schools Mrs. Elisabeth Holmes, Member, Board of Education New York, New York Dr. Calvin E. Gross, Superintendent of Schools Mr. James B. Donovan, President, Board of Education Philadelphia, Pennsylvania Dr. C. Taylor Whittier, Superintendent of Schools Mrs. Albert M. Greentield, Member, Board of Education Pittsburgh, Pennsylvania Dr. S. P. Marland, Jr., Superintendent of Schools * Mr. William H. Rca, President, Board of Education St Louis, Missouri Dr. William Kottmeyer, Superintendent of lnstrsction Mr. James S. McClellan, Presidens, Board of Education San Francisco, California Dr. Harold Spears, Superintendent of Schools Mr. James E. Stratten, Member, Board of Education Washington, 0. C. Dr. Carl F. Hansen, Superintendent of Schools Mr. Wesley S. Williams, President, Board ol Education PAGENO="0399" How often new texts are adopted Why adoptions are not made more often How students obtain books The growing rate of paperbacks How federal aid is affecting textbook spending How much is being spent for library books What's right and wrong with today's texts 391 PAGENO="0400" 392 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES [Article in School Management, March 1966] A survey of textbook purchasing practices Are your students using obsolete books? Compare your text- book purchasing practices with those of 2500 districts reporting from all over the nation. * ~ "In a day of complicated `hardware' many people seem to be ignoring the most basic teaching tool-the book." This was the opening line-and premise-of a major national survey of textbook purchasing practices recently completed by SCHOOL MANAGE- MENT magazsfle. More than 2,500 districts filled out a two-page survey form, contributing information on book adoption, distribution, paperback usage and dol- lar expenditures. Among the most important conclusions: * State adoption practices seriously hamper the efforts of local districts to provide the most mod- em textbooks for their students. The survey showed cyclical adoptions to be the single most im- portant reason that textbooks are not adopted more often-and more quickly. * Other teaching tools are getting more attention. While textbook purchases have increased over the years, purchases of other teaching materials have increased at over twice the rate. * While most schoolmen feel that today's text- book is better than ever, many feel it is no longer the basic teaching tool it once was. * The cost of textbooks has become a serious problem to a great many districts. Many adminis- trators feel an effort must be made to reduce prices--even if book quality and construction must suffer. * More high school students must buy-or rent- their own textbooks than ever before. Only 60% of the districts polled distribute high school text- books free of charge. * Paperback books are becoming a major force in the school market. Over 85% of the districts polled use them-one in four as texts. * Despite the increased emphasis on building school libraries, the median district in the United States spends only $2.25 per elementary student and $3.27 per secondary student for library books. These figures are far below generally* accepted minimum needs. How and why Last December SCHOOL MANAGEMENT mailed questionnaires to over 7,500 schoolmen through- out the nation. They were asked five basic ques- tions: 1. The last year in which a new textbook or series was adopted in high school American his- tory and biology, junior high school general science and elementary school math and reading. These five areas were chosen because they show up as courses in virtually every district. They affect al- most all students and they are easily definable as courses. Further, they presented an opportunity to study the different buying patterns as they show up in the sciences and the social sciences. 2. II no textbook had been adopted in one of PAGENO="0401" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 393 These figures, from SCHOOL MANAGEMENT'S Cost of Education Index, are supplemented by statistics supplied by the American Textbook Publishers Institute. All figures are based on dollars spent per Expenditure Pupil Unit (EPU). EPU's are found for any district by multiplying the number of full-time secondary school students in the district by 1.3 and adding that number to the number of full~time elementary school students. these subjects since 1962-63, what was the rea- son? 3. How are textbooks distributed to students? 4. To what extent are paperbacks used, do they serve as texts or supplemental material, and how are they distributed? 5. How much did the district spend during 1965-66 for elementary and high school textbooks and library books? In addition, administrators were asked theis opinions of today's textbooks-their cost, their content and their future. By the mid-January cut-off date, replies had been received from better than 2,500 districts. These replies constitute the basis for SCHOOL MAN- AGEMENT's textbook survey. They are supple- mented with figures from the Cost of Education Index (see SM, Jan. `66) and reinforced by inter- views with leaders in the textbook publishing in- dustry, most notably Dr. Austin McCaffrey, for- mer state superintendent of schools in New Hamp- shire and now executive director of the American Textbook Publishers Institute (ATPI) in New York City. Some basic conclusions In 1965-66, the median school district in the U.S. expected to spend $4.30 per pupil unit for textbooks (see chart, above).5 On the face of it, this figure represents the heaviest concentration of textbook spending is history. Yet the amount of money spent for textbooks is not increasing as ~This figure was originally presented as part of SM's Cost of Education Index, published in January. It is based on budget estimates of spending for the 1965-66 school year. Many of these estimates were developed in the spring of 1965, before potentialfederalfunds could be included. For figures reflecting the effects of federal aid. see page 11. rapidly as educational spending in general. And it is increasing only half as swiftly as the amount spent for all teaching materials. Since the 1957-59 base period (a three-year period used by the federal government for all of its price and cost indexes, and used as the base period for SM's CEI study) educational expenditures have risen 53%. During the same period, text- book spending has increased only 49%. The amount spent for teaching materials (including texts) has jumped 104%, or more than twice as much as textbook spending. (See chart, above.) During the last seven years, the annual amount spent for textbooks has remained steady at just about 1.1% of the over-all educational budget. At the same time, the amount of money spent for teaching materials has jumped from 2.9% of the budget to 3.9%, a significant increase. In 1959- 60, textbooks accounted for one dollar of every $2.50 spent for teaching materials. Today they account for one dollar in four. In other words, teaching material spending has been increasing at twice the rate of textbook spending. Does this mean that textbooks no longer have a place in the classroom? Not by a long shot. As one California superintendent put it: "Textbooks are better today tlsan ever before. They make good teachers out of mediocre ones-and great teach- ers out of good ones." Adds a Pennsylvania ad- ministrator: "I expect texts to be on the market a long time. They are still everybody's basic teach- ing tool." "What the decreasing ratio of textbook to non-textbook spending may mean," says ATPI's Austin McCaffrey, "is that the textbook no longer represents the only classroom tool. The trend is toward the multi-tool approach. We're seeing the results of the tremendous strides made in teaching materials during the lsst five years. To- TEXTBOOK SPENDING VS. EDUCATIONAL SPENDING Year NCE % of increase over base year Textbook $ % of increase per student over base year Teaching materials $ per student % of increase over base year 57-59 (av) 59-60 $258 292 - 13.2 $2.90 3.18 - 9.7 $ 7.50 8.19 - 9.2 60-61 304 17.8 3.35 15.5 8.80 17.3 61-62 315 22.0 3.40 17.2 11.60 53.5 62.63 335 30.0 3.65 25.9 12.40 65.3 63-64 352 36.4 3.89 34.1 13.10 74.6 64-65 373 44.7 4.09 41.0 14.15 88.7 65-66 (est) 395 53.0 4.30 49.0 15.30 104.0 71-368 0 - 66 - PAGENO="0402" 394 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES day's teachers can choose from a variety of teach- ing aids, the textbook being one of them. Though it is still an important tool, it is no longer the only one." The national picture The national textbook purchasing picture ap- pears quite bright. Almost 33% of all districts bought new math books this year, over 25% pur- chased science texts, and just under three in 10 bought biology books. In the past two years almost 60% of the nation's districts made a new math purchase, and about half of all districts purchased new general science and biology texts. But this rosy picture is deceiving. Looking at the other end of the scale, one finds that better than one out of every five districts has not adopt- ed a new textbook in biology or general science as recently as 1962-63. Better than four in 10 dis- tricts are using an American history book pub- lished before the assassination of President Ken- nedy. Three out of 10 districts are using reading books that are at least five years old. Even in ele- mentary school mathematics, almost 15% of the districts are saddling their students with old books. Are old books bad? Not really, though they do have certain intrinsic drawbacks. For exais1~le, a book published in 1961 was actually written at least two years earlier. It may have been edited and updated to the time of publication, but basical- ly it is a book reflecting the state of our knowl- edge in 1959. Especially in the sciences, this is a dangerously long time lag. But there is a more serious point to be studied NATIONAL Patterns in Textbook Selection 65-66 64-65 63-64 62-63 Prior BIOLOGY 28.27% 22.00 19.08 8.74 20.85 H1STORY 13.76% 22.39 20.00 17.00 26.84 SCIENCE 27.77% 23.08 16.71 11.97 20.48 READING 14.62% 18.11 19.75 16.21 31.32 MATH 32.37% 25.69 17.91 9.32 14.75 YEARS REASONS GIVEN Present text is good Present text weak-no new text better Studying a change, study isn't complete Reinforcing present text with supple- mentary mate. rials Adopt on a reg. ular cycle, and cycle has not come up School board budget tootight FOR NOT ADOPTING NEW TEXTBOOKS WITHIN ThE LAST THREE 31.69% 21.30% 18.05% 28.08% 5.97 6.96 6.23 4.60 17.94 19.27 27.40 15.45 8.08 12.37 7.68 13.12 31.55 35.56 - 33.47 31.57 3.16 3.20 5.12 4.94 19.37% 3.96 18.96 9.99 39.34 5.45 PAGENO="0403" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 395 C,- .~1 0 4 I ii_r~: : : ; ~ -~ !~ : : : :~ : ~ -~ I ~ ~: 1 : :~~-:~ E ~E. - - U, ~ ~b ~ U, I ~ ~- - ~;___ I ~i ci C)~ (D~~I ~ PAGENO="0404" 396 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES Patterns in Textbook Selection here. Why didn't districts adopt new texts more recently. The answer to this question polarizes districts into three distinct groupings-those that are satisfied that their present texts are good; those that are presently studying a change but haven't come to a decision; and those that have not even considered new books because their cycle hasn't come up. The latter group must be the cause of real concern to educators throughout the nation. For every subject, seven to 10% of the districts responding to SM's survey indicated that they had not considered new texts because cycling did not allow them to. In some cases this cycling was self-imposed--local board policies that say "once a book is purchased it had better remain up-to- date for five, six or 10 years because it's not going to be replaced sooner." But in the great majority of districts it was due to state control of buying. This control can take many forms but its gen- eral outline is the same: The state approves a sin- gle textbook or a few textbooks and the districts must purchase from this approved list. In some states, when a book, or group of books, is ap- proved, districts must adopt-and purchase-an approved book that year. In others, once the ap- proved list is published, it stays in effect for a giv- en number of years and districts wishing to pur- chase new texts during that period must consult the approved list. In either case, state approvals are made on a cycled basis, restricting textbook purchasing by the local districts. To see how this works, take this' not-so-hypo- 65-66 64-65 63-64 62-63 Prior BIOLOGY 20.42% 25.26 23.58 13.05 17.69 HISTORY 17.20% 22.37 26.67 15.27 18.49 SCIENCE 24.21% 26.70 22.62 15.38 11.09 READING 12.67% 19.69 21.44 24.17 22.03 MATH 21.15% 30.56 23.72 13.25 11.32 YEARS REASONS GIVEN Present text is good Present text weak-no new text better Studying a change, study isn't complete Reinforcing present text with supple- mentary mate- rials Adopt on a reg. ular cycle, and cycle has not come up School board budget tootight FOR NOT ADOPTING NEW TEXTBOOKS W1THIN 42.66% 33.97% 26.39% 9.09 8.33 6.25 18.88 26.93 31.95 6.29 13.46 9.72 21.68 16.03 22.22 1.40 1.28 3.47 THE LAST THREE 35.57% 6.71 21.48 14.76 17.45 4.03 33.96% 7.55 31.13 6.60 18.87 1.89 PAGENO="0405" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 397 REASONS GIVEN Present text Is good Present text weak-no new text better Studying a change, study isn't complete Reinforcing present text with supple- mentary mate- rials Adopt on a reg- ular cycle, and cycle has not come up School board budgettootight thetical example. A state adopts on a six-year cy- cle. In 1961, before any of the "new" biology texts are published, its biology cycle rolls around. A group of old biology texts are placed on the approved list. It is now impossible for a dis- trict in that state to purchase any books not on that list until a new list is drawn up in 1967, un- less they want to do so without state support. Meanwhile, since 1963 a whole group of new bi- ology texts have been on the market, but they are not even being considered by the affected dis- tricts. In an effort to see whether state purchasing does materially affect textbook adoptions, SM re- searchers decided to study five regions of our na- tion more closely. These regions-including New England, the Central Plains, the Southeast, the Southwest and the Mountain States--encompass a total of 33 states, 19 of which have open pur- chasing, allowing districts to select their own texts when and if they want to. The results bf that study appear in the charts at the top of this page and the page opposite. At first glance, there appears to be little signifi- cant difference between the two groups. But a closer look reveals some very important variations. For example, buying in the "closed" states is far more bunched, despite the fact that different states adopt in different years. Thus, while better than 42% of the districts in the "closed" states pur- chased new biology texts this year-a figure that seems extremely good-it is three years after the new biology books became available. Better than half the, districts in the "open" states had chosen CLOSED Patterns in Textbook Selection 65-66 64-65 63.64 62-63 Prior BIOLOGY 42.11% 21.53 9.09 8.13 19.14 HISTORY 10.14% 14.01 14.01 34.30 27.54 SCIENCE 29.83% 20.18 12.84 20.64 16.51 READING 16.74% 19.91 15.38 12.22 35.75 MATH 36.44% 22.67 16.45 6.22 18.22 FOR NOT ADOPTING NEW TEXTBOOKS WITHIN THE 19.23% 12.66% 12.00% 1.92 6.33 4.00 9.62 8.85 14.00 9.62 3.80 0 51.92 62.03 62.00 7.69 6.33 8.00 LAST THREE YEARS 15.46% 7.70% 3.09 1.92 4.13 5.77 4.13 1.92 S8.04 75.00 5.15 7.69 PAGENO="0406" 398. BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES to adopt new biology texts a year or two earlier than those in the "closed" states could. The reason why districts have not adopted new texts is also revealing. More than 35% of the dis- tricts in the closed states have not purchased new reading texts since 1961 (as opposed to 22% in the open states). Of this group, almost seven out of 10 indicated that the reason was cycling-the time for new reading texts had not yet arrived. Three-quarters of the districts still using ancient math texts gave cycling as their excuse. By con- trast, among districts in the open states that have not purchased new texts since 1961, the over- whelming majority cite "no new text is better than our present one" or "We're using supplementary materials to bring us up-to-date" as their reason. The administrators and teachers in these districts may or may not be right in their decision-but at least they have made a decision. "Cycling definitely increases the time between publication and adoption," says McCaffrey. "Most cycles run for five-year periods in major subject areas. Conceivably, a book published in 1961 may only now be finding its way into many class- rooms. This means that a book written and re- searched as much as seven years ago is only now being used in a certain number of districts. By most standards, that book is already obsolete, but cycling has delayed its entry into schools which could have used it four or five years earlier. As such, cycling is definitely a barrier to providing students with the latest textbooks. I should also point out that cycling does offer one advantage, especially when it's state controlled. It assures that, eventually, all districts in the state will get a crack at the latest texts. But the key word is `eventually." Today's texts: praise... Of course cycling is not the only reason for adopting textbooks. Two that loom large in many districts are cost ("our budget won't allow us to adopt new texts" is the reason given by five to 7% of the districts polled) and content ("Our present text is a good one"). Are today's textbooks as good as those of a few years ago? Most schoolmen feel that today's text is the best ever published. "Book companies have been improving textbooks very rapidly," states a New York superintendent. "Today's texts are bet- ter than ever," notes an Indiana schoolman. Adds an administrator from Michigan: "The new text- books on the market are much more interesting and challenging." criticism Yet, despite general satisfaction, today's text- books are losing ground to other teaching tools. Most schoolmen seem to agree that the reason is cost. "Textbook costs are rising more rapidly than those of other materials," says a New York super- intendent. "The costs have gone up surprisingly in the last 10 years," adds a ~nperintendent in Michi- gan. "The cost of textbooks is becoming prohibi- tive," notes a New Jersey schoolman. "Why aren't more texts published in paperback form?," asks a schoolman from Montana. "Certainly this would greatly reduce the cost." Are today's textbooks way out of line in price? And is the paperback the answer? Austin Mc- Caifrey says no to both questions. "Our figures show that textbooks have not increased in cost as much as most other educational materials," he says. They've gone up, but not as much as other commodities-and not as much as the cost of liv- ing generally." How about using paperbacks to reduce text- book cost? "If you're talking about what we call `trade' paperbacks-that is such things as novels that can be used in the classroom-certainly they'd be less expensive. But if you're talking about putting today's textbooks between paper covers, the savings in price would be infinitesimal. "The myth of the inexpensive paperback is the result of the marked difference in price between the hard-cover version of a best seller and the pa- perback reprint. Here we're talking about an en- tirely different thing-an original book in paper- back form. All pre-production costs remain the same-researching, writing, editing. And, if the book is to last, the production costs remain pretty much the same. Take the cost of binding, for example. Textbook bindings are constructed to last for several years of pretty rough abuse. A good binding costs money. Binding a paperback to last would cost the same amount of money. And bindings are one of the most costly ingredients in a book. "It is possible to save some money on textbooks by changing production procedures. For example, if textbooks were printed in smaller type, on cheaper paper, with narrower margins and no il- lustrations, the cost could be lowered. Give them an inexpensive glue binding, use paper covers and you'd be able to get a book for perhaps 30% or 40% less than you're paying now. But you'd be lucky if the book lasted a year, compared to the three years minimum usage you get from a hard- cover. "Paperbacks have a definite role to play in the classroom. But putting today's textbooks between paper covers will accomplish nothing. Supple- mentary materials; workbooks; satellite texts; short-term texts, such as a novel or play that will be studied for a month or so; and books to build student libraries-all of these are obvious areas in which paperbacks play a vital classroom role. But don't confuse their low cost with the way they're put together. There are many other rea- sons why paperbacks can be less expensive-and none of them have anything to do with the form of the book." Textbook spending At the beginning of this article, it was noted that the median district in the United States is spending $4.30 per Expenditure Pupil Unit on textbooks this year. (That figure is the equivalent PAGENO="0407" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 399 of $4.30 per elementary school student, $5.60 per secondary school student.) These expenditure es- timates were taken from the 1965-66 Cost of Edu- cation Index (see SM, Jan. `66) and are based primarily on budget estimates prepared in the spring of 1965. At that time, federal aid to edu- cation was a good possibility-but not a reality. Federal aid was a reality when SM's textbook survey went out in December. As a result, districts were asked to indicate how much they now expect to spend on elementary and high school text and library books this year. The results were startling. Although the full effects of federal aid have not yet been felt, there has already been a 16% in- crease in spending for elementary school text- books and a 10% increase on the secondary level. Although the figures gained in the two surveys are not completely comparable, the trend they in- dicate is obviously a real one. The textbook survey figures were obtained by dividing the dollars be- ing spent for elementary school textbooks by the number of elementary school students and the dollars being spent for secondary textbooks by the number of secondary students. (The CEI figures were obtained by dividing all district textbook ex- penditures by all Expenditure Pupil Units, a somewhat more accurate reflection of district spending policy.) According to the textbook survey, the median district nationally is now spending $4.97 per ele- mentary school pupil on elementary school text- books. One quarter of the districts are spending at least $7.12 per pupil on elementary textbooks, and one in 10 has expenditures of $10.00 or more. Spending for secondary school textbooks is somewhat higher all along the line with $6.15 per pupil being spent by the median district, $8.65 or more by one quarter of the districts and at least $11.73 by the top 10% of the nation's districts. If your district is spending less than $3.38 per elementary sthool student on elementary text- books-or less than $3.88 for every secondary school student on high school texts-you are in the bottom quarter of the nation in textbook spending. (To see how you rate on a regional basis, see the material starting on page 14 .) Library spending Administrators were also asked to provide fig- ures on the amount of money being spent for li- brary books. These, too, were computed by di- viding monies spent for elementary school library books by elementary school children and monies spent for high school library books by the number of high school students. On this basis, the median district nationally spends $2.25 per pupil for ele- mentary school library books, $3.27 for high school books. These figures are both far below the minimum standards recommended by the American Library Association. This body sug- gests that schools with 250 or more students should spend from four to six dollars per student on library books. Using these ALA guidelines the median district must double its allocations for li- brary books to fulfill minimum needs. At the present time, not even the top 25% of the nation's districts are meeting these minimums. The top quarter among the nation's districts are spending $3.33 per pupil for elementary school HOW DO WE FIND OUR REGION? REGION 5: Maine, New Hampshire. Vermont, Massachusetts, Rhode Is' land, Connecticut. REGION 2: New York, New Jersey. Peensylvania. REGION 3: Ohio, Indiana, Illinois, Michigan, Wisconsin. REGION 4: Minnesota, Iowa, Mis- souri, North Dakota, South Dakota, Nebraska, Kansas. REGION 5: Delaware, Maryland. 01st. of Columbia, Virginia, West Vir- gina, North Carolina, South Caro' line, Georgia, Florida. REGION 6: Kentucky. Tennessee, Ala- bamn, Mississippi. REGION 7: Arkansas, Louisiana, Ok. lahoma, Teuas. REGION 8: Montana, Idaho, Wyo- ming. Colorado, New Mexico. An- uana, Utah, Nevada. REGION 9: Washington, Oregon, California, Alaska, Hawaii. How much are we spending for How much are we spending for elementary textbooks? secondary textbooks? High Top High Quarter Top Tenth Average Quarter Tenth Average $11.73 Nation $4.97 $7.12 $10.00 Nation $6.15 $8.65 Region 1 6.10 7.08 8.96 Region 1 7.52 9.52 9.13 12.00 10.94 2 5.00 6.87 8.03 2 6.85 * 3 5.52 8.60 10.59 3 6.21 8.70 11.67 12.70 4 5.57 8.92 11.49 4 6.70 8.24 5 3.70 4.39 5.03 5 4.81 6.10 3.81 5.18 6 2.50 3.62 4.44 6 2.50 4.17 7 .85 4.00 4.76 7 .09 10.26 8 6.65 `8.11 10.92. 8 6.21 9 4.46 6.81 9.21 9 6.07 8.00 10.06 PAGENO="0408" 400 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES How much are we spending for elementary library books? How much are we spending for secondary library books? Average Quarter Tenth Average High Quarter Top Nation $2.25 $3.33 $4.63 Nation $327 Region 1 1.42 2.06 3.33 Region 1 3.33 $4.73 4.98 $6.71 6.37 2 2.50 3.41 4.58 2 3.64 4.69 3 2.50 3.87 6.00 3 3.27 5.23 6.90 4 2.66 3.33 4.40 4 3.30 5.00 9.49 5 1.50 2.43 3.50 5 2.00 2.95 6.83 6 1.50 2.00 2.28 6 1.65 2.78 3.86 7 2.38 3.15 3.89 7 2.99 4.44 3.24 8 3.20 4.00 620 8 3.33 4.45 6.00 9 3.04 4.17 7.40 9 3.91 5.21 8.29 7.33 library books and $4.73 for secondary school li- braries. Only the top 10% districts are spending above minimum standards ($4.63 at the elemen- tary level, $6.71 at the secondary). The obvious conclusion: Ninety percent of the nation's schools are not spending enough for library books to keep abreast of student needs. Footing the bill The local school district is paying for the great majority of textbooks purchased this year. It has become a burdensome load for many, so burden- some in fact that they have begun to ask students to absorb a growing portion of the costs. While most districts still provide free textbooks to students (74% at the elementary school level, 60% at the secondary), more than ever districts are asking students to help defer the cost. In 1959, a survey conducted by the National Education Association showed that 70% of the nation's high schools provided free textbooks to students. Today, that figure has dropped 10%. By contrast, seven years ago, only 19% of all districts rented books to high school students. To- day's figure: 29%. Distribution of textbooks NEA Survey SM Survey 1959 1966 Elem. Second Elem. Second Free distribution 84.6% 69.3% 73.8% 60.3% Student rental (No proviso for needy students) 1.8 2.6 13.5 16.4 Student rental (with free texts to needy) 15.0 16.9 10.7 12.5 Student purchase 3.6 15.2 2.0 10.8 And today, more than ever, the rule is, when one pays, everyone pays. Seven years ago, almost 17% of all high schools that rented books did so with the proviso that needy students got them free. Today, only 12.5% of the high school dis- tricts rent with this proviso. The paperback revolution The past seven years have witnessed a revolu- tion in the schools of our nation-a paperback revolution. Over 87% of all school districts now use paperbacks-one quarter of them as texts. And students are paying for them. Almost half the high school students that use paperbacks buy them. One-quarter of all elementary schools ask students to purchase them. And, in both elemen- tary and secondary schools, students purchase or rent over half of the paperbacks they use. Paperback distribution Elementary Secondary Free distribution 48.6% 45.0% Rental (no proviso for needy students 4.0 4.2 Rental (proviso for needy students 22.3 4.4 Student Purchase 25.1 46.4 Has the administrator found, in the paperback, an effective way to make the student bear the cost of textbooks? "To some extent, yes," says McCaffrey. "But there are a number of other reasons that students are buying their own paper- backs. In certain courses-like English literature -anthologies are rapidly being replaced by a variety of literature. These are generally availa- ble in paperback, and this is where a paperback pays dividends. A paperback reprint of a hard- cover book does cost a lot less. The publisher re- couped his investment in the hardcover edition. "Most students can afford the price of a paper- back. More than that, though, they prefer to own their own books, and paperbacks afford them that opportunity. As a result paperbacks have made fantastic gains in the classroom. "Understand one thing. Textbook publishers have absolutely nothing against paperbacks. As a matter of fact, most textbook publishers also bring out paperback books. Our only quarrel is with those school people who see paper bindings solving all textbook problems-or paperbacks driving texts out of the schools. This will not hap- pen. Certain courses must have basic texts avail- ble, and these texts must be put together in a form that will stand up and will be attractive to the student. Other courses don't demand basic texts. In these, supplementary material will be found in a paper binding. "Incidentally, a lot of it will not be found in PAGENO="0409" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 401 any binding. We're talking here about paperback books, but don't forget the growing role of tapes, visuals, etc., as supplementary materials." The future of the textbook While most administrators agreed that the over- all quality of today's textbooks is better than ever, they did register several complaints about texts in general, and certain texts in particular. Generally, these complaints concerned three broad areas: While the content was generally conceded to be good, many administrators registered complaints over revision practices. "My pet gripe," says a New Jersey administrator, "is the never ending revision of reading series. Many revisions are published which in fact contain no new material. In many cases, it seems, they are published just to accommodate state adoption cycles." "I'm certain," says Austin McCaffrey, "that there are some publishers who do come out with revisions just to meet buying cycles. But the repu- table ones do not. Most reputable publishers make revisions only when they're called for. And administrators have told us that the revised edi- tions are usually better than the original. The ma- jor publishers today have people working on re- visions full time. Of course the time lag is always there, and the rapidly developing body of knowl- edge accents that time lag, but, by and large, a revision always improves the textbook. As a mat- ter of fact we get more complaints about lack of revisions, than about too many." What about publishers rushing revisions through to meet cycling schedules? "I haven't heard of it being done," says McCaffrey. "What publishers will do is schedule a new series to coin- cide with a cycling schedule-especially in Cali- fornia, which accounts for a large portion of the nation's textbook purchases. They will most likely accelerate a publication date to meet a cycling date. But publishers still must compete for sales, even in a cycled state, so they will not stint on quality just to meet a date." Textbook construction The construction, or more specifically the poor construction of textbooks, comes under a good deal of administrative criticism. Sample co,n- ments: "They don't last as long as they used to." "They're not made as well as older books." "They fall apart very easily." "The bindings crack and come apart." "The paper is cheaper." "They don't hold up as well as they used to." "One of the reasons textbooks are more expen- sive today," says ATPI's McCaffrey, "is that they are made better. Bindings are stronger, paper is better. As t've said, a textbook will last three years. That figure takes into consideration the abuse they meet at the hands of students. I'm certain that the administrators who complain are the ones that try to get four, five or even six years' use out of them. Even if a textbook were con- structed to last six years, it usually becomes ob- solete in three or four. By trying to stay with a text for longer than three years, the administrator is only cheating his students." The third big complaint is the size. "Textbooks are simply getting too large for student lockers," says a Pennsylvania superintendent, summing up the general feeling about today's bulky textbooks. "Some of today's textbooks are getting too large," agrees McCaffrey. "In fact, they are about as big as they will ever get. Beyond a certain size the binding may not be able to contain the book. In some instances, that size has probably been reached. A future trend may find history books broken down into two or more periods, with a text for each. In other subjects the same thing will oc- cur. And of course, the multi-text approach will speed up this process. It's certainly the trend among publishers." The figures, interpretations and administrator comments point up many inescapable conclusions about textbooks. Though administrators feel, by and large, that today's textbooks are the finest ever published, they no longer treat them with blind respect. The result is that the textbook is not the omnipotent classroom figure it once was. The increase in educational materials-and the in- creasing cost of textbooks-have combined to downgrade the text's importance, perhaps to a more realistic and workable level. At the same time the paperback, while not the educational cure-all many administrators feel it is, has re- moved some of the burden from the long over- worked textbook. As one administrator puts it: "Though today's texts are better than ever, they are still basically the same-in content, format and presentation-as they were 10 years ago. Education is changing rapidly. The emphasis is on a variety of materials, and a variety of books. As such, the tenure of the textbook as the basic leaming tool is nearing an end. We will always use the text-but never again to the exclusion of all other materials." The second part of the textbook survey begins on the next page. It analyzes the textbook buying habits of U.S. school districts region by region. It will provide you with a practical yardstick for measuring your own textbook spending. For, while the national figures are revealing, only by looking at other districts in your area can you really determine how good a job you are doing. You have only one question to answer: are your textbook buying practices competitive with-or better than-other districts in your region? If the answer is no, this report will show what you must do to correct that situation. PAGENO="0410" 402 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES REGION 1 The median district in Region 1 is spending $6.10 per pupil on ele- mentary textbooks this year, and $7.52 on secondary texts. How is that money being used? As the chart on the right shows, it is being spent for math and science, rather than history and reading. One district in three has purchased a new elementary math series this year and three out of 10 have bought new biology texts. By con- trast, only one district in 10 pur- chased a new basal reader in 1965- 66 and two of 10 districts have new American history books. The Region 1 buying picture compares favorably with the na- tional picture. This year more dis- tricts in New England are buying biology, math and history texts than a comparative percentage national- ly. And, though fewer districts in the region are buying science and reading texts, the figures are very close. Well over half of the region's dis- tricts have purchased new math (62.5%), biology (61.3%) and science (51.1%) texts within the past two years. And three-quarters of all districts have purchased new texts in biology, history, science and math within the past three years. Why aren't Region 1 districts purchasing reading texts? Of those districts in the region that have made no reading text purchases in the past three years, the largest portion (39.1%) claim their pres- ent text is still good. One district in four has reinforced the present text with supplementary materials. And one in five is studying a change, but has not yet completed that study. These figures for non-purchase of reading texts hold up pretty well for other texts too. Many districts find the present biology text still good, while in science and math a large number of districts are study- ing a change. In history, many dis- tricts have reinforced their present text with supplemental materials. Two observations should be made about reasons for non-adop- tion of new texts. Nationally, one district in three has made no recent adoption because of cycling. Tn Re- gion 1, virtually no district gives cycling as a reason. Reason: Re- gion 1 is an entirely open buying region, without state control. A second observation: As men- tioned earlier, 1963 saw the intro- duction of new biology curricu- lums to the nation's public schools, and with it a variety of new text- books. Almost 90% of all Region 1 districts have made biology text- book purchases since 1963, mean- ing that nine-tenths of all Region 1 districts have now been exposed to the new biology curriculums. Of the remaining 10%, half claim to be satisfied with their present text. In other words, 5% of the region's districts have considered the new biology-and decided against it. Another major drawback to buying in this region is lack of funds, cited by 8% of those not purchasing new biology texts. Textbook distribution Virtually all districts in Region 1 -the seat of free public education in the United States-provide free textbooks to students. The few that don't, all on the secondary level, ask REGION I SPENDING BOXSCORE Low High Top 25% Median 25% 10% ETB $4.83 $6.10 $7.08 $ 8.96 SIB 5.83 7.52 9.52 12.00 ELB .92 1.42 2.06 3.33 SIB 1.73 3.33 4.98 6.37 ErS Elementary textbooks. STB Secondary textbooks. ELS Elementa library books. SLB Secondary library books. PAGENO="0411" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 403 REASONS GIVEN FOR NOT ADOPTING NEW TEXTBOOKS Present text is 46.2% 13.0% good Present text 30.7 13.0 weak-no new text better Studying a 15.4 30.5 change, study isn't complete Reinforcing 0 39.2 present text with supple- mentary mate- rials Adopt on a reg- 0 0 ular cycle, and cycle has not come up School board 7.7 4~3 budgettootight students to purchase their texts. This is a significantly higher free distribution percentage than is found nationally. The big differ- ence between Region l's distribu- tion patterns and the national fig- ures lies in the rental area. Text- book rental in Region 1 is notable by its absence. Nationally, more than one district in four rents text- books. The use of paperbacks is higher in Region 1 than it is nationally. Ninety-three percent of all Region 1 districts use paperbacks, and al- most half use them as texts. This compares to a national average of 88% usage, with one district in four employing paperbacks as texts. It is likely that the leadership of New England's colleges has played a major role in getting pa- perbacks into the secondary school. Paperback distribution closely parallels hardcover distribution in the region. On the elementary lev- el, 87.1% of all districts provide free paperbacks. On the high school level, this figure drops to 70%. Both are way above the national figures of 58.6% (elementary) and 45% (high school). Those Region 1 districts that don't provide free paperbacks (3% of elementary schools, 30% ofsecondaryschools) ask their students to purchase them. Paperback rental by students, prevalent nationally (26% in ele- mentary school), is absent in New England. Obviously this is a region where free public education is a practice, not a slogan. Region l's textbook buying may be summarized in one word: ef- fort. Purchases are high, with the ~G~N 1 Patterns in Textbook Selection 65-66 64.65 63-64 62.63 Prior BIOLOGY 29.5% 31.8 25.1 6.8 6.8 HISTORY 18.8% 23.7 33.7 11.3 12.5 SCIENCE 24.4% 26.7 22.2 12.2 14.5 READING 11.6% 11.6 11.6 42.8 22.4 MATH 33.3% 29.2 18.8 8.3 10.4 WITHIN THE LAST THREE YEARS 14.3% 39.1% 11.1% 4.8 9.8 11.1 47.6 19.5 44.5 19.0 26.8 33.3 9.5 2.4 0 4.8 / 2.4 0 PAGENO="0412" 404 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES great majority of districts purchas- ing new texts about once every three years. And the local district fonts the bill, providing free text- books to students in all but a few districts. Paperbacks have been widely accepted, with all but a few -districts using thesm The fact that `half the paperback usage is in the form of textbooks is especially sig- nificant. Left to their own devices, Region 1 districts have,- to a large extent, succeeded in adapting the paperback to the classroom. The median district in Region 1 spends more money on textbooks per student than any region in the nation. The figure of $6.10 per dc-. mentary student is 22.7% above the national average. The $7.52 spent for each secondary student is 22.2% higher than the national average. Region 1 leads the nation in textbook spending across the board. The low quarter in the region spends $4.83 for each elementary student, compared to $3.38 na- tionally. The high quarter spends $9.52 for each secondary pupil, against a figure of $8.65 nation- ally. The effort put forth by Region 1 districts to supply students with textbooks takes on added meaning when compared to the amount of money the region spendson educa- tion. The region spends $433 per expenditure pupil -unit on educa- tion (see SM, Jan. `66) which, while above the national average of $395, ranks only third in the na- tion. Obviously, Region 1 school- men believe the textbook is still a valuable classroom tool. Unfortunately, when it comes to providing books for their libraries, New England's districts take a de- cided back seat. No region in the nation does as poorly in spending for elementary library books ($1.42 per student). High school libraries are not the most poorly supported in the nation ($3.33 in the median district) but close to it. Even the High Quarter and Top Tenth of the - districts in Region 1 do a very poor job of supporting their libraries, compared to other regions. The median district in Region 2 is spending $5.00 per pupil on ele- mentary texts, and $6.85 per pu- pil on secondary texts this year. How is that money being spent? It is being spent largely for math and general science textbooks, less for biology, reading and history texts (see chart, opposite). Region 2 buying is marked by balance. This year, 19% of all districts in the region bought biology texts. Last year the figure was 25%, the year before it was 23.4%. This year 18.4% of the region's dis- tricts purchased new reading texts. The figures for the two previous years are 21.3% and 15.5%. This balance is reflected in the number of districts making new purchases in the past three years. Since 1963-64, over 65% of all Re- gion 2 districts bought new biology texts, 60% new history texts, 55% new science, and reading texts, and 80% have purchased new math texts. Despite the balance that key- notes Region 2's textbook buying, a surprisingly high percentage of districts have not bought new text- books recently. In fact, one-third of all districts are currently using reading texts purchased no more recently than four years ago. One- quarter of all districts are using his- tory texts bought in 1961-62--or earlier. And more than one district in five is making do with biology and science texts with a copyright date of 1961-62 or earlier. In terms of the new biology curricu- lums, 20% of all Region 2 districts have thus far not exposed their stu- dents to them. - The figures are especially note- worthy in light of the fact that Re.. gion 2 is an entirely open buying region. In other words, state cycling pays no part in purchasing. Why, then, have so many districts neg- lected to make a recent purchase? Over 40% of the districts that have failed to make a reading text pur- chase claim they are satisfied with their present text. Another 28% are reinforcing the present text with supplemental materials. These reasons, in varying pro- portions, predominate for the non- purchase of other texts too. Over 40% of all non-buying districts are studying a general science textbook change, 32% are studying a biol- ogy change. One district in four is satisfied with its present biology and history text, one in three with its present math book. And at least one district in every five has turned to supplementary biology and his- tory materiais rather than pur- chase a new text. Although 21.3% of all Region 2 districts claim cycling as the reason for no new math purchases, this is REGION 2 SPENDING BOXSCORE Low Hgh Top 25% Median 25% 10% ETB $4.00 $5.00 $6.87 $ 8.03 SIB 5.62 6.85 9.13 10.94 ELB 1.58 2.50 3.41 4.58 SLB 2.41 3.64 4.69 6.90 ETB Elementary textbooks. STB Secondary textbooks. ELS Elementary library books SLB Secondary library books. - REGION 2 PAGENO="0413" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 405 REASONS GIVEN Present text is good Present text weak-no new text better Studying a change, study isn't complete Reinforcing present text with supple- mentary mate- rials Adopt on a reg- ular cycle, and cycle has not come up School board budget tootight a low figure since it really repre- sents less than 3% of the region's districts (21% of 11.8%). Cycling figures in other textbook categories are equally low, running no higher than 4% of the region's districts for any textbook. Textbook distribution Over 95% of all Region 2 dis- tricts provide free textbooks to stu- dents. The few that don't, favor rental over student purchase. In fact, student purchase, which ac- counts for about 10% of all na- tional distribution, is virtually non- existent in Region 2 (actual figure: less than 1 % ). Rentals, while high- er, account for only 3% of total distribution, compared to about 25% nationally. Region 2 is marked by a particu- larly high percentage of paperback usage. Over nine of every 10 dis- tricts in the region use paperbacks, one-third as textbooks. Again, these figures are significantly high- er than comparative national fig- ures. While hardcover distribution is predominantly free, this is not the case for paperbacks. On the ele- mentary level, only one district in four provides free paperbacks. The overwhelming majority (72.3%) rent them. On the high school level, free distribution is higher (64% of all districts), but those that do not provide them free, sell them (34%). These statistics differ markedly from national paperback distribu- tion figures. Nationally, one ele- mentary district in five rents paper- backs (compared to more than REGION 2 Patterns in Textbook Selection 65-66 64-65 63.64 62-63 Prior BIOLOGY 19.0% 25.1 23.4 8.7 23.8 HISTORY 14.9% 25.0 20.1 13.6 26.4 SCIENCE 26.5% 22.4 19.4 8.5 23.2 READING 18.4% 21.3 15.5 12.1 32.7 MATH 32.8% 28.1 19.8 7.5 11.8 FOR NOT ADOPTING NEW TEXTBOOKS WITHIN 28.3% 27.8% 18.8% 8.1 8.7 6.9 32.3 19.0 41.6 20.2 24.6 18.8 9.1 15.9 12.9 2.0 4.0 1.0 THE LAST THREE YEARS 41.0% 31.1% 2.5 5.0 28.0 26.2 20.0 13.1 7.0 21.3 1.5 3.3 PAGENO="0414" 406 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES three in five in Region 2). On the secondary level the figures go the other way. Only 45% of the na- tion's secondary schools provide free paperbacks (compared to 64% in Region 2). The figures are surprising in that they go against all national and regional trends. Textbook spending in Region 2 runs pretty close to the national average. Nationally, the median district spends $4.97 per elemen- tary school pupil, compared to $5.00 in Region 2. On the second- ary level, Region 2 districts are spending $6.85 per pupil, about 70 cents above the national average. The balance that shows up in textbook buying patterns also comes through in the region's cost figures. Three-quarters of all ele- mentary districts spend at least $4.00 per student, compared to a national figure of $3.38. And three- quarters of all secondary districts spend at least $5.62 per student, as compared with a national $3.88. RThe median district in Region 3 is currently spending $5.52 per pu- pil on elementary texts, $6.21 on secondary texts. How is this money being spent? Over 35% of all districts in the region bought new math texts this year. By contrast no more than one district in five bought any of the other texts surveyed. American his- tory was low on the list with just 13% of the districts indicating 1965-66 purchases. Looking at the combined figures These figures level off at the oth- er end of the buying scale. The top 10% of all Region 2 districts are spending $8.03 per pupil in ele- mentary school, $10.94 per sec- ondary pupil. Corresponding na- tional figures are $10.00 and $11.73. In other words, Region 2, while spending more money per student than the nation as a whole, spends it much more evenly throughout the region. Some of the money that is not spent on textbooks is obviously spent to stock Region 2's school libraries. Almost all the way along the line, Region 2's districts out- spend the comparable national fig- ures. But being realistic, there's lit- tle to boast about. Few Region 2 elementary schools are buying even a single book per pupil during the current year. And at the secondary level, only the top 10% of the dis- tricts are exceeding recommended minimum expenditures for library books. for the past three years, most dis- tricts still lean heavily toward math. Since 1963-64, over 78% of all Region 3 districts have made new math purchases. In no other textbook category have more than 60% of the districts made a pur- chase. That leaves a significant por- tion of the region's schools without a new biology, science, history or reading text in the last three years. In fact, it is disturbing to find that one-third of the region's districts last bought biology, American his- tory and general science texts prior to 1962-63. And one-quarter of the districts last bought a reading text prior to that year. Region 3 and the nation Region 3's buying patterns run ahead of the nation's in some sub- jects (math and reading), behind in others (science and biology). The region's biology text purchases are especially noteworthy because they are so far behind the national average. Picking out spot figures for the past three years, math led all pur- chases this year (36.6% districts), history last year (27.1% of all dis- tricts), and reading two years ago (26.2%). This buying pattern sug- gests that purchasing is cycled. And the reasons for non-purchase of- fered by Region 3 districts bears this out. Despite the fact that only one state in this five-state region uses a statewide adoption system, cycling emerges as the major reason for non-purchase of texts. Half the re- gion's districts blame cycling for not making a biologypurchasewith- in the last four years, only slight- ly less than half for failure to buy a new general science text. One dis- trict in three blames cycling for its failure to purchase a new history text or math series; and one in four districts making no recent reading purchase gives cycling as the Tea- - soir. These are very high figures, especially for a region relatively free of state mandates. Obviously, purchasing is cycled, if not by state, by district. And, just as obviously, cycling has hurt textbook purchas- ing. One district out of every five in the region has not made a new bi- REGION 3 SPENDING BOXSCORE Low High lop 25% Median 25% 10% ETB $4.00 $5.52 $8.60 $10.59 SIB 4.62 6.21 8.70 11.67 ELB 1.65 2.50 3.87 6.00 SIB 2.06 3.27 5.23 9.49 518 Elementary textbooks. SiB Secondary teatbooks. SIB Elementa library books, SIB Secondary library books. REGION 3 PAGENO="0415" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 407 REASONS GIVEN FOR NOT ADOPTING NEW TEXTBOOKS Present text is 21.1% 17.3% good Present text 2.4 6.9 weak-no new text better Studying a 17.2 26.6 change, study isn't complete Reinforcing 4.3 10.3 present text with supple- mentary mate- rials Adopt on a reg- 50.2 33.5 ular cycle, and cycle has not come up School board 4.8 54 budget too tight ology purchase only because its cycle has not yet come up. And the figure is equally high for general science texts. Nationally, these fig. ures never exceed 10%. One other note: A large group of districts cite lack of funds as their reason for not purchasing modern texts. Al- most all of them are located in a single state-Ohio. Textbook distribution Fewer than.half the districts in Region 3 provide free textbooks to students. On the elementary level about half the districts provide free texts, well below the national aver- age. Just 43.7% of the high school districts in the region give free texts. Textbook rentals are rela- tively high compared to national figures. Over 46% of the districts use this method of distribution on the elementary level and only slightly fewer (44%) on the high school level. Very few districts (12%, secondary; 3.5%, elemen- tary) ask students to buy texts, but these figures are stilt higher than the national average (10.8.%, sec- ondary; 2%, elementary). The big difference between Region 3 dis- tribution patterns and those of the nation lies in the rental area: al- most twice as many Region 3 dis- tricts rent books to students as do districts in the nation as a whole. Paperback usage in Region 3 dis- tricts is running slightly above the national average. Almost nine of every 10 districts use paperbacks; 98% of them do so as suppiemen- REGION 3 Patterns in Textbook Selection 65-66 64.65 63-64 62.63 Prior BIOLOGY 17.3% 19.5 21.3 9.4 32.5 HISTORY 13.1% 27.1 18.8 10.9 30.1 SCIENCE 20.0% 22.2 13.2 11.0 33.6 READING 15.8% 18.5 26.2 14.7 24.8 MATH 36.6% 25.6 16.1 8.7 13.0 WITHIN THE LAST THREE YEARS 12.4% 28.4% 5.1 4.5 23.0 16.9 6.5 16.4 45.6 28.8 7.4 5.0 24.8% 3.4 21.4 10.2 33.3 6.9 PAGENO="0416" 408 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES tary material (vs. 95.6% national- ly). However, only 22.1% of the region's districts use paperbacks as texts, compared with 25.2% na- tionally. So, while paperbacks have been pretty much accepted in the region, they have not yet been accepted as texts with the same fre- quency as they have nationally. One Region 3 administrator, in filling out the survey form asked, "Are paperbacks really being used in schools?" Region 3 districts either provide free paperbacks to students or ask their students to purchase them. Few use a rental system. Over 42% of the elementary districts provide them free; over 40% ask students to buy them. By contrast, only 28.9% of the high school dis- tricts provide free paperbacks, while 58.6% ask students to pur- chase them. * The median district in Region 4 is spending $5.57 per pupil for ele- mentary textbooks and $6.70 for secondary texts. How is that money being spent? In Region 4 textbook spending is marked by balance. Over 22% of all districts made science purchases this year. About 12% made read- ing purchases. Purchases- for the other three subjects fall between these two figures (history: 17.3%; math: 17.5%; biology: 19.9%). Balance marks past purchases too. Last year, 21.8% of the dis- tricts bought new history books, Region 3 exceeds the national spending pattern for textbooks at every level, but the margin is hard- ly decisive. The median Region 3 district spends $5.52 per student for elementary textbooks, com- pared to $4.97 nationally. One out of four districts in the region spends $8.60 or more (compared to $7.12 nationally) and one of 10 spends better than $10.59. When it comes to secondary school texts, Region 3 stays even closer to the national figures spend- ing $6.21 per student at the median level, compared to $6.15 nation- ally. Spending for library books ex- ceeds the national level for elemen- tary schools by 25 cents in the me- dian district.- Secondary school li- braries are supported at exactly the national median level-$3.27 per student. 30.2% bought new math books. All other purchases fall between those figures. And the same bal- ance is true of 1963-64 purchases. Looking at the total purchases for the past three years, better than six of every 10 districts have bought new textbooks in all categories. In the three-year period, almost 80% of the districts have made new sci- ence purchases, 73% have bought new math books. Region 4 and the nation Comparing Region 4 purchases with those of the nation as a whole, that balance comes through. Al- though the nation is proportionally ahead this year in all but history - purchases, the three-year totals put Region 4 well ahead in history (64% of all districts buying, com- pared with 46% nationally), sci- ence (79% to 67%) and reading (61% to 52%). Though the re- gion trails the nation in biology (69% to 64%) and math (76% to 73%) the figures are very close. Due to the heavy concentration of purchesing during the past three years, only a small percentage of districts have made no purchase prior to those years. Only 7.4% of the districts are using old general science purchases, and 12.6% have had no new math texts since 1962. The figures for the other texts, though higher, are still low. - The districts that have failed to make a recent purchase offer sev- eral reasons. Foremost is a general satisfaction with the present text. Between 34% and 40% of the dis- tricts offer this as the reason for non-purchase of all texts except general science. Two other reasons come through fairly regularly: In about one district in four, school- men claim that 1) they,-are study- ing a change and 2,) "adoption is cycled. The number of districts that cite cycling as Ireason for fail- ure to buy a new text is surprising in view of the fact that every state in the region is on open buying. Textbook distribution Region 4 districts operate on two distinct distribution patterns, one for elementary schools, a second for high schools. On the elemen- tary level, 57.8% of the districts provide free texts, the remainder REGION 4 REGION 4 SPENDING BOXSCORE Low High Top 25% Median 25% 10% ETB $4.08 $5.57 $8.92 $11.49 STB 4.44 6.70 8.97 12.70 ELB 1.82 2.66 3.33 4.40 SLB 2.48 3.30 5.00 6.83 ETB Elem,ntary textbooks, STB Secondary textbooks, ELB Elementary library books, S1.B Secondary library books. PAGENO="0417" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 409 rent them. On the secondary level, only 42.9% of all districts give texts away, while 51.3% rent them and 5.8% make students buy them. Though paperback usage is high- er in Region 4 than in the nation as a whole, it is decidedly lower (25.2% to 14.8%) when it comes to using paperbacks as texts. Fewer Region 4 districts use paper- backs as supplementary material (92.7%) than do so in the nation (95.6%). Surprisingly, Region 4 districts provide free paperbacks to stu- dents at a higher rate than they provide free texts. This is interest- ing because paperbacks are used primarily as supplementary mate- rial. Those districts not providing free paperbacks ask students to buy them, especially on the secondary level. These figures are worth compar- ing to the national percentages. The free distribution of paperbacks in Region 4 runs well ahead of the na- tional figures, especially on the ele- mentary level (where Region 4 is 12% ahead). On the other hand, the region runs well behind the na- tional average in free distribution of hardcover texts, something of a paradox. Several trends are worth noting in Region 4. First, is the remarka- bly even pattern of textbook pur- chasing. Based on the purchasing figures for the past four years, it is possible to forecast the buying pat- terns for the next several. Seldom REGION 4 1,. Patterns in Textbook Selection 65-66 64-65 63-64 62-63 Prior BIOLOGY 19.9% 22.0 22.3 14.7 21.1 HISTORY 17.3% 21.8 24.8 16.4 19.7 SCIENCE 22.8% 27.9 23.8 18.1 7.4 READING 12.2% 22.8 26.3 18.1 20.6 MATH 17.5% 30.2 25.2 14.5 12.6 FOR NOT ADOPTING NEW TEXTBOOKS WITHIN THE LAST THREE YEARS 41.2% 37.4% 28.0% 34.1% 38.0% REASONS GIVEN Present text is good Present text weak-no new text better Studying a change, study isn't complete Reinforcing present text with supple- mentary mate. rials Adopt on a reg. ular cycle, and cycle has not come up School board budget too tight 7.9 18.4 5.3 26.3 .9 7.0 27.8 7.8 19.1 .9 7.5 28.0 5.7 27.1 3.7 6.6 19.8 7.7 26.3 5-5 7.6 28.2 3.3 20.7 2.2 71-368 0 - 66 - Z7 PAGENO="0418" 410 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES do they vary more than 10% from one year to the next. The second trend is in the meth- od of textbook and paperback dis- tribution. Judging from the figures and comments, the hardcover text is still basic to the classroom, the paperback still largely a supple- mentary material. Yet more dis- tricts require students to purchase textbooks than paperbacks. This is a trend that will probably continue as textbook prices continue to rise and paperbacks continue to re- ceive wider usage. The third trend is a result of ad- ministrator comments. There is widespread satisfaction with to- day's textbook in Region 4. And, though some administrators talk of adopting a multi-text approach, most feel that the single basic text has a future in the classroom. The trend, however, is toward more fre- quent adoption. Some schoolmen ~ The median district in Region 5. is spending $3.70 per pupil in elementary school, $4.81 per pupil in high school. What do the figures mean in terms of buying? Region 5 textbook purchasing is predominantly on state adoption cycles. And this is reflected in the buying figures. They are remark- ably high for the current year, dis- mally low for previous ~rears. Over- all they show an uneven buying pattern. Region 5 districts are buying biology, science and reading texts in numbers well above the national are even beginning to speak of an- nual or bi-annual adoptions for all textbook categories. Spending for textbooks in Region 4 is considerably above the national median. The $5.57 spent on every elementary school stu- dent exceeds the national median by 60 cents per pupil, and the mar- gin grows wider at the high quarter and top tenth levels. Secondary school textbook spending exceeds the national median by 55 cents. Region 4 also stands above average in library purchases, but just barely. The median district al- locates $2.66 per year for elemen- tary library books against a nation- al median of $2.25. At the second- ary level, it's $3.30 in Region 4, $3.27 for the nation as a whole. All in all, it's obvious that Region 4's students do pretty well in terms of exposure to books of any and all kinds. average. Over 39% of the districts have made a reading purchase this year, compared to 14.6% nation- ally. Over 35% of the districts have bought new biology and gen- eral science texts, compared with a national figure of 28%. By con- trast, history and math purchases are running well below national averages this year. Only 19% of all districts made a math purchase, 10.6% a history purchase. The na- tional figures are 32.3% (math), 13.7% (history). This uneven purchasing pattern is apparent throughout the chart on the opposite page. Over 42% of all Region 5 districts have made no history purchase in the past four years. Yet only 6.3% of all districts have bought no new science book in that four-year period. If further evidence of the uneven buying pattern is needed, a glance at the annual purchasing figures will provide it. This year more dis- tricts bought reading texts than any other. Last year science was the leader. In 1963-64, math book purchases led all others. And four years ago, history purchases topped the list. The buying pattern reflects the state adoption cycles that~ con- trol purchasing in six of the eight states in the region. Let's take a closer look at the effects of state adoption patterns in this region. Most states adopt new ttxtbooks every five years, and the states in Region 5 are no exception. However, the texts up for adoption each year will vary from one state to another. And the local district is not always bound to select a text the first year it is put tsp for adoption, or the second. With those ground rules in mind, glance at the buying chart. Biology, science, and reading texts were all up for adoption this past year in a large number of the six states that use state adoption procedures. Judging from the figures on the chart, American history texts have- n't been adopted within the past four years by anywhere near the majority of the six states. In all probability, the last big year for history texts was 1961-62, al- though it could have been even earlier-in 1960-61. Another sound assumption is that the ma- jority of states in Region S will REGION 5 REGION 5 SPENDING ROXSCORE Low High Top 25% Median 25% 10% ETS $2.06 $3.70 $4.39 $5.03 STB 2.94 4.81 6.10 8.24 ELB 1.06 1.50 2.43 3.50 SLB 1.24 2.00 2.95 3.86 ETB Elementary textbooks. STB Secondary textbooks ELB Elementary library books, SLB Secondary library books. PAGENO="0419" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 411 REGION 5 Patterns in Textbook Selection adopt new history texts next year, and they will find their way into most Region 5 classrooms by 1967- 68. At the present time, over 42% of all the districts in Region 5 are using history texts purchased prior to 1962-63. And over 59% of the districts-almost six out of every 10-are using history texts pur- chased prior to 1963-64----or at least three years ago. A history text purchased three years ago was probably written at least two years before that, If so, it doesn't cover one event of the 1960s. Of the 59% of the Region 5 many, or two districts in five, say districts that have not purchased they are studying a change. And new history texts in the past three 20% more claim that the school years, two-thirds, or 40% of all the board has not permitted a new pur- districts in Region 5 have not chase. So cycling does not emerge bought because of cycling, as the major reason for non-pur- Cycling is only one of the rca- chase of science texts by Region 5 sons given for non-adoption of districts. At least it appears that textbooks, and in some cases it is way. But look at the number of not the major one. Look, for cx- districts that have not bought a ample, at the reasons given for new science text in the past three non-purchase of a science text in years: Only 8.4%. From these the past four years. One district in figures, the effect of state adoptions five cites cycling as the reason, the is easily seen. In a region that leans same number claiming satisfaction heavily to state adoptions, where with the present text. Twice as the majority of districts have not 65-66 64-65 63-64 62-63 Prior BIOLOGY 35.4% 27.1 18.7 4.2 14.6 HISTORY 10.6% 12.8 17.0 17.0 42.6 SCIENCE 37.5% 33.3 20.8 2.1 6.3 READING 39.1% 21.8 6.5 8.7 23.9 MATH 19.1% 17.1 31.9 12.8 19.1 REASONS GIVEN Present text is good Present text weak-no new text better Studying a change, study isn't complete Reinforcing present text with supple' mentary mate' rials Adopt on a reg~ ular cycle, and cycle has not come up School board budgettoo tight FOR NOT ADOPTING NEW TEXTBOOKS WITHIN 30.0% 9.5% 20.0% 0 4.8 0 20.0 4.8 40.0 10.0 4.8 0 20.0 66.6 20.0 20.0 9.5 20.0 THE LAST THREE YEARS 50.0% .12.5 0 0 12.5 25.0 0 0 0 0 72.7 27.3 PAGENO="0420" 412 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES made a recent textbook purchase, cycling is the overwhelming reason. Textbook distribution Region 5 distribution patterns lean heisvily toward student pur- chase and rental of texts. On the elementary level, 20% of all dis- tricts request students to purchase texts, another 18% use a student rental system. That leaves only 62% with free distribution, com- pared to national elementary fig- ures of 73.8% On the secondary level, the dis- crepancy between Region 5 and national figures is even greater. Over one-quarter of all districts in the region ask students to buy texts. Another 36% rent them. And only 38.2%, well under half the districts, provide free texts. Na- tionally, over 60% of the districts provide free texts, only 10.8% use a student purchase system. Per- haps the most depressing figure is that better than 20% of the re- gion's districts report that they sell texts to students-with no pro- visions to help students who can- not afford to pay for their books. Paperbacks have not made the inroads in Region 5 that they Imave in the nation as a whole. While 83.3% of the districts use them, compared with a national figure of 87.9%, only 7.5% use them as texts, compared to 25.2% nation- ally. Over half the districts in Region 5 that use paperbacks do so on a student purchase basis (56.8% in high school, 45.7% in elementary school). The remaining districts lean heavily toward fr6e distribu- tion (48.5% in elementary schoôZ, 37.3% in high school). The textbook dollar Textbook spending in Region 5 is running well below the national average. The median district spends $3.70 per pupil (vs. $4.97 nationally) on elementary texts. The median secondary district spends $4.81 per pupil (against $6.15 nationally). This represents a deviation of about 30%. In other words, Region 5 districts are spending an average of 30% less than the nation as a whole on text- books. Of course, some of this is accounted for by the high inci- dence of student purchase, since many districts do not account for books re-sold to students. Region S's library book pur- * The median district in Region 6 is spending $2.50 per pupil for both elementary and secondary textbooks. How is it being spent? Region 6 textbook adoptions are entirely state controlled. As a re- sult, a very clear picture of the re- sults of state control can be seen in the buying patterns. The first figure that catches the eye (see opposite page) is the number of districts that have bought general science texts this year: 70.3%, almost three times the national average. The figure for biology purchases- 67.1%-is equally amazing, and the figure for math (42.2% of all districts) only slightly less so. On the face of it, Region 6 seems well ahead of the national average. But look behind this year's activities and you find another picture. This just happens to be a good year. A survey next year-or last-would have produced an entirely different picture-a far less bright one with the majority of districts using badiy out-of-date textbooks. For proof, look at the figures for reading text adoptions. In 1961-62 and 1962-63 combined, over 70% of the districts ordered them. In the intervening three years, local dis- trict reading text adoptions have slowed to a trickle (9.4% in the past two years). At present, there- fore, at least seven districts in 10 chases are even lower than its text book purchases. The median d~ trict is spending just $1.50 on ci mentary school library books an $2.00 per pupil on seconds school library books. These figu~ are far below the national mcdli are using texts with a copyrig date no later than 1961-62-an maybe even earlier. When district administrato were asked why they had n adopted new reading texts withi the past three years, four out five attributed the reason to stat adoption cycles. That means tha of all the districts in this four-sta region, over 56% of them couf not adopt a reading text, unl they wanted to forego state suppo for them. Figures for non-adoption of at er texts are all weighted heavily a cyclical adoptions. Thus, ov 43% of the region's total distri have adopted no math text witW the past three years solely becau of state adoption practices. The practical aspect of sta adoption policies is even more vealing. In 1963, the new biolo texts first appeared. Based on R REGION 6 REGION 6 SPENDING BOXSCO Low 25% ETB $ 0 STB 0 ELB 1.12 SLB 1.50 High T Median 25% 10 $2.50 $3.62 $4. 2.50 3.81 5. 1.50 2.00 2. 1.65 2.78 3. SIB Elementary textbooks. SIB Second textbooks. ELB Elementary library boo SLB Secondary library books. PAGENO="0421" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 413 gion 6 buying figures, over 93%of the districts in the region that want- ed new biology series now have them. But the majority have lost up to three years in initiating these new curriculums, simply because they couldn't purchase the new bi- ology texts earlier. Most districts in Region 6 pro- vide free textbooks to students. In fact, on the elementary level, over 98% do so. On the secondary level this figure dips to 62.9% of all districts, with all but 3% of the remaining districts operating under a student purchase system. Rentals are virtually non-existent. Paperback usage in Region 6 is significant for its absence. Only two-thirds of the region's districts use paperbacks at all, compared with a national figure of 87.9%. Region 6 districts that use paper- backs use them primarily as sup- plementary material. Only one district in five uses them as texts. Cost figures Region 6 is among the lowest in the nation in textbook spending. The median district spends the same per student on both elemen- tary and secondary texts: $2.50. This is just `over half the median national figure for elementary books. On the secondary level that figure means that, for every dollar Region 6 districts spend on second- ary textbooks, the nation's districts spend $2.50. The top 25% of the districts in Region 6 spend only about half as much as the top quarter of national districts. One-quarter of Region 6 districts spend virtually no money REGION 6 Patterns in Textbook Selection 65-66 64.65 63-64 62.63 Prior BIOLOGY 67.1% 20.3 6.3 0 6.3 HISTORY 24.2% 30.6 27.4 8.1 9.7 SCIENCE 70.3% 20.3 4.7 0 4.7 READING 4.7% 4.7 18.7 29.7 42.2 MATH 42.2% 4.7 1.6 17.2 34.3 REASONS GIVEN FOR NOT ADOPTING NEW TEXTBOOKS WITHIN THE LAST THREE YEARS Present text is 40% 11.1% 25% 5.1 % Present text 0 11.1 25 0 weak-no new text better Studying a 0 0 0 77 change, study isn't complete Reinforcing 0 0 0 51 present text with supple- mentary mate- rials Adopt on a reg- 60 77.8 50 82 1 ular cycle, and cycle has not come up School board 0 0 0 0 budget too tight 3.9% 0 0 11.5 84.6 0 PAGENO="0422" 414 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES of their own on texts. This is par- tially a result of low textbook pur- chasing, partially a result of stu- dent purchases and partially a result of bookkeeping practices. Districts receiving free texts from the state should account for them in their budgets, but many don't. Textbook costs are a real prob- lem in this deep south region. One administrator summed it all up when he pointed out: "The cost of textbooks is becoming prohibitive R The median district in Region 7 spends 85 cents per pupil on ele- mentary texts, 9 cents on high school texts. How is this money being spent? The four states that make up Region 7 all control textbook adop- tion procedures. This state control is reflected in the district buying patterns. A giance at the chart on the right reveals that textbook adoptions run very unevenly throughout the region. This year almost half the region's districts adopted new bi- ology texts, almost 40% adopted new math texts. By contrast, only 8.3% of the districts purchased new reading books, only 9.7% bought new history texts. Do state adoption cycles hurt local purchasing? In region 7, the answer appears to be a definite "yes." For example, in 1963 the new biology curriculums were introduc- ed to the nation's school districts. Judging by the buying chart, these under the system of state purchase for loan to students. The amount of state allocation remains the same, but prices sky-rocket." Library book purchasing in Re- gion 6 is shamefully low. The median district spends just $1.50 per student on elementary books and $1.65 on high school library books. Only the top 10% of the district's schools spent at or above the national median for library books. texts are only now finding their way into the classroom. They are three years late. Worse, almost 25% of the region's districts have adopted no new biology texts in the last four years. Among this group, 64% blame cycling for their fail- ure. Cycling is an even bigger factor. among the districts that have not adopted history, general science, reading or mathematics texts since 1961. And in each case, a sizable percentage of the region's districts are using obsolete books. Among non-buying districts, only one other "reason" looms large in the region-"We're satis- fied with the texts we have." And this exceeds 10% in only two cases, history and biology texts. Judging from the comments re- ceived, it's apparent that both the new biology texts and those on American history were considered too "controversial" by a number of school boards. One respondent from Louisiana, for example, objected to the ne biology texts for having "som drawings (illustrating sex organs) that are not necessary?' A Tex superintendent remarked that "t many American history books F to teach real Americanism." Distribution patterns The large majority of Region districts provide students with fee textbooks. In fact, on the elemen tary level all districts do. On th secondary level 69% do, with th remainder asking students to p chase them. The free textbook figures quite a bit higher than comparativ national figures (26% higher elementary school, 9% higher - high school) and can be attribut in large part to the fact that Texas it is the state, not the lo district that makes the books aviS able. However, 30% of all hi school districts ask students to bu their own texts, a figure that three times as high as the nation purchase figure. Textbook rent are virtually non-existent in R gion 7. Three-quarters of all Region districts have begun to use pape backs, one quarter of them basic texts. How do Region 7 districts distri ute paperbacks? They ask studen to purchase them in high schi (65% of all districts distribu them this way compared to o~ 46% nationally). On the eleme tary level free distribution ~ leads, 55% to 45%, over stude purchase. In other words, wi districts in Region 7 lean tows the free distribution of textboo (which the state largely pays for REGION 7 REGION 7 SPENDING BOXSCO Low High T 25% Median 25% 10 ErB $0 $.85 $4.00 $4. STB 0 .09 1.26 4. ELB 1.53 2.38 3.15 3. SLB 2.17 2.99 4.44 6. ETB Elementary t,xtbooks. SiB Second textbooks. ELS Elementary library boo SLB Secondary library books. PAGENO="0423" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 415 these same districts tend to ask students to pay for paperbacks (where the alternative to student purchase is district purchase). Cost of textbooks The local district in Region 7 spends less on textbooks than any region in the nation, primarily be- cause the states carry the big mone- tary load and Texas, the region's largest state, foots the entire bill. Actually, the median district spends only 85 cents per pupil on the elementary level, and nine cents in high school, but a fraction of the national average. The dollar figures are correspondingly low all along the cost scale. Thus the top 25% of the districts spend $4.00 per elementary student, against a national figure of $7.12. Region 7's library purchases are very close to the national pattern. The median district in the Region spends $2.38 for elementary school library books compared to a na- tional figure of $2.25. The national median district spends $3.27 for secondary school library books compared to Region 7's $2.99, a fairly insignificant difference. Region 7 administrators have mixed feelings about state adop- tion policies. While they appreciate the monetary saving, they are criti- cal of the structured type of adop- tion. "In Texas our texts are pur- chased and approved by the State Education Agency. This practice is fine, but I'd prefer the state to fur- REGION 7 Patterns in Textbook Selection 65-66 64.65 63-64 62-63 Prior BIOLOGY 46.8% 15.3 6.4 7-3 24.2 HISTORY 9.7% 12.2 10.6 43.1 24.4 SCIENCE 22.1% 15.6 13.1 24.6 24.6 READING 8.3% 15.0 16.7 10.8 49.2 MATH 392% 26.4 12.0 4.8 17.6 REASONS GIVEN Present text is good Present text weak-no new text better Studying a change, study isn't complete Reinforcing present text with supple- mentary mate- rials Adopt on a reg- ular cycle, and cycle has not come up School board budgettootight FOR NOT ADOPTING NEW TEXTBOOKS WITHIN THE LAST THREE YEARS 15.2% 12.7% 8.1% 6.5% 3.0 2.6 2.7 1.6 6.1 7.7 8.1 3.2 6.1 0 0 0 63.6 71.8 75.7 85.5 6.0 5.2 5.4 3.2 4.3% 4.3 0 4.3 82.8 4.3 PAGENO="0424" 416 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES nish paperback texts which could be replaced each year," was one typical comment. "Under our state system of adoption, purchase prices are rela- tively low. However, teachers feel that the content in some areas is old before the five- or six-year cycle of use is completed," said another * The median district in Region 8 spends $6.65 per pupil on dc- inentary texts, $6.21 on secondary texts. How is this money being spent? This year, over 36% of the Region's districts have bought new science texts, 31% new math texts, and 30% new biology books. By contrast, only 15.5% of the districts have made new reading text purchases this year, only 11.3% have bought new history books. Region 8 is a heavy buying re- gion, at least over the past two or three years. Well over half the region's districts have bought new biology, science and math texts since 1964. In the past three years, over half have made new reading and history purchases. Looking at the other end of the chart, only in reading texts have a particularly high percentage of districts (29%) failed to make a recent purchase. Most districts offer three reasons for non-purchase: They are satis- fied with their present text; they are studying a change; and pur- chasing is on a cycle which has not come up for a particular text. For area superintendent of schools. Still a third suggested the way his district gets around this prob- lem: "Due to the Texas state adop- tion policy," he said, "we feel that a time lag between the availability of new texts and their distribution is created. We try to compensate for this with paperbacks." non-purchase of biology texts, the largest number (40%) of those not purchasing since 1961 cite satis- faction with the present text. For non-purchase of a new general sri- ence text, the largest number (41.2%) claim they are studying a change. For the other three text- books cycling is the major reason for non-adoption. In some areas this reason is very meaningful For example, almost 42% of all dis- tricts have made no reading text purchase since 1962-63. Thirty percent give cycling as the reason. That means that over 10% of the districts have made no new reading purchase recently due solely to cycling. The figures for non-pur- chase of history texts are equally high. Over 13% of the districts in Region 8 have made no reading text adoption only because the cycle for reading has not come up in the past three years. Distribution patterns Textbook distribution in Region 8 takes two distinct patterns. On the elementary level, free text- books predominate. Over 82% of the districts distribute them this way. The remaining disricts ren texts to students. On the secondary level, free c tribution accounts for only half o the districts. Of the remainde 35% rent them, the other 15% as students to buy them. Nine districts in 10 use paper backs in Region 8, compared 88% nationally. About one distri in four uses them as texts, the sam as in the nation as a whole. D tribution of paperbacks is still p dominantly on a free basis (73.7 of the elementary school distrk. 42.7% of the high school districts Yet both figures constitute a 10 dip from hardcover distributio figures for the region. Districts th don't give paperbacks away as students to purchase them. Aim 40% of the high school distri prefer student purchase to free c tribution, 16% of the element~ districts. The remainder re paperbacks to students. The median district in Region spends $1.68 more per student elementary texts than the nation median ($6.65 to $4.97) and cents more per secondary stude ($6.21 to $6.15). Region 8 is o of only two regions where more spent per elementary student th secondary student. The elementary figure of $6. is especially significant because is the highest spent by any regi in the nation, about 34% abo the national average. This adva tage decreases at the upper end the scale (the region's top quart districts spend only 14% mo than the national top quarter elementary texts). Secondary spending is qui REGION 8 SPENDING BOXSCOI Low High To 25% Median 25% 10 ETB $4.55 $6.65 $8.11 $10. STB 3.35 6.21 8.15 10. ELB 1.83 3.20 4.00 6. SIB 2.50 3.33 4.45 8. ETa Elementary textbooks. STB 5econd textbooks. ELB Elementary library boo SLB secondary library books. REGION 8 PAGENO="0425" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 417 REASONS GIVEN FOR NOT ADOPTING NEW TEXTBOOKS WITHIN Present text is 40.0% 29.4% 29.4% Present text - 0 8.8 5.9 weak-no new text better Studying a 20.0 14.7 * 41.2 change, study isn't complete Reinforcing 20.0 11.8 0 present text with supple- mentary mate- rials Adopt on a reg- 20.0 32.4 23.5 ular cycle, and cycle has not come up School board 0 2.9 0 budget tootight U another story. Though the median district in Region 8 spends slightly more than the national average, the nation leads everywhere else. The low quarter of Region 8 dis- tricts spends 53 cents less per pupil on secondary texts than the nation- al low quarter. The top quarter spending runs 50 cents below the nation's top quarter. Region 8, alone among all the nation's regions, has this marked discrepancy between elementary and secondary textbook spending. Library book spending for the region is pretty consistent-and pretty good. The region exceeds the nation at every checkpoint. The median district spends $3.20 for elementary library books, com- pared to a national median of $2.25. One of every 10 districts in the region spends $6.20 or more on elementary library books, far above the $4.63 spent by the na- tion's top 10%. Secondary libraries are also quite well-supported. The median district in the region spends $3.33 per pupil, nothing exceptional, but 10% of the districts spend $8.29 or more per pupil on secondary li- brary books, a very high figure. The comments of Region 8 ad- ministrators show why library pur- chases rate high. "We are moving toward multiple texts," says one administrator. "They are becoming more of `one REGION 8 Patterns in Textbook Selection 65.66 64-65 63-64 62-63 Prior BIOLOGY 29.7% 30.7 15.8 12.9 10.9 HISTORY 11.3% 21.7 24.7 19.6 22.7 SCIENCE 36.3% 25.5 15.6 10.8 11.8 READING 15.5% 24.3 18.5 12.6 29.1 MATH 30.8% 26.9 16.3 8.7 17.3 THE LAST THREE YEARS 24.3% 9.1% 2.7 0 21.7 27.3 18.9 0 29.7 63.6 2.7 0 PAGENO="0426" 418 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES of the materials' rather than `the' central material. And we are using more expendable materials in ele- mentary school. As such, we look to publishers to publish more in- dividualized materials like loose leaf books, taped instructional ma- * The median district in Region 9 spends $4.46 per student on ele- mentary texts, $6.07 on secondary texts. How is this money being spent? It is being spent almost entirely on biology, general science and math texts. Almost none of it is be- ing spent for reading and history texts. In 1965-66, better than three districts in 10 purchased new gen- eral science and biology texts, almost four in 10 bought new elementary math books. By con- trast, only slightly more than 7% of the districts in this five-state region made reading or history purchases. This emphasis on math and science-at the expense of history and reading-marks the region's buying patterns through- out the past several years. The combined figures for the past two years reveal that 68% of the dis- tricts bought new math books, 60% made new biology purchases and half the districts bought new gen- eral science texts. During this same two-year period, less than three districts in 10 bought new Ameri- serials, etc." States another super- intendent: "It has been our prac- tice to adopt a single basic text and then provide library collections for the wide variety of supplementary materials, including other texts in smaller quantities." can history texts, fewer than one in four bought a new reading series. In the areas of math, science and biology, Region 9 is running well ahead of the nation on current purchases. However, quite the op- posite is true in reading and his- tory. The nation's districts are cur- rently buying reading texts at about twice the rate of Region 9 districts. When you consider that national reading text purchase figures are themselves low (14.6%), you get some idea of the state of reading text purchasing in Region 9. The history picture is not much brighter compared to national fig- ures. Nationally, 13.7% of the districts bought history texts this year, compared to 7.9% in the region. The discrepancy isn't very great, except when considered in light of the figures themselves. The national percentage is the lowest of all five text book categories, the lowest in fact of any category in the past three years. Yet the regional figure is well below that. Obviously, Region 9 districts are not buying history and reading texts. In fact, over 44% of the dis- tricts last purchased a reading series prior to 1962-63, over 42% last bought a history text prior to that year. More than 55% of the districts are currently using history and/or reading texts at least three years old-and in many cases a good deal older. Why aren't the districts in this region buying history and reading books? One in three blames the lack of a history purchase on cy- cling, one in four blames cy- cling for failure to buy a reading text in the past three years. These statistics have great significance. They show that one out of every five districts in the entire five state region has not bought a history text only because purchasing is done by cycle and the history cycle has not yet come up. The non-purchase figure of reading texts due to cycling-15% of all districts- though not as high as the history figure still warrants mention. It's also revealing to note the large number of districts in Region 9 that have rejected new texts be- cause "present texts are good" (50% of those not purchasing new biology books since 1961); be cause "we are reinforcing our present text with supplementary materials (almost 20% of the dis- tricts that haven't purchased new readers); and because "our school board budget hasn't permitted u to make a new adoption" (one ou of every four districts failing to pur chase general science or readin texts and almost 35% of those no buying a new math series). Distribution patterns Region 9 districts almost all pn vide free texts to students. On th REGION 9 SPENDING BOXSCORE Low High Top 25% Median 25% 10% ETB $ .95 $4.46 $6.81 $ 9.2 SIR 4.69 6.07 8.00 b.C ELR 1.93 3.04 4.17 7.4 SLB 2.85 3.91 5.21 7.3 ETB Elementary textbooks, STB Seconda textbooks, ELS ttementary tibrary books SLB Secondary tibrary books. REGION 9 PAGENO="0427" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 419 REASONS GIVEN Present text is good Present text weak-no new text better Studying a change, study isn't complete Reinforcing present text with supple- mentary mate- rials Adopt on a reg- ular cycle, and cycle has not come up~i School board budgettootight elementary level virtually every district in the region provides free texts. On the high school level, 82% of the districts give texts to students and 14% rent them. Paperbacks have made substan- tial inroads in the region. About 85% of the districts use them (against 88% nationally), one dis- trict in four as textbooks. Again, distribution ix predomi- nantly free. On the elementary level 81% of the districts provide paperbacks free, with the remain- der opting for student* purchase. On the secondary level, 60.5% of the districts provide free paper- backs, 34% go the other way and ask students to buy them. As with hardcover texts, free distribution figures run substantially ahead of comparative national figures. The median district in Region 9 spends about 50 cents less than the median district nationally for elementary textbooks ($4.46 vs. $4.97), eight cents less for sec- ondary texts ($607 vs. $6.15). One quarter of the region'x dis- tricts spend less than 95 cdnts per pupil for elementary school texts. This figure, however, is deceiving. The explanation lies in the fact that California, the most populous state in the region, foots the bill for elementary textbooks and most REGION 9 Patterns in Textbook SeIect~on 65.66 64.65 63.64 62-63 Prior BIOLOGY 32.7% 27.7 21.8 6.9 10.9 HISTORY 7.9% 21.7 13.9 13.9 42.6 SCIENCE 31.0% 19.0 15.0 9.0 26.0 READING 7.6% 14.3 20.0 13.3 448 MATH 39.8% 28.2 14.6 5.8 11.6 FOR NOT ADOPTiNG NEW TEXTBOOKS WITHIN THE 50% 20.4% 18.4% 6.3 4.1 5.3 18.7 18.3 23.7 6.3 14.3 10.5 12.4 34.7 18.4 6.3 8.1 23.7 LAST THREE YEARS 16.1% 8.8% 3.6 0 8.9 13.0 19.6 17.4 26.8 26.1 25.0 34.7 PAGENO="0428" 420 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES districts do not account for this in their local budgets. The median district in Region 9 spends substantially more than the national median for library books, at both the elementary and second- ary levels. The margin is particu- larly wide at the elementary level, where the region leads the nation by 79 cents-or 35%-per stu- dent (actual figures: $3.04 vs. $2.25). And the region maintains this advantage at both ends of the cost scale, with both the high and low quarter districts spending more on library books than the corre- spending quarters nationally. Trends Several trends are readily ap- - parent in Region 9. History and reading text purchases will climb markedly over the next two or three years, simply because the majority of districts are currently using texts over three years old. In the same period, biology, science and especially math purchases will dip. Almost 70% of the districts have bought new math books in the past two years, whereas only 17% are using math texts with a copy- right date earlier than 1963-64. Over 60% of the districts have purchased biology texts in the past two years, against only 18% that have made no recent purchase. The high percentage of districts that provide free books to students -both hardcover and paperback -reflects a basic attitude toward education in the region. The em- phasis on free distribution of texts promises to continue, one of the reasons being Califomia's state pay- ment policy for elementary texts. A third trend is evident from administrator comments. Though most agree that today's texts are better than ever, they feel that the multi-text approach is replacing the basic text concept. As one California administrator puts it: "Single textbooks no longer suffice on a per grade or subject basis. If we want to teach our children to make value judgments they need a multi-text approach. They also need more research sources than a basic text provides. Textbooks now hold too strong a position in deter- mining the curriculum and course of study." End PAGENO="0429" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 421 :::::~::~: ~- . ~ ,; 3 :~ 3 § ~ 83 ~ 8 .~ ~; 8 ~ 8888 !~2 ~ :~823 ~ 38~82 2~828 8~S3 g222 28232 8888 883;88 I- I- 3 I- F- F- 28;;? ~ ~ :?~ ~ 8 - 8 83;;: ?8;#: ~c288 2:83; :83288 8 38 2 2 888 2 ~ - ~ - 2 ~3 8 53 ~8~8 ~~#8 ~1~2 ~? 8 8 2 :2282 ~ 8 228: :38 E ?~8??:_#:23883?~ ~ 2882; ~88~ ~~2; 2:2 8 - 8 8 3 8 ~3~~8838 88 28383 822?; :8:82 83~ 8 232 ~ § § PAGENO="0430" -~ * vi; U n~. ~ ~ I ~ L ____________ ~p~' Co m -4 m z a I- m I- m Co -4 C, ` FT1 -4 a a Co 1~ m Co Re Co rn -U m C, -U - ~ ~ ~ -- 8 E ~ :~ ~ ~g ~ ~ ~ --- ~ ~ -- ~ ~ ---*--- ~ ~ -.-. -J ~ £~ ~t ~ C~) ~ ~`~` -I ~ A~O~4!I~ -4 0 o 0 I- -I m 0 a a C) Re 0 Ci) -4 a `Ii a -4 m Co -I Co F- 0 -< I- 0 m Co L ~ ~ ~ ~ ~- ~ `I - ~ ~ PAGENO="0431" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 423 965 TEACHERS' EDITIONS DETAIL THOUSANDS $ UNITS OVId OVVVd 2.555 1.215 Popoobsosd 815 1.105 TOTAL ABOVE 3,370 2,320 DOLLARS PER UNIT AVER RAN.UE 2.10 2..Z2~ 0.63L98 TOTAL NUMBER, VALUE & PRICE PER UNIT OF TEXTBOOKS SOLD TYPE OF ROOK I960 THOUSANDS OF DOLLARS THOUSANDS OF UNITS 1961 1902 I963 I964 1965 1960 I951 1902 1983 984 965 ELE94ENTARY (GRADES THOU 8) U. Tostbosks-Oood Ooood 95,230 3. Teotheos' Editioss 2,575 2. Testbssks-Popeobssed 8.490 101.360 2.600 9.995 103.315 2,680 10.510 113.600 12.680 122.5/0 2.780 3.085 12.675 136.910 3,370 15.465 50.925 1,890 17.690 54.495 1,870 20.395 52.710 1,885 19.110 55.690 57.275 1.960 2,060 20,450 19.505 60.850 2.320 20.900 SUB-TOTAL TEOTBOORS lORD IIS,955 118,00 129. 130.330 55,745 70,500 7R,780 73,705 78,100 70,000 00,070 .5. Wsokbssks 6. Obje,tise Tests 7. MossoUs, ott. 39.2 1,6 1.2 40.655 1,895 1,495 45.13 2.26 1.65 49. 2.4 2.0 53.900 2.825 1,715 61.540 3.140 3.025 75,500 21.905 76.600 23.685 82,800 25.120 07.900 27.320 91,500 31,410 98,500 31.400 TOTAL ELE34EHTARY AROSE 1110,110 158,000 165,55 403. 196,850 223,1150 HIGH SCHOOL (GRADES 9 to 12 8. Tectbccks-Oood O,,scd 9. Testbccks-Popeobcscd inc 67,6 3,0 76,740 3,945 85.25 5,68 97, 7, 101.450 8.745 110.525 9,215 23,080 2,905 25.080 4,025 26.810 6,425 30.330 7,170 32,100 7,745 34.540 8,610 SUB-TOTAL TEOT00005 70,0 80,885 90,98 bR. 110,195 119,780 28,905 29,100 33,235 37,500 39,845 3,I50 11. Wc,kbocks 12. Objectice Toots 13. Moossls, etc. 11.0 5 2 12,160 630 325 13,62 80 30 15, 17,255 980 670 18.590 1.090 1.130 11.650 1.410 12,600 1.465 12,730 1.780 14.165 2.140 15,970 2.135 16.750 2.225 TOTAL HIGH SCHOOL ABOVE 82,5 83,800 005,75 121, 129,190 1140,550 COLLEUE (URADES 13 G OVER) 14. Tectbccks-Oocd Ooocd US. Teotbccks-Pope'bcocd 95,165 6,300 100,975 9.370 120.110 12.120 135.840 17.600 157,910 23.055 181.965 30,415 21,005 4,905 23.510 6,690 25.665 0.475 27.330 11.695 31,455 14.620 34,400 10.130 SUB-TOTAL TEOTB0005 101,505 16,340 132,230 153,520 100,905 212,980 25,910 30,200 34,IVO 39,025 08,075 52,530 17. Woohbcoks 18. Objectice Toots V 19. Rosools, etc. 4 5,270 85 5,115 190 5,915 255 6,390 7,060 290 175 8,405 215 2,880 2,810 3,215 3,510 3.75 4.290 TOTAL COLLEGE A000E 106,990 121,650 130,1100 160,290 188,200 221,000 DOLLARS PER OHIT SUB-TOTAL TEOTB0005 I.5I 0.52 - - 0.07) 0.29-0.89 0.02.0.23 I-GB 0.53 .0,08 0.29-0.90 0,02f.0.28 I - SB 0.54) 0.09 0.28-0.81 0.02f.0.2~ 2.25 1 .45 0.74 0.56) 0.28-0.80 0.09 0.03-0.25 1980 TYPE OF 000K AVER I RANGE 1981 1962 1963 984 1965 AVER RANGE AVER I RANGE AVER RANGE AVER1 RANGE AVER RANGE ENENTART (GRADES THRO 8) 1. Testbccko-Oood Ocood 1.87 1.18-2.75 3. Teocheos' Editicss 1.36 0.61-3.26 2. Tessbccbs-Popeobcscd 0.48 0.21.0.08 1.86 1.21-2.70 1.39 0.67-3.26 0,49 0.21.0.92 . 1.96 1.22-2.90 1.42 0.74.3.26 0-55 0.22-1.28 2,04 1.25-2.92 1.42 0.70.3.53 0.62 0.24-1.35 2.14 1.28-3.07 1.50 0.59-3.55 0.65 0.25.1.40 S. Wookbccbs - ObjectAce Tests . . , lOll SC000L (URADEU 9 to 12 md) V. Testbocks-Oood Ooocd 2.93 1.67-3.90 - Testbooks-Pspeobcosd 1.04 0.35-2.33 3,06 1.67-4,60 0.98 0.35-2.41 . 3.18 1.61-4.32 0.88) 0.32-2.16 3.20 1.68.4.76 1.09 0.41-2.25 3.16 1.64-4.63 1.13 0.39-2.58 3,20 1.05-4.60 1.07 0.39-2.60 SUB-TOTAL TE0000060 2.72 2.77 2.74 2.00 2.77 2.77 U. Wcskbosks 0,94) 0.28.1.57 - Obj estAte Tests 0.41 0.20.0.79 0.98) 0.28-1.79 0.43 0.24.0.85 1.07 0.28.2.18 0.45 0.21.0.09 1.08 0.28-1.90 0.46) 0.21.0.91 1.08 0.27.2.00 0.46 0.17-0.89 1.11 0.30.2.16 0.49 0.16.0.70 LIEGE (GRADES 13 G OVER) - Testbccbs-Oood Ooosd 4.53 2.33.6.96 5. Testbcsks-Popeeboood 1.30 0.79-2.76 4.55 2.33-6.70 1.40 0.76-3.00 4.68 2.41-6.9 1.43 0.65.3.0 4,97 2.69-7.01 1.51 0.70-3.95 5.02 2.70-6.06 1.58 0.75-3.90 5.29 2.06.7.29 1.68 0.94-3.68 AUB.TOTAL TEOT0000S. 3.92 3.05 3.07 3.93 3.93 4.90 1.96 1.11-3.94 - Woebbocks 1.83 0.05-3.0' 1.02 0.97.3.16 1.84 1.00-3.3 1.82 1.00.3.42 1.80 1.10-3.6° .39-3.08 0.63-3.60 0.24.1.42 1.70 0.59 0.25.0.V4 1.05 0.62) 0;25.1.13 Nosicol peogoosed bock do to oce iocGoded sish hood bossd doto. F cc ccecespccdisg 1954-1959 do to see coo boo soeseys. The cocgcsohcecooecodPodYonecoges PAGENO="0432" PAGENO="0433" 71-368 0 - 66 - 28 425 PAGENO="0434" 426 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES PAGENO="0435" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 427 Planning your purchases of educational materials 1966-1969 A manual designed to help the school administrator analyze the range of educational materials, foresee the role of new instructional devices and to budget realistically for adequate textbook supplies. Prepared by THE AMERICAN TEXTBOOK PUBLISHERS INSTITUTE 432 Park Avenue South, New York, New York 10016 PAGENO="0436" 428 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES New trends in the production and use of modern educational materials From the old dame school of New England to the computer-based learning laboratory on California's shores is a long way - in time, space and human achievement. How pupils will be learning in com- puter-based classrooms is still a matter for conjecture and expe~lmentation. But this we know: Pupil, teacher and administrator are moving, in ever-widening spi- rals, toward teaching-learning materials which prom- ise to help realize the great potentials of education. Two technologies are at work on these tasks: print and electronics. Print technology is producing dif- ferent kinds of textbooks, as well as other materials ranging from paperbacks, to programed books, maps and standardized tests. The electric and electronics technologies are equally productive-offering improve- ments in such stand-bys as filmstrips and tapes, and at the same time proposing typewriters that talk and recordings that flash motion pictures on a classroom screen. A closer look at these two great related families of instructional materials may be useful - especially since they are now viewed as components for an integrated systems approach to teaching and learning. Products of print Even the earliest American schoolbooks had many- sided facets. The first so-called spelling book printed on an American press (1650, at Cambridge, Mass.) was more than a speller - it also contained a short catechism, psalms and exercises for handwriting. George Fox's famous Instructions for Right Spelling (its short title) was an omnibus book, providing learning opportunities not only for language skills but also for arithmetic. Noah Webster conceived his books in a series, his blue-backed spelling book, for example, was the first of three volumes devoted to reading, grammar and other language arts. Many goals, many books: These were but crude at- tempts to build concepts of flexibility into school- books. Today, products of print are as varied and as wide-ranging as are the course offerings in American schools. Almost daily, authors and publishers create textual materials to guide the teaching and learning of every conceivable subject at every age level. To- day's textbooks reflect varying educational philoso- phies, changed and changing laws of learning, emerg- ing social needs and points of views. No teacher needs to be bound by texts which do not suit him or his class - if he asks and gets approval to obtain the precise teaching tools he needs to advance his in- structional objectives. Textbooks incorporating newer knowledge and concepts of mathematics, social studies, science and English are already on the market; additional ones are in preparation. Books reflecting more accurately, and more fairly, the contributions of Negroes and other minorities are already available and will become available in greater abundance in the years ahead. Or, to cite two other examples, elementary teachers now have access to textual materials dealing with economics, anthropology and sociology-subjects up to now classified as belonging to the upper grades; while instructors of adult classes will be able to choose appropriate teaching and learning tools from a long shelf of materials prepared for the express needs of out-of-school young adults, adults with low literacy abilities and skills, and the aged. Textbook satellites: The hardcovered textbook, staple of American classrooms for three centuries, acquired many an ally during the past 50 years. The pupil's workbook, the teacher's manual, the test booklet - each was created in response to press- ing psychological or instructional needs. These items have proved their value over decades. The pupil's workbook and the teacher's manual of today are vastly different from their predecessors. Similarly, the anthology, or collection of readings, came into being when teachers realized the value of introducing young minds to samples of the best in literature, but did not have the advantages of book collections either in the classroom or in a school library. A book acquired for a school library - elementary or secondary - gives the classroom teacher added power to teach and the pupil added opportunity to learn. That is why the U.S. Office of Education said PAGENO="0437" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 429 recently: "At all levels of education, teaching pro- grams have become increasingly dependent upon a well-stocked, library, the services of a professional librarian, and up-to-date textbooks,,.." The paperbound book: The paperbound book is now rapidly assuming an important role among instruc- tional materials in the classroom. Paperbound Books in Print (Bowker) lists thousands of titles covering art, biography, economics, fiction, history, literature, philosophy, poetry, reference works and works on religion and science. From this store of print, the elementary and secondary teacher can select richly for almost any teacher-learning purpose. The advantages of the paperback are: * The abundance of paperbacks gives teachers the opportunity to choose readily materials of varying content and of just the right vocabulary, conceptual and interest levels, * The relatively lower costs of paperbacks makes pos- sible individual approaches to teaching. * Ready availability of paperbacks in the classroom often sparks the development of new teaching techniques. Programed instruction: Today, educators and pub- lishers view programed instruction calmly and gauge realistically its potentialities, which are considerable. The points which have emerged after a decade of tryouts are these: The learning principles behind programed instruc- tion can be realized either through the use of hard- ware (teaching machines) or print. Both media have proved their effectiveness. Programed instruction is gaining a role in the class- room because it can relieve the teacher from repetitive tasks, freeing him for more creative teaching duties, such as individualized instruction, Because programed instruction helps teachers do a better job, the number of programs (ranging from arithmetic to zoology) has grown during recent years. Only a handful existed in 1060. Today, the number of programs has passed the 1000-mark. Further expan- sion depends only on the willingness of school sys- tems to equip faculties with this potent teaching tool. The usefulness of print needs no apology after serving as man's carrier of knowledge for more than five centuries. But words and pictures and paper constitute only part of the media used in today's instruction. Tech- nological aids have entered the classroom - and are there to stay. Innovations of technology Primitive man probably never had a theory for the bow and arrow as instructional tools; but he knew he couldn't teach a boy to hunt without them. Whenever and wherever good teachers have instructed the young, they have supplemented the spoken word (and later, the printed word) with concrete materials. Although it required centuries of scholastic verbalism to return man's mind to the need for "realism" in teaching, pictures, objects, field trips began to count in teaching. Benjamin Harris, who, before 1690, pub- lished The New England Primer, well realized the importance of pictures. Froebel became obsessed with the role of the sphere in teaching the young; Pestalozzi built his teaching techniques around objects. The motion picture was barely ten years old when school principals in Chicago began sponsoring pro- jectionists clubs (1895). And early in the 1900's the superintendent of schools in St. Louis was regularly dispatching a horse and wagon, loaded with teaching aids for the use of schools in his district. While theorists debated the role of audio-visual aids, scientists and inventors waited neither for theory nor for the conclusion of the debates. Motion pictures, records and radio gained a firm place in the daily lives of Americans. Their place in the classroom was still shaky by mid.century. But the range of in- structional material widened from year to year, not only because educators gradually admitted electric media into the teaching process, but because tech- nology entered the age of electronics and began to turn out devices, usable in schools, at what has been called a frightening pace. The machine is at hand: Today the machine exists; it exists in education as well as in industry and in the home. "A new technology for education has been developed," said a position paper developed by a group of audio-visual experts, "and proved through basic research and practice." The products of this technology have already gone through four genera- tions, as suggested by Wilbur Schramm: from black- boards, maps, models (first generation); printed teach- ing materials (second generation); motion pictures, radio, television (third generation); through language labs and information storage and retrieval systems (fourth generation). The gap between what we can do with technological teaching aids and what we actually do is still wide. So many educational media are available for use, and so relatively few are put to work on classroom tasks. Consider the overhead projector: This simple device enlarges up to ten times the natural size print, draw- ings, photographs, charts and graphs which are on transparent materials. Its versatility as a teaching tool is recognized daily by teachers from kindergarten through college. It is as effective in teaching account- ing as zoology. But the projector is only as useful as the material on the transparency to be flashed on the screen. Hence authors, editors and publishers are devoting the same care and thought to the development of transparencies PAGENO="0438" 430 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES EQUIPPING A NEW CLASS: `Where it becomes necessary to equip an entire new class from scratch, or several new classes, as when a new school is opened, an allotment of $20 per child is allowed to equip that class with whatever it needs by way of educational equipment." - PORT WASHINGTON, NEW YORK. as to standard textual materials. Because of teacher demand, transparencies are on the market for teach- ing math, science, history, language arts - the solid subjects as well as the fine and practical arts. Further, the transparency is growing in sophistication. It is available in several parts - called overlays - thus enabling a teacher to "build up" to complex concepts or teaching points; or "breakdown" an illustration to clarify an idea or a process. Some textbooks now in- clude, as part of their contents, bound inserts of transparencies. Power-packed films: Or, consider the 8mm single con- cept film - a medium growing directly out of the 16mm motion picture. Reels upon reels of the older, wider-type film have done, and continue to do, superb jobs for teachers and students. Yet many a teacher has been discouraged from using 16mm motion pictures because of the vagueness of their instructional goals, obsolescence, amount of classtime required or setup difficulties. As if in answer to these handicaps came the single concept film. It is probably the easiest to use visual device ever developed. But its real value is its instruc- tional strength. It concentrates on a single idea or process - hatching an egg, yeast budding, bicycle safety. It requires from three to four minutes of show- ing time. It can be accompanied by the classroom teacher's own commentary. Hundreds of 8mm film titles are already on the market. Thousands more will soon become available to teachers of every subject level - to illumine sub- ject matter, ideas and concepts in ways hitherto un- dreamed of. For the ear: A switch of the teacher's hand can also bring into the classroom the recorded voices of great artists and actors; or the speech of native experts in a score of foreign languages. For the recording and the audio tape can, and should, be as much a part of every teacher's tools as the textbook. "Let us now turn to page 88 and read one of Shakespeare's sonnets" can now be supplemented with the instruction, "Let us turn on the record player and hear how a famous artist interprets the poetry." Certainly, the record is indispensable in the study of foreign languages. It is adding equally indispens- able ingredients to kindergarten, language arts and social studies classes. A transcript of events that took place at a political convention, or Kennedy's "Ich bin em Berliner" speech, provide unforgettable experi- ences for students. - Classroom laboratory and manipulative devices are no longer frills. In recognition of the laws of learning, there are no more valuable materials than those for classroom experimentation and for manipulative use. They may accompany textual materials; or may be used independently to develop original exercises or experiments in units of science, math, language arts, geography or government. Toward a systems approach: The growing range of teaching materials and media will, eventually, lead to a systems approach to instruction. To put it in other words, the teacher will organize his efforts so that the textbook or multi-texts and packages of other sup- plementary teaching media will contribute toward clearly defined learning objectives. "The problem is to render unto the machine those things which are the machine's, and to direct to the teacher those that are truly human," said Dwight W. Allen, Stanford University. The immediate task for the administrator, however, is clear, To provide his faculty with adequate supplies of many kinds of instructional materials and help the teacher organize them for most effective use in the classroom. Publisher's role Glance at the appointments calendar of an educa- tional publishing executive, and you may well see any one or more of the following notations: Conference, Nat'l Science Fn., re: new subject matter, research Hearing, Wash., D.C., on Copyr't law revision Meeting with UNESCO, Paris Comm'r of Ed. Dept. of HEW Buil'g Project Headstart - to discuss new materials These notes reflect the growing involvement of the textbook publisher with the educational, governmen- tal and world community. The publisher can no longer sit in his office, accept a manuscript, produce a book, and place it on the market - with hope and trepidation - his task sup- posedly completed. His next year's catalog of instructional materials must, in fact, be rooted in the dreams and needs of people. His thinking and planning are shaped by the great social changes and trends sweeping over our people and over the peoples of the world. For that reason, the publisher today studies and assesses population growth, the emergence of neg- lected Americans, integration of races, the changes PAGENO="0439" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 431 taking place in the big cities and what was heretofore the rural countryside. He ponders, with other leaders, the dynamite of the disadvantaged and underedu. cated youth. He explores the effects of mechanization in industry, home and school. He listens to sociolo- gists, anthropologists, government leaders and statis- tical analysts. As one result of these inquiring activities his prod- ucts are unpredictable: a new series of manuals for apprentices in service occupations, kits of transpar- encies on civil rights, or workbooks for Americans for whom English is a foreign language. His response to research on learning: Psychologists are endlessly at work studying the process and the conditions of learning. Educational publishers are just as tirelessly attempting to find the best ideas that would be useful for the development of better instruc- tional materials. In recent years, researchers concerned with human learning have discovered the value of educating the child earlier than has been thought possible; they have stressed the value of utilizing the concept and the generalization; they have pointed to the need for more independent study by the student. These and other theories, when generally accepted, serve as guidelines for the publisher and author in the revision of texts and in the creation of new teaching media. Instructional materials incorporating the best of research on learning are already on the market. New research will underlie new products in the years ahead. The educational publisher recognizes that the printed medium has strengths and weaknesses. He listens with sympathetic attention when researchers propose valid suggestions for improving the potentials of print. He listens with equal attention when they point out the inherent potentials of other than the printed media. For the publisher is no longer tied to the printed page. Along with educators, publishers search for the strengths of any and all instructional media - and are ready to place their resources for the production and distribution of those media which would be of the greatest usefulness for educators. His response to new knowledge: There was a time when the publisher waited for the scholar or educator to bring a book manuscript to him. Today the pub- lisher works closely with the scholar, and is usually in touch with him long before the manuscript is written. He keeps in touch with research activities of the campus, foundation and federal agency. He is a con- cerned witness of and at times a participant in - the activities of curriculum study projects. PSSC, BSCS, CBA, CHEM, SMSG, HSGP, CUEBS - these and other initials representing the world of curriculum studies in physics, biology, chemistry, mathematics and geography have real meaning for the publisher, because they constitute possible new sources of con- tent for instructional materials. His response to national needs: The publishers' busi- ness with the Federal Government goes beyond efforts to discover material for instructional uses. Frequently, federal officials confer with publishing executives tq enlist their cooperation in advancing the programs initiated by Congress and the White House. Publishers have explored with the U.S. Office of Education the types of materials needed to assist the undereducated and the unskilled adult. It was at the conclusion of one of these conferences that one federal official said: "I cannot conceive of research and devel- opment centers working in this field, concerning them- selves with instructional materials, and not having a partnership with the textbook publisher." His defense of creative effort: Since 1964, publishers have gone to Capitol Hill in Washington for another ESTIMATING LIBERALLY: "Our school system has been very fortunate with the method we use to provide for textbooks and other supplies. The secret, of course, is that we estimate liberally and purchase freely those items which we feel are essential to our curriculum.. . . To meet the rising cost of books, provision is made in our budget for a 10% increase in the cost of materials. This has met our needs reasonably well during the past eight years." - DOWNINGTOWN (Penna.l JOINT scHooLs. piece of important business - to assure that revision of our copyright laws are fair and equitable to creators and users of instructional materials. Congress has been pondering the changes to be made in our antiquated copyright laws for some time. The position of publishers is clear and unequivocal: The invention of photocopying equipment permits wide-spread duplication of materials, the ownership of which actually belongs to writers, artists and pub- lishers. Unrestrained duplicating practices would in the long run weaken all cultural, literary and educa- tional activity. They would destroy incentive for authors and artists and would injure our competitive, private publishing industry. Publishing executives have laid before Congress proposals which would encourage the creative efforts of authors and artists and, at the same time, be fair to America's classroom teachers and educators. Publishers consider the defense of creative effort among their vital roles. His role as facilitator of instruction: The publisher as an agent in the educational process has intrigued many investigators. His role has been variously assessed; quite frequently he has been described as a PAGENO="0440" 432 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES facilitator of change . . . and as exerting a unifying influence on the curriculum. A more precise picture of the effects of the pub- lishers' products can be gotten by looking closely at what the publisher does and how he does it. A publishing project starts with a study of school needs and a survey of materials currently available to meet those needs. This information comes to pub- lishers in a steady flow from researchers, observers. school administrators - and from the hundreds of bookmen who call upon the schools and colleges of the country. These representatives listen alertly to the wishes of their customers. Having discovered that educational change requires a new product, the publisher commits his resources to its development. His first step is creative, and in every succeeding step until publication, his contribution is creative. He begins with plans for a better instruc- tional `tool. He seeks out educators who can effec- tively criticize and contribute to these plans and who may also write the manuscripts required. He ad- vances sums of money to support the writers while they carry out the research and the developmental activities necessary to produce the materials. The publisher supports his editorial staff and artists or illustrators who prepare the graphic materials for the enterprise: pictures, charts, maps, diagrams, film- strips, records and the entire audio-visual materials that accompany printed materials, The time involved in preparation of most materials ranges from three years to an occasional maximum of 10 years. This time is required not only to produce the text and art but also to test and validate the materials at various stages of development. It is not unusual to test, say, a mathematics series of texts and their satellite materials with thousands of puplls; or to place a spelling book series in experimental classes for two to three years before actual publication. A single high school textbook will require an investment of $50,000 before the first copy is available for sale. A series of elementary school textbooks with many components may require as much as a $3,000,000 investment before it is ready for marketing. His international role: At least one window in every publisher's office is open on the world. Together with educators, the publisher no longer looks for arguments to justify greater attention to non-Western studies and world problems. He is now concerned with better ways to present to American ORDERING BY LIST PRICE: "Principals provide for the rising cost of books by ordering each book by its list price. This gives the principal a 10% to 20% margin in his budget that can safeguard an adequate supply of books, if prces go up between the time the school budget is made up in December, and when the books arrive during the summer months." - VESTAL CENTRAL SCHOOLS, NEW YORK. students the life and problems of peoples all over the globe. He.works with author and illustrator to assure that instructional materials deal adequately with emerging new nations, efforts of world organiza- tions to promote understanding and cooperation, and with new responsibilities of the United States as a world power. Administrator's role Who is the chief agent for instructional innovation - including use of the widening range of teaching materials? The school administrator. The studies of Henry M. Brickell document this answer. In his report on the dynamics of instructional change in elementary and secondary schools of New York State, Dr. Brickell concludes: `Instructional changes. . . depend almost exclusively upon adminis- trative initiative. Even .. . in schools where adminis- trative authority is exercised with a light hand and faculty prerogative is strong teachers seldom suggest distinctly new types of working patterns for them- selves.. A host of forces are at work to convince the school administrator to take leadership for instructional innovation. These forces have their origin in science and in- dustry - with their inventions of technological teach- ing aids; in psychological research - with its stress on the need for exposing learners to many media; and above all, among national policymakers - with their challenge to the adminstrator to create the climate and the machinery for innovation in the school system and in the classroom. Innovate! This was the chief challenge emanating from the 1965 White House Conference on Education. Organize for instructional change! This is, similarly the challenge of the Elementary and Secondary Edu- cation Act of 1965, and the National Defense Educa- tion Act passed earlier. "The Federal Government has a right to say what things worry it most," said former U.S. Commis- sioner of Education Francis Keppel recently, "(and one of them is) the lack of any built-in systems for school improvement." Yet, each school system does have the elements of a built-in improvement system. It begins with administrative initiative. And it in- cludes at least three elements: School board policies - Existence of written policies is the hallmark of effective school systems. Policies give the school board more control over the goals of the school; but they also give the administrator and hit staff more freedom to operate. In-service education - Developing teachers skills in new techniques places still another responsibility on the administrator. He must see that his school system PAGENO="0441" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 433 REPLACEMENT: "In order to be assured of an adequate supply of texts for new enrollees and careless students, the following formula of replacement texts on hand is used: first year of adoption -3% excess of need; second year - 2%; after second year - 1%." - OKLAHOMA CITY PUBLIC scHooLs. makes provision for helping teachers integrate new media with their classroom procedures. This calls for planned in-service education sessions, as well as for individual help for those teachers who have not yet discovered the potentials of multi-media approaches to instruction. The budget - There are two ways to look at the school budget: as a routine instrument to keep the schools going at their usual pace and at last year's quality level; or, as a dynamic instrument for raising the quality of education and financing improvements necessary in changing communities. Says Superintendent William M. Clary of Green- castle (md.) Community Schools: `Sound budgeting begins with an appraisal of needs, not of means. If the school budget is to be an effective instrument of policy it must be constructed in the light of the needs of the educational program. . . . 00137 by such an ap- praisal of needs, at the beginning of each period of budget construction, can needs be ordered into a pri- ority ranking and budgeting on a fire-fighting basis be avoided." To start with needs, then: 1. How well are you familiar with the needs of your elementary school libraries? With the needs of your secondary school libraries? 2. Are the libraries adequately supplied with refer- ence works, picture files, maps, atlases and encyclope- dias, and supplementary books needed by teachers and pupils in all disciplines of your curriculum? 3. What kind of in-service help do your teachers need to help them overcome any reluctance (if it exists) in using technological devices? 4. Are the estimates from teachers and principals for new instructional materials geared to their needs of last year, or next year? 5. Are your inventories of materials geared to the needs of the total school enrollment? Will the needs of newcomers to schools be adequately met? Are worn-out textbooks replaced on a reasonable schedule? On the question of money The demand of national leaders for educational im- provement has been accompanied by new sources of money to underwrite them. A recent statement from the U.S. Department of Health, Education and Welfare said: `Congress has asked the Office of Education, ordered it in most instances, to spend a great deal of money on the children of this nation and to spend it well." Even before the passage of the monumental Ele- mentary and Secondary Education Act of 1965, the Federal Government was a major contributor of money that could be used for instructional materials. The most significant of these earlier statutes is the National Defense Education Act. Other laws which yield funds to boost instructional supplies for eligible school systems include: 1. Assistance for Federally-Impacted Areas - which help schools meet construction and current ex- penses to educate children from federally-connected families. 2. The Vocational Education Acts, and more re- cently, the Manpower Development and Training Act - which can help in providing training materials for students preparing for the world of work. 3. The Library Services Act, and mare recently, the Library Services and Construction Act - which aug- ment book resources of countless communities and of the schools in which they are located. The benefits of federal enactments do not flow auto- matically into a school district. It is the role of the superintendent to take the first steps - to study the laws, to see how they can help the school system do that which it cannot do with only its own resources, and to initiate requests for funds, NDEA provides the school administrator with un- paralleled opportunities to update and to augment instructional materials. Even ampler opportunities exist with the passage of the Elementary and Secondary Education Act of 1965. Title I of that Act is a billion-dollar-a-year oppor- tunity for school administrators to improve the edu- cation of impoverished children in impoverished school districts. What can be done with a school sys- tem is limited only by the initiative and imagination of the administrator. Title II of the Act is even more directly concerned with school library resources and instructional mate- rials. It carried with it in its first year (1966) an appro- priation of $100 million. Chances are that appropria- tions for this purpose will be increased year after year - if schoolmen take advantage of the potentials of this Title. Title III, supported by several hundred million dol- lars annually, seeks the creation of supplementary educational centers and services. When baldly con- ceived and conducted by schoolmen, such centers could become rich depositories of instructional mate- rials for classroom use - financed in part by the Federal Government. PAGENO="0442" 434 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES Guidelines and practices Pointers from local school systems in budgeting for educational materials Planning ahead - in a typical school district: Providing textbooks and other instructional mate- rials for 83 elementary and secondary schools in a large county system is an on-going task. This is also true for the smaller system. Planning begins as long as five years in advance. Looking into the future, the superintendent and his staff prepare enrollment projections for each of the five years ahead. These data prove valuable for long- term planning of acquisition and replacement of materials. A baaic book allotment of $10 appears in the current budget for each secondary student enrolled at the close of school in June. In addition, there is an allot- ment of $30 for each additional student expected in September. When a new secondary school is to be opened, a $9,000 item is included in the budget to pro- vide basic instructional materials not included in capital outlay. The new school also receives the $10 per pupil allotment indicated above. Finally, a cushion fund is held at the county level to provide for emer- gency situations in any school, old or new. For students in the elementary schools, a basic allotment of $6 per previously enrolled pupil is in- cluded in the budget and $20 for new pupils. An addi- tional item of $10000 is included for capital equip- ment in new elementary schools. In addition to the above textbook allotment, $2.25 is budgeted for each secondary student and $1.75 for each elementary student for library books; 50 cents per elementary and secondary student is further budgeted for audio-visual materials. Both funds are administered through the library. For replacement and repair of instructional equip- ment already in the schools, $1.75 per pupil has been allotted. These funds will aid in keeping equipment in the older schools comparable to that in the new ones. Both of these funds are to be increased in the future. Having materials ready to go doesn't just happen; it requires the combined efforts over a period of time of various departments - of planning, budget, fi- nance, curriculum, instruction as well as of the staffs in each of the 83 schools. How to budget and purchase textbooks and other educational materials... Modern educational practices no longer rely on a single textbook, or even its adjuncts of teacher's guide, pupil workbook, anthology, and reference work - important as these tools are and will remain. Rather, the use of multi-texts are widespread, and new under- standings of how different children learn - at different rates and from varied materials - have brought into being new families of instructional media. Many of these are prod- ucts of print - paperbacks, programed books, maps, atlases, picture files and encyclo- pedias. Others stem from new technological innovations - overhead projectors and trans- parencies, 8mm single~concept films, tapes and recordings. The responsibility of the educational publisher to the educational community - of which he is a vital part-has been summed up as follows: "It is the function of the publisher to make the best products of ingenuity available to all. It is his job to build into products good design, flexibility and utility. It is his job to add directions so that the teacher can make most effective use of the product. And it is his job to supply the materials promptly and at prices as low as modern technology will permit." The next steps depend on the initiative of the school administrator: to examine and evaluate the publisher's products; to create conditions for their wide and wise use; and above all to propose realistic budgets - using local, state and federal money - for the acquisition of adequate supplies of instructional materials to serve the ever-growing and ever-changing needs of learners. PAGENO="0443" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 435 8 factors in budgeting for educational materials Many schools throughout the nation are making val- iant and systematic attempts to provide pupils with adequate educational materials. At the same time, the supplies of educational mate- rials in a great majority of schools have not kept up with the needs of the times, or their teachers and pupils. It is this crisis which, in turn, gave rise to the NDEA and to the Elementary and Secondary Education Act of 1965 and their emphasis for augmenting the educa- tional materials for elementary and secondary schools. A U.S. Office of Education Fact Sheet (1965) has pointed to glaring inadequacies: `The great major- ity of school districts do not have adequate library re- sources, modern textbooks or audio-visual materials to meet modern educational needs." To halt and reverse the downward trend, school systems will need to reexamine their policies and practices for acquiring educational materials. Such a review may well begin with questions: 1. To what extent have textbooks with obsolete or obsolescent content been replaced by those with con- temporary content? 2. To what extent have supplementary textbooks been supplied for programs where a single text was previously used? 3. To what extent have school library resources and services been improved recently? 4. To what extent have audio-visual and other mate- rials been supplied to enrich the school curriculum? Your replies to such questions will provide basic policy to keep your schools adequately equipped with educational materials. But the very act of framing such policies places further obligations upon school administrators. They must consider eight factors and keep in mind their implications. FACTORS IN BUDGETING FOR TEXTBOOKS AND THEIR IMPLICATIONS Know your enrollments-present and future. Know your inventory - what you have on hand. Each newcomer to your school must be equipped with a kit of books. No single educational item can serve all children. New editions of books containing the latest knowledge must be provided. New types of educational materials are being developed by scholars and educators. Books must be replaced. School budgets must be in gear with the economic facts of the times. Ignore any one of the factors above, or what it im- plies, and it becomes nearly impossib(e to carry out the intent of school policy - regardless of how well- intentioned it may be. An instrument designed to help you take into account these eight factors in your budg- et planning is the worksheet on page 11. This work- sheet has already proved useful in many school systems in budgeting and in planning purchases of educational materials.' When enrollments ore on the rise, the inven- tory of last year may become inadequate this year. No school inventory of materials is in- exhaustible. Each year new pupils arrive at school doors. The school serves children of many different abilities. Knowledge changes, expands, goes out of date. Educational materials themselves change in character. Educational materials wear out. Costs rise. Before beginning to use the worksheet, you will need to become acquainted with the figures on pages 13, 14, and 15. These show the average prices of books and suggest what it should cost to provide pupils of different grades with complete sets of educational materials. Study these figures. Adapt them to your own local situation. And using them as a base, use the worksheet, following carefully the instructions for filling in each line. PAGENO="0444" 436 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES How to use the budget worksheet How to figure Line 1 Cost of replacing outworn texts - The average cost of textbooks necessary to supply an elementary pupil completely is $ Assume the life of the average textbook to be four years. To estimate cost, use the following rule of thumb: Divide the aver- age cost (S ) by 4 and multiply by the number of pupils in elementary grades this year. Enter figure on line 1 of the worksheet. How to figure Line 2 Cost of providing new outfits of textbooks for ex- pected increases in enrollment - Since it costs an average of $ to outfit an elementary school child completely, use the following rule of thumb: multiply $ by the number of additicnal children expected in elementary grades next year. Enter figure on line 2 of the worksheet. How to figure Line 3 Cost of providing consumable items - The average cost per elementary pupil for workbooks and other consumable items is $ . Multiply this figure by the number of elementary pupils to be enrolled next year. Enter figure on line 3 of the worksheet. How to figure Line 4 Cost of providing for new adoptions or curriculum expansion materials - Find out from curriculum supervisors what new texts will be called for next year by curriculum innovations. Get an estimate of the number of pupils who will require each new book. Use average prices on pages 13 and 14 to figure approximate cost. Enter figure on line 4 of the worksheet. Add sums from lines 1, 2, 3 and 4 and enter subtotal on line 5. How to figure Line 6 Cost of replacing outworn texts - Use this suggested procedure: Ask each junior high school department head to report how many books in each different subject have to be replaced because they are worn out. Use prices on page 15 to determine approximate cost of replacements. Enter figure on line 6 of the worksheet. How to figure Line 7 Cost of providing new outfits of textbooks for ex- pected increases in enrollment - Since it costs an average of $ to outfit a junior high pupil completely, use the following rule of thumb: multiply this figure by the number of additional pupils expected in junior high school next year. Enter figure on line 7 of the worksheet. How to figure Line 8 Cost of providing consumable items - The average cost per junior high school pupil for workbooks and other consumable items can be deter- mined for your own school system from the price lists on page 15. Multiply this figure by the number of junior high school pupils to be enrolled next year. Enter figure on line 8 of the worksheet. How to figure Line 9 Cost of providing for new adoptions or curriculum expansion materials - Find out from curriculum supervisors or department heads what new texts will be called for next year by curriculum innovations. Get an estimate of the num- ber of pupils who will require each new book. Use average prices on page 15 to figure approximate costs. Enter figure on line 9 of the worksheet. Add sums from lines 6, 7, 8 and 9 and enter subtotal on line 10. How to figure Line 11 Cost of replacing outworn texts - Use this suggested procedure: Ask each high school department head to report how many books in each different subject have to be replaced because they are worn out. Use prices on page 15 to determine approxi- mate cost of replacements. Enter figure on line 11 of the worksheet. How to figure Line 12 Cost of providing new outfits of textbooks for ex- pected increases in enrollment - The average cost of textbooks necessary to supply a senior high school oupil in your own school system can be determined from the price lists on page 15. Multiply this figure by the number of additional pupils expected in senior high school next year. Enter figure on line 12 of the worksheet. How to figure Line 13 Cost of providing consumable items - The average cost per senior high school pupil for workbooks and other consumable items can be deter- mined for your own school system from the price lists on page 15. Multiply this figure by the number of senior high school pupils to be enrolled next year. Enter figure on line 13 of the worksheet. How to figure Line 14 Cost of providing for new adoptions or curriculum expansion materials - Ask high school department heads to submit lists of textbooks that will be used in new courses or for curriculum expansion. Get an estimate of the number of pupils who will require each new book. Use aver- age prices on page 15 to figure approximate cost. Enter figure on line 14 of the worksheet. Add lines 11, 12, 13 and 14 and enter subtotal on line 15. Add all subtotal figures and enter on line 16. This is the figure to ask for textbooks next year. PAGENO="0445" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 437 ACCOUNT TEXTBOOKS 220 ELEMENTARY Requested for 1966-67 Spent in 1965-66 (if available) Line 1 Cost of replacing outworn texts $ $ 2 Cost of providing new outhts of textbooks for expected increases in enrollment 3 Cost of providing consumable items 4 Cost of providing for new adoptions or curriculum expansion materials 5 Subtotal JUNIOR HIGH 6 Cost of replacing outworn texts Cost of providing new outfits of textbooks for expected increases in enrollment B Cost of providing consumable items 9 Cost of providing for new adoptions or curriculum expansion materials 10 Subtotal SENIOR HIGH 11 Cost of replacing outworn texts 12 Cost of providing new outfits of textbooks for expected increases in enrollment 13 Cost of providing consumable items 14 Cost of providing for new adoptions or curriculum expansion materials 15 Subtotal TOTAL PAGENO="0446" 438 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES Suggested kits of printed materials for Grades 1-6, with price lists to help you estimate the cost of keeping pupils supplied with books. Approximate average net prices for high school texts, work- books and tests. What your textbook After receiving requests for information from a large number do11~ r ~IAT~1j hi ~ of school administrators and directors of instruction. The .7 American Textbook Publishers Institute issued in 1952 a *1 manual to assist educators in planning budgets. The manual ior your ~U~I1S contained a list of desirable quantities of printed materials and costs covering standard curricula for the first six grades. The objective was to arrive at a kit of printed materials which would be recognized as reasonable and desirable from the standpoints of the average teacher, the children, the school administrator and the Board of Education who are guided in their expenditures by common sense and the `prudent man" standard. The original study was made by a committee of seven repre- sentatives of member companies of the Institute. The basic data have now been reviewed and found generally valid ex- cept as to average prices which have been adjusted to 1966 standards. To establish prevailing curriculum practices, the original study reviewed the curricula of more than 100 communities including states (among them the 23 state-adoption states), counties and cities of various sizes. The study committee care- fully reviewed detailed curricula reports which revealed that, except for the area of social studies, the curricula throughout the nation are reasonably uniform in structure for the first six grades. The following recommended kits of printed instructional ma- terials for the first six grades are for classes representing the normal ranges of abilities and aptitudes found in the unse- lected heterogeneous group of children in average schools. It is assumed that other funds will be available for the purchase of other books and other kinds of instructional materials. In- tentionally the lists do not include teachers' professional books, the school library books, periodicals, maps, globes and classroom charts other than primary reading charts and cards. The category of "Textbooks" includes not only basal text- books but also supplementary books and classroom reference books, Estimated annual cost per pupil is based upon projected aver- age net wholesale prices in 1966 and upon life expectancies in use of 1 year for text-workbooks, workbooks, and tests, 2 years for paperbound books, 3 or 4 years for hardbound text- books, and 5 to 7 years for supplementary and reference books. To decide upon the average life expectancies of different kinds of books used in different ways, the committee has been guided by the opinions of a number of State Textbook Directors. Obviously, the way each book is used in each school will deter- mine the life span. PAGENO="0447" KITS BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES . 439 GRADE 1 I d Average Per pupil To supply net price main- each 196667 tenance new pupil Reading Readiness 1 $ .74 $ .74 $ .74 Pre-Pnimers 141 4 2.45 .61 2.45 Pre-Pnimer Workbook 1 .60 .60 .60 Primer 4 1.68 .42 1.68 Primer Workbook 1 .60 .60 .60 Supplementary Primers 121 6 3.41 .57 3.41 First Reader 4 1.86 .47 1.86 First Reader Workbook 1 .62 .62 .62 Supplementary Readers (2) 6 3.75 .62 3.75 Penmanship Workbook 1 .54 .54 .54 Science Reader en Textbook 4 2.00 .50 2.00 Arithmetic Workbook 1 .81 .81 .81 Arithmetic Textbook 1½ class) 4 .86 .22 .86 Art Textbook 5 1.02 .20 1.02 Language Workbook 4 .90 .23 .90 Achievement and Other Tests 1 .43 .43 .43 Maps, Globes 6 .48 .08 .48 Paperbacks* 2 .74 .36 .74 $ 8.62 $23.49 aNew Jersey study en Paperbacks 119651 recxmmends a 12.00 expen- diture per pupil in all elementary grades. GRADE 3 Ex d Average Per pupil To supply net price main- each 1966-67 tenance new pupil 1st Semester Reader 4 $ 2.23 $ .51 $ 2.23 1st Semester Reader Workbook 1 .62 .62 .62 2nd Semester Reader 4 2.23 .56 2.23 2nd Semester Reader Workbook 1 .62 .62 .62 Supplementary Readers 141 6 8.99 1.50 8.99 Spelling Workbook 1 .70 .70 .70 Language Textbook 4 2.45 .61 2.45 l.anguage Workbook 1 .82 .82 .82 Penmanship Workbook 1 .54 .54 .54 Social Studies Teotbook 4 2.68 .67 2.68 Science Textbook 4 2.32 .58 2.32 Health Textbook 4 2.00 .50 2.00 Arithmetic Textbook 4 2.63 .66 2.63 Arithmetic Workbook 1 .79 .79 .79 Music Songbook 6 2.04 .34 2.04 Art Textbook 6 1.02 .17 1.02 Achievement and Other Tests 1 .51 .51 .51 Maps, Globes 6 .48 .08 .48 Paperbacks 2 .74 .36 .74 $11.14 $34.41 GRADE 2 d Average Per pupil To supply net price main- each 1966-67 lenance new pupil lot Semester Reader 4 $ 2.00 $ .50 $ 2.00 lot Semester Reader Workbook 1 .60 .60 .60 2nd Semester Reader 4 2.00 .50 2.00 2nd Semester Reader Workbook 1 .60 .60 .60 Supplementary Readers 141 6 8.04 1.34 8.04 Spelling Workbook 1 .67 .67 .67 Penmanship Workbook 1 .54 .54 .54 Social Studies Reader 4 2.41 .60 2.41 Scieoce Reader or Textbook 4 2.18 .55 2.18 Health Reader 4 1.82 .45 1.82 Arithmetic Workbook 1 .83 .03 .83 Arithmetic Workbook 1½ classl 4 .77 .19 .77 Music Songbuok 6 2.04 .34 2.04 Ant Textbook 6 1.02 .17 1.02 Language Textbook 4 1.80 .65 1.80 Achievement and Other Tests 1 .33 .33 .33 Maps, Globes 6 .48 .08 .48 Paperbacks 2 .74 .36 .74 $ 9.30 $28.81 GRADE 4 `ed Average Per pupil To supply net price main- each I e 1966-67 tenance new pupil Basic Reader 4 $ 2.54 $ .64 $ 2.54 Basic Reader Workbook 1 .70 .70 .70 Supplementary Readers (51 7 12.88 1.84 12.88 Spelling Workbook 1 .67 .67 .67 Language Textbook 4 2.54 .64 2.54 Language Workbook 1 .82 .82 .82 Penmanship Workbook 1 .54 .54 .54 History Textbook 4 2.95 .74 2.95 Geography Textbook 4 3.63 .91 3.63 Suppl. Soc. Studies Readers 6 2.73 .45 2.73 Science Textbook 4 2.63 .66 2.63 Health Textbook 4 2.18 .55 2.18 Arithmetic Textbook 4 2.63 .66 2.63 Arithmetic Workbook 1 .79 .79 .79 Music Songbook 6 2.18 .36 2.18 Art Textbook 6 1.02 .17 1.02 Achievement and Other Tests 1 .33 .33 .33 Dictionary 6 3.47 .58 3.47 Maps, Globes 6 1.20 .20 1.20 Papxrbacks 2 .74 .36 .74 $12.61 $47.11 PAGENO="0448" 440. BOOKS ~OR SCHOOLS AND TREATMENT OF MINORfl~IES GRADE 5 Es ected Average Per pupil To supply ~ife net price mair,- each 1966-67 tenance ccv: pupil Basic Reader 4 $ 2.66 $ .67 $ 2.68 Basic Reader Workbook 1 .79 .79 .79 Supplementary Readers (51 7 13.51 1.93 13.51 Spelling Workbooks 1 .70 .70 .70 Language Tootbook 4 2.63 .66 2.63 Language Workbook 1 .83 .83 .83 Penmanship Workbook 1 .54 54 54 History Textbook 4 3.41 .85 3.41 Geography Textbook 4 4.54 1.14 4.54 Suppl. Soc. Studies Readers 6 3.41 .57 3.41 Science Textbook 4 2.73 .68 2.73 Health Textbook 4 2.32 .58 2.32 Arithmetic Textbook 4 2.63 .66 2.63 Arithmetic Workbook 1 .79 .79 .79 Music Songbsok 6 2.25 .37 2.25 Art Textbook 6 1.02 .17 1.02 Achievement and Other Tests 1 .43 .43 .43 Dictionary 6 3.61 .60 . 3.61 Maps, Globes 6 1.20 .20 1.20 Paperbacks 2 .74 .36 .74 $13.52 $50.76 GRADE 6 Es ected Average Per pupil To supply ~ife net price main- each 1966-67 tenance new pupil Basic Reader 4 $ 2.68 $ .67 $ 2.68 Basic Reader Workbook 1 .79 .79 .79 Supplementary Readers 151 7 13.51 1.93 13.51 Spelling Workbook 1 .72 .72 .72 Penmanship Workbook 1 .54 .54 .54 Language Textbook 4 2.63 .66 2.63 Language Workbook 1 .83 .83 .83 Hittory Textbook 4 3.58 .87 3.50 Geography Textbook 4 4.59 1.15 4.59 Suppl. Soc. Studies Readers 7 3.50 .50 3.50 Science Textbook 4 2.86 .72 2.86 Health Textbook 4 2.36 .59 2.36 Arithmetic Textbook 4 2.63 .66 2.63 Arithmetic Workbook 1 .79 .79 79 Music Songboxk 6 2.45 .41 2.45 Art Textbook 6 1.02 .17 1.t2 Achievement and Other Tests 1 .56 .56 .56 Dictionary 6 3.61 .60 3.61 Maps, Globes 6 1.20 .20 1.20 Paperbacks 2 .74 .36 .74 $13.72 $51.51 * High School Approximate average net prices of selected high school texts, workbooks and tests The books selected for the averages below are fairly uniform in nature and designed for the atandard high school courses. It should be kept in mind, how- ever, that there is great flexibility in the textbook materials offered for high school use. Many of the best of these offerings will vary widely in cost and nature from the averages given here. This is particularly true of workbooks which tend to vary more widely in nature than standard textbooks. This listing of high school books in grades 7-12 is not organized into recom- mended kits. Because of extremely diver- sified curricula, this study cannot attempt to recommend kits of materials in the space available. The listings of prices of the materials is placed here solely to assist the budget planner who must be the best judge of the demands of his curriculum. Please note that library recommenda- lions for paperbound and hardcover books are included. The American Library Association's minimum stand- ards for school libraries, per pupil per year, were set in 1960 at from $4 to $6 depending on the size of the school. The 1963-64 figure given here is an estimated average expenditure drawn from the 1962 figures by the National Inventory of Library Needs. The New jersey Study on Paperbacks (1965) recommends a supplemental ex- penditure of $4 per pupil on the junior high and high school levels for paper- backs. PAGENO="0449" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 441 Average Average net price net price basal tests warkbeeks VOCATIONAL EDUCATION Grade 1966-67 1966-67 Basic Trade Theory 9 $5.17 $2.42 General Trade Mathematics 9 5.23 2.42 Blueprint Reading 9 5.23 2.42 Textbook on nperatiooal procedures in the trade 10 5.23 2.42 Mathematics textbook related to trade 10 4.41 Blueprint Reading textbook related to trade 10 5.53 Advanced textbook en eperational precedures in the trade 11 6.15 2.42 Advanced Mathematics textbook related to trade 11 4.44 Handbook related to trade 12 11.54' Textbook related to specialized area of the trade 12 6.47 Related Scieoce or Mathematics 12 4.61 Average net price basal texts Average net price warkbssks GENERAL SUBJECTS Grade 1966-67 1966-67 Algebra I $4.00 Algebra II 4.13 American History 5.07 $1.52 Biology 4.94 * 1.73 Chemistry 4.90 1.95 Civics 9 4.34 Drama 3.51 English IGrammar, Cxmpositionl 9 10 11 12 3.36 3.36 3.47 3.47 1.15 1.15 1.15 1.15 French 1st Yr. 2nd Yr. 3.00 4.11 Geography 4.97 Plane Geometry 3.52 Solid Geometry 3.17 Government 4.71 Journalism 3.74 Latin 1st Yr. 2nd Yr. 3rd Yr. 4.02 4.30 5.17 Literature 9 3.58 . 10 11 12 4.34 4.51 4.61 General Mathematics 9 3.47 Physics 4.94 1.92 Problems of Democracy 4.74 General Science 9 4.61 1.55 Spunish I 4.06 Spanish II 4.44 Speech 3.88 Trigonometry 4.70 World History 5.30 1.52 BUSINESS EDUCATION General Business 9 $3.79 $1.82 Business Law 10 3.70 1.38 Business Mathematics 10 3.33 1.15 Bookkeeping, 1st Yr. 10 3.33 2.05 Shorthand, 1st Yr., 1st Scm. 11 3.33 1.55 Shorthand, 1st Yr., 2nd Scm. 11 3.33 1.55 Typewriting, 1st Yr. 11 2.72 1.51 Business English 11 3.23 1.38 Shorthand Advanced 12 3.60 Typewriting Advanced 12 2.54 1.38 INDUSTRIAL ARTS General Shop .7 4.29 4.51 Beginning Metalwork 8 4.15 4.51 Beginning Woodwork B 3.03 4.51 Beginning Electricity 9 4.61 4.51 Beginning Ceramics 9 4.30 4.51 Mechanical Drawing Unit 10 4.27 10.93 VOCATIONAL AGRICULTURE General Agriculture Raising Livestock Field Crops Soils Shopwork en the Farm Dairying ar Swine Raising or Poultry Raising HOME ECONOMICS Foods Clothing General Homemaking General Homemaking Foods Clothing Family Living Housing 9 4.04 10 5.53 10 6.15 11 6.15 11 4.57 12 5.47 12 5.07 12 5.07 7 3.40 B 3.40 9 4.15 10 4.61 11 4.61 12 4.61 4.06 4.06 Average LIBRARY BOOKS expenditure IPaper and Hardboundl Grade 1963-64 Recemmended Per pupil 7-12 $2.37 lest.l $4.6 Average Per Te supply Expected net price pupil * eacb MAPS, GLOBES Life 1966-67 maintenance new student Per high school student 6 $1.30 $ .22 $1.30 TESTS Grade Average net price 1966-67 Per pupil 1-0 $1.05 Per pupil 9-12 2.40 ENCYCLOPEDIAS Grade Per pupil 4-12 Recommended appropriatiun $2.25 71-368 0-66 -29 PAGENO="0450" 442 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES Tips and hints in acquiring educational materials Suggestions for school administrators which may help augment your supplies of materials - and may even save money for your school district. Make the most of the federal assistance now available for the acquisition of instructional materials. Become acquainted especially with Title III of the NDEA [Public Law 85.864) and with the Elementary and Secondary Education Act [Public Law 89-10). Reach far the telephone and call your state educational agency. Get all the advice you can to help you draft a pro- posal requesting U.S. dollars for purchasing books for library and classroom, as well as for acquiring a wide range of other materials. Set up official procedures for the orderly routing of informational literature about text- books and other instructional materials. In- form your school secretary how to handle the distribution of folders, leaflets or letters deal- ing with materials on specific subjects, such as science, math, reading, etc. Do you want them to go to the head of the subject-matter departments? Or, to the director of in- struction? Or, to a center for instructional materials? An instructional materials center is useful administrative machinery, provided you ap- point a full or part-time person in charge. Such a center usually receives information about new materials, as well as samples of textbooks and other aids. In larger school systems, staff members asso- ciated-with a center for instructional mate- rials carry on a variety of duties - from pur- chasing to helping teachers utilize the mate- rial efficiently. Helpfulreference:AdministeringEducational When ordering a book or a series of books specify the exact date of the edition you want. In some instances your publisher may have in stock two or three editions. Do you want the latest? Or are you interested in an edition of a specific date, even though it may not be the latest? Please be specific on your final order. * ** Who is to receive information and sample copies of books designed for your teachers' in-service education and professional growth? Appoint a professional staff member responsible for evaluating in-service training materials and let the publisher know who he is. * ** Publishers are usually glad to send sample copies of their materials to an authorized member of your staff. But they ask you to discourage requests for samples by individual teachers. "Free" samples are costly; and they may contribute to rising cost of materials. * ** The publishers' representatives are the ad- vance troops in the field, whose prime objec- tive is to bring the results of the publishers' efforts to the attention of classroom teachers, supervisors and administrators. Provide a specific time and place for the presentation of what the publisher's repre- sentative has to say. Specific appointments, with a clear understanding of time allot- ments, help all around. Listen to the publisher's representative. He is knowledgeable in the field of innovation and new developments in instructional materials. Share your own ideas and needs with the representative. He will listen and pass on what you have to say to the publisher's office. Media, by James W. Brown and Kenneth Norberg [McGraw-Hffl, 1985). * ** PAGENO="0451" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES Membership of the Institute 443 Academic Press, Inc. Addison-WesleyPublishing Company, Inc. American Book Company American Book Distributors American Heritage Publishing Company American Technical Society Americana Corporation Appleton-Century-Crofts Associated Educational Services Corporation Atherton Press Clarence L. Barnhart Basic Books, Inc. Basic Systems, Inc. Benefic Press Benziger Bros. Inc. Blaisdell Publishing Company The Bobbs-Merrill Company, Inc. The Book House for Children William C. Brown Company Burgess Publishing Company California Test Bureau The Child's World, Inc. Childrens Press, Inc. Chilton Books, Educational Book Division F. E. Compton and Company Cowles Educational Books, Inc. Cowles Communications, Inc. Creative Educational Society, Inc. Thomas V. Crowell Company Crowell Collier and Macmillan, Inc. Dell Publishing Company, Inc. Delmar Publishers, Inc. Dodd, Mead and Company, Inc. Doubleday and Company, Inc. Encyclopaedia Britannica, Inc. Encyclopaedia Britannica Press J. G. Ferguson Publishing Company Field Enterprises Educational Corporation Follett Publishing Company W. H. Freeman and Company, Publishers The Frontier Press Garrard Publishing Company Ginn and Company Good Will Publishers, Inc. Grolier Incorporated The Grolier Society, Inc. Hammond Incorporated Harcourt, Brace & World, Inc. Harlow Publishing Corporation Harper and Row, Publishers, Incorporated Hayden Book Companies D. C. Heath and Company R. H. Hinkley Company HoIt, Rinehart and Winston, Inc. Houghton Mifflin Company Initial Teaching Alphabet Publications, Inc. International Textbook Company Alfred A. Knopf, Inc. Laidlaw Brothers J. B. Lippincott Company Little, Brown & Company Lyons and Carnahan McCutchan Publishing Corp. McGraw.HiII Book Company David Mckay Company, Inc. Charles E. Merrill Books, Inc. The C. V. Mosby Company New American Library, Inc. Noble and Noble, Publishers, Inc. W. W. Norton & Company, Inc. The Odyssey Press, Inc. Oxford University Press Parents' Magazine Enterprises, Inc. Pergamon Press, Inc. Personnel Press, Inc. Pitman Publishing Corporation Prentice-Hall, Inc. The Psychological Corporation Rand McNally & Company Random House, Inc. Reader's Digest Services, Inc. Educational Division Reinhold Publishing Corporation The Richards Company, Inc. St. Martin's Press, Inc. W. B. Saunders Company Schenkman Publishing Company, Inc. Scholastic Magazines, Inc. Scholastic Testing Service, Inc. Science Research Associates, Inc. Scott, Foresman & Company Charles Scribners Sons Sheed and Ward, Inc. Silver Burdett Company The L. W. Singer Company, Inc. The Southwestern Company South-Western Publishing Company Spencer International Press, Inc. Standard Education Society, Inc. Steck-Vaughn Company Summy-Birchard Company Time-Life Books The United Educators, Inc. The University Society, Inc. D. Van Nostrand Company, Inc. Webster Division, McGraw-Hill Book Company John Wiley and Sons, Inc. The World Publishing Company Map publishers affiliated with the Institute American Map Company The George F. Cram Company, Inc. Denoyer-Geppert Company General Drafting Company, Inc. The H. M. Gousha Company Hagstrom Map Company Hammond Incorporated A. J. Nystrom and Company Rand McNally ønd Company Replogle Globes, Inc. Weber Costello Company Associate members Canadian Textbook Publishers Institute W. J. Gage, Limited PAGENO="0452" PAGENO="0453" OE 15059 Title I! Elementary and Secondary Education Act SCHOOL LIBRARY RESOURCES, TEXTBOOKS, AND OTHER INSTRUCTIONAL MA TERIALS GUIDELINES U.S. DEPARTMENT OF HEALTH, EDUCATION, AND WELFARE / Office of Education 445 PAGENO="0454" 446 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES DISCRIMINATION PROHIBITED -- Title VI of the Civil Rights Act of 1964 states: "No person in the United States shall, on the ground of race, color, or national origin, be excluded from participation in, be denied the benefits of, or be subject to discrimination under any program or activity receiving Federal financial assistance." There- fore, the Elementary and Secondary Education Act Title II program, like every program or activity receiving financial assistance from the Department of Health, Education, and Welfare, must be operated in compliance with this law. Reprinted December 1965 PAGENO="0455" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 447 CONTENTS Page INTRODUCTION v Chapters: I. STATE PLAN ADMINISTRATION 1 A. Purposes of the State Plan i B. Patterns of Administering the Title II Program 1 C. Administration and Supervision of the Program 2 D. Reports 6 E. Coordination 8 II. DEVELOPMENT, REVISION, AND APPLICATION OF STANDARDS 10 A. Purpose of Standards in the Title II Program io B. Methods of Formulation of Standards 11 C. Bases for the Development and Revision of Standards ii D. Dissemination and Use of Standards 14 III. ALLOCATION AND SELECTION OF MATERIALS 15 A. Consideration of Relative Need 15 B. Providing Materials on an Equitable Basis 19 C. Determining the Proportions of a State's Allotment for Each Category of Materials 20 D. Criteria for Selecting Materials 21 E. Eligible Materials 22 F. Ineligible Materials 22 IV. PROJECTS 23 A. Eligible Participants 23 B. Project Planning in Local Schools 24 C. Responsibilities of the State in Project Planning 26 D. Responsibilities of the State in Project Approval 26 V. TERMS BY WHICH MATERIALS WILL BE MADE AVAILABLE 28 A. Making Materials Available to Children and Teachers in Private SchooLs 28 B. Making Materials Available in Schools 30 VI. FISCAL CONTROL AND FUND ACCOUNTING 32 A. Payments from the Allotments 32 B.. Obligation Accounting Basis 33 C. Accounting Procedures 33 D. Maintenance of Effort 35 E. Audits 35 iii PAGENO="0456" 448 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES Page VII. SERVICES OF THE U.S. OFFICE OF EDUCkTION 37 A. Information and Coordination 37 B. Publications 38 C. Title II Program Reviews 38 D. Consultative Services 39 E. Conferences 39 SUGGESTED FORMS Appendix I: Criteria for the Evaluation of Materials 40 Appendix II: Project Application 46 iv PAGENO="0457" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 449 INTRODUCTION The Elementary and Secondary Education Act of 1965, Public Law 89-10, affirms the policy to strengthen and improve educational quality and educational opportunities in the Nation's elementary and secondary schools. Title II of the Act recognizes that, at all levels of education, teaching programs have become increasingly dependent upon effective school library materials and services, high quality up-to-date textbooks, and a variety of other instructional resources. Basic courses in nearly all areas of instruction depend upon good school libraries and instructional materials. Yet in 1961, almost 70 percent of the public elementary schools and 56 percent of the private elementary schools were without school libraries. Title II of the Act provides that school library resources, textbooks, and other printed and published instructional materials should be made readily available on an equitable basis for the use of the children and teachers in all schools, public and private, which provide elementary and secondary education as determined under State law, but not beyond, grade 12; that school library resources, textbooks, and other printed and published instructional materials should be of high quality; and that they should be suited to the needs of the children and teachers in elementary and secondary schools. Since Title II of the Act is designed to benefit children and not schools, its benefits extend to children attending profit-making as well as nonprofit schools. Federal funds made available under this title for any fiscal year must be used to supplement and, to the extent practical, increase the level of State, local, and private school funds for instruc- tional materials, and in no case may theybe used to supplant such funds. Title II authorizes the U.S. Commissioner of Education to make grants to States for a five-year period beginning July 1965. The authorization for the first year is $100 million. Authorizations for the succeeding' four years will be decided upon by the Congress in future sessions. This is a 100 percent Federal grant program; no State or local matching funds are required. Funds are allotted to the States on the basis of the total number of children enrolled in public and private elementary and secondary schools of the State as related to the total number of children enrolled in such schools in all of the States. The number of children enrolled is deter- mined by the Commissioner on the basis of the most recent satisfactory data available to him. Up to two percent of the appropriation is reserved for Puerto Rico, the Virgin Islands, Guam, American Samoa, and the Trust Territory of the Pacific Islands. Funds not required by a State for any year may be reallotted to other States. v PAGENO="0458" 450 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES Congressional authorizations do not provide funds. Funds must be voted annually by the Congress in separate appropriation acts. ESEA Title II, like other programs of Federal financial assistance, must be administered in conformity with the provisions of Title VI of the Civil Rights Act of 1964. The purpose of these Guidelines is to clarify the Regulations governing Title II and to provide further interpretation of Public Law 89-10. The Guidelines also ftirnish a basis for coon understanding of the Title among local school systems, nonpublic schools, State educational agencies, the U.S. Office of Education, and program reviewers and auditors. vi PAGENO="0459" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 451 CHAPTER I STATE PLAN ADMINISTRATION Title II of ESEA provides funds for (1) the acquisition of school library resources, textbooks, and other instructional materials for the use of children and teachers in elementary and secondary schools, public and private; and (2) the administration of the program by State authority. It is a State plan program. A. Purpose of the State Plan The foundation of the Title II program is the State plan, the contract or agreement between the State and the U.S. Office of Education, for the operation of the programs which the State has designed to strengthen instruction through the acqt~isition of school library resources, textbooks, and other instructional materials. The appropriate State administrative and legal officers attest to the plan on behalf of the State. The U.S. Commissioner of Education approves the plan. Th±ough the legal authority cited and policies and procedures outlined in the State plan, the State agency organizes and administers the program. Since the State plan is the blueprint for the program, it must be amended whenever there is any material change in program or administration. B. Patterns of Administering the Title II Program The State plan designates the State agency responsible for admin- istering the Title; it is assumed this will be the State department of education. This title also requires that one agency be designated as the sole agency for administering the plan. This State agency assumes full responsibility for administering and supervising the Title II program, either directly or through arrangement with other State or local educa- tional agencies. Because of the variation in State laws concerning the provision of services to private schools, various patterns of administra- tion may be adopted. The following are some suggested patterns for providing materials to children and teachers in both public and private schools: 1. The State educational agency. administers the program directly to public school districts, but arranges for those districts to administer the program for children and teachers in private schools located within their districts. 2. The State educational agency administers the program directly to public school districts, but arranges for State regional educational centers to administer the program for children and teachers in private schools. PAGENO="0460" 452 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 3. The State educational agency administers the program directly to public school districts, but arranges for another State agency (already existing, or set up for this particular purpose) to administer the program for children and teachers in private schools. 4. The State educational agency administers the program directly to public school districts and for those private scho6]. children and teachers who cannot be served otherwise. 5. The State educational agency administers the program directly to public school districts and for children and teachers in private school districts or individual private schools. 6. Each State regional educational center administers for the children and teachers in both the public and private schools within its region. - 7. The State educational agency combines or varies elements from the patterns above. To the extent possible under State law, these plans should give equal consideration to the needs of children and teachers in public and private schools. Some suggested procedures for assuring the provision of materials on the basis of relative need, and in a manner which will be equitable are given in Chapter III of these Guidelines. Although the State educational agency is responsible for maintaining essential records, such as documents supporting expenditures and inventory records, the actual ordering, processing, and distribution of the materials would probably not be done at the State level. For operational efficiency these functions might best be carried Out by local or regional educational agencies. C. Administration and Supervision of the Program The Act authorizes for fiscal year 1966 up to five percent of the total amount of the projects approved by the State under the approved State plan to be used for administration of the State plan. (But for any fiscal year thereafter the Act authorizes for administration an amount up to three percent of the total amount of the projects approved by the State under this title for that year.) If, however, a State agency is prevented by State law from administering the program for the benefit of children and teachers in private schools, it will be necessary to deduct from that State's allotment (1) the cost of acquisition of the private school children's and teachers' fair share of the materials, and (2) the administrative costs incurred by the agency which does administer the funds expended in making the benefits of the title available to the private school children and teachers. 2 PAGENO="0461" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 453 Administrative Activities The State agency administering the Title II program is responsible for the executive, supervisory, and fiscal management functions needed to assure efficient and educationally sound program operation. One of the first activities is the development of policy for making school library resources, textbooks, and other printed and published instruc- tional materials readily available to children and teachers in elementary and secondary schools throughout the State. It will also be necessary to develop standards relating to the selection, acquisition, and use of these three categories of materials under the State plan. A continuous or periodic evaluation and revision of the standards will be required to reflect curriculum trends and re- suits of research in education as well as to assure continuing improve- ment in the quantity and quality of instructional resources. The dissemination of information on a continuing basis is essential if the persons responsible for planning, selecting, and acquiring in- structional resources are to take advantage of the opportunities afforded by Title It to strengthen teaching and learning in the schools. To insure that the instructional materials are of good quality and contribute to the improvement of instruction, State supervisors concerned with instruction are essential to the Title II administrative program. Curriculum and subject supervisors in cooperation with school library and audiovisual supervisors and supporting staff should be actively engaged in conducting inservice education programs for the improvement of instruction through the use of good materials. Management activities under Title It include planning the operational procedures for purchasing, transporting, inventorying, and maintaining records of the acquisition of materials, along with fiscal control and fund accounting. If advisory committees are used, the composition, duties, and expenses of the committees would be planned. Another important activity of the administrative and supervisory staff at the State level will be to assess educational gains through the collec- tion and interpretation of data from the local schools and to determine, to the extent possible, the improvement of instruction resulting from the use of good library resources and other instructional materials. Eligible Administrative Costs The State may claim expenses against the funds allowed it (up to five percent for fiscal year year 1966, and up to three percent thereafter) for administering the State plan, to the extent that the items of cost are attributable to the administration of that plan. Included are such costs as: 3 PAGENO="0462" 454 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 1. Salaries, wages, and other personal service costs of permanent and temporary staff; 2. Communications; 3. Utilities; 4. Office supplies, including stationery; 5. Printing and the acquisition of printed and published materials for use of administrative and supervisory staff; 6. Travel and transportation expenses; 7. Acquisition, maintenance, or repair of office equipment (that needed for supervisory or demonstration functions or for use of the adminis- trative and supervisory staff); 8. Rental of space as provided in Section 117.13(b) of the Regula- tions; 9. Minor alterations of building space needed for effective use of the equipment acquired for administration. The five percent (three percent after fiscal year 1966) for admin- istrative costs at the State level will not, in most cases, cover operating costs in connection with acquisitions, such as processing and delivering materials - costs which are necessary to make the materials available to children and teachers in elementary and secondary schools. The necessary and essential cost for processing and delivery, however, may be included as a part of the cost of acquisition. If this is done, such costs must be justified and properly documented. Staff for Administration of the Program The State plan will describe the organization of the staff for admin- istration and supervision of the Title II program of services set forth in the plan. Since good library resources and instructional materials are necessary for effective instruction in all basic instructional areas, the professional staff giving direction and leadership in this program will be chosen for its effectiveness in working with school librarians and elementary and secondary teachers. State supervisory consultative and inservice educa- tion activities will play an important rmle in the development and improvement of school library and instructional programs. A greater variety of competencies in supporting staff will be needed also, since the full range of elementary and secondary school teaching and learning can be served by the Title II program. The lines of responsibility and authority within the administrative unit carrying out the State plan 4 PAGENO="0463" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 455 activites should be carefully defined, together with administrative arrangements or relationships of this unit with the rest of the State agency and with other State and local public agencies which share the administrative responsibility. Administrative Review and Evaluation At least annually the State agency administering the Title II program will appraise the scope and status of the program and evaluate the effectiveness of its operation in terms of the State plan provisions. The review will involve all the Title II administrative and supervisory staff of the State agency and might well include selected representatives from the local schools. The review will include an examination of the administrative practices used to identify and serve the needs of children and teachers for the three categories of instructional materials, needed revisions or additional uses of standards for selecting and distributing materials, and progress toward the objectives of the program. Questions such as the following, for example, might be considered: 1. To what extent have school library resources been provided in schools which had none? 2. To what extent have existing school libraries been improved and their services expanded? 3. To what extent have textbooks with obsolete or obsolescent content been replaced by those with contemporary content? 4. To what extent have supplementary textbooks been supplied for programs where a single text was previously used? 5. To what extent have audiovisual and other materials acquired under Title II enriched school curriculums? 6. To what extent have school library resources, textbooks, and other materials been acquired for new approaches to learning, such as individualized study, team teaching, programed instruction? 7. To what extent bave professional materials provided teachers enabled them to be more resourceful and effective, as measured by student achievement? 8. To what extent has Title II stimulated State, local, and private school efforts to increase the level of funds made available for instruc- tional materials and services? 9. To what extent has the acquisition of school library resources, textbooks, and other materials affected the curriculum? 10. To what extent have teaching methods been improved as a result of better quality and variety of instructional materials? 5 PAGENO="0464" 456 BOOKS FOR SCHOOLS AND TREAT~NT OF M~ORITIES D. Reports Section 117.36 of the Title II Regulations requires that the State plan ~st provide for participating in such periodic consultations, keeping such records, and making such reports as the Commissioner may consider necessary to enable him to perform his duties under the Act. The State agency shall submit, in accordance with procedures established by the Commissioner: 1. A description of the program to be carried on under the plan during the fiscal year; 2. A statement of estimated total expenditures for program activities during the fiscal year; 3. Following the end of the fiscal year, a report of the total expenditures made under the plan during the fiscal year; 4. Such other estimates and reports as are periodically needed to account properly for funds. Reports Due Before the-Beginning of the Fiscal Year Estimate of Expenditures Description of Projected Activities The Estimate of Expenditures for the fiscal year is the document which provIdes the basis for the obligation of Federal funds for State use in Title II programs. This estimate should be a realistic budget for the support of the program outlined in the Description of Projected Activities and may not exceed the allotment to the State for the par- ticular fiscal year. Although further funds may be available later as a result of reallotment by the U.S. Commissioner of Education, such possible additional allotment should not be included in the Estimate of Expenditures. The Description of Projected Activities provides a means of identi- fying and describing activities which are related to the accompanying Estimate of Expenditures and must be approved by the Commissioner as a condition for payment of Federal funds to a State under Title II of the Act. The annual Description should reflect progress toward accomplishing the plan program for each year as described in Section 3 of the State plan. After the first' year of the program it will include information on maintenance of effort to follow up the information which is required on this subject in the State plan. (Kinds of data needed for documen- tationare described in Chapter VI of the Guidelines.) While the De- criptiom of Projected Activities is essentially a program document, it 6 PAGENO="0465" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 457 relates directly to the financial resources available for carrying out the activities described. It is imperative, therefore, that the program staff work closely with the financial staff in the preparation of the Description of Projected Activities. Likewise the financial staff and program staff should collaborate in the preparation of the Estimate of Expenditures. This description serves as justification to the U.S. Commissioner of Education for advance payment to States and also aids him to justify budget requests, expenditures, and appropriations. Reports Due at the End of the Fiscal Year Following the close of the fiscal year, each State is required to submit the Annual Report, which consists of three parts: Part 1. Financial Report Part 2. Statistical Report Part 3. Narrative Report The Financial Report shows expenditures in the various categories for the fiscal year. If adjustments of expenditures against the allotments of prior years are necessary, they also should be included on this form. Adjustments of audit exceptions and difference between reported obligations and final expenditures must be reported separately. The Statistical Report provides the U.S. Office of Education with the data on personnel and projects in the various Title II categories needed to evaluate the program and show the degree of continuing need for financial support. The Narrative Report is a document which summarizes and evaluates the progress of the State in its program to provide school library resources, textbooks, and other printed and published instructional materials for the use of the children and teachers in the elementary and secondary schools of the State. This document also serves, when compared with the Description of Projected Activities, to provide evidence of the extent to which the State has been able to improve its program within any given year. It is essential that all three parts of the Annual Report be received in the Division of Plans and Supplementary Centers by September 1 so that the U.S. Office of Education can prepare its report to the Congress. Reports Due During the Fiscal Year During the fiscal year Statements of Anticipated Needs will be required. The Title II Regulations require that the amount of any State's allotment 71-368 0 - 66 - 30 PAGENO="0466" 458 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES under Section 202 of the Act for any fiscal year which the Commissioner determines will not be required for such fiscal year shall be available for reallotment. In order that amounts may be determined, each State admin- istering a program under Title II will be requested to submit statements showing the anticipated need during the current fiscal year for the amount previously allotted or any amount to be added. These statements will be requested on dates to be determined by the Commissioner. Other Reports From time to time other,reports which are needed for the proper functioning of the program may be requested of the States. E. Coordination The successful operation of ESEA Title II will depend upon a balanced coordination of all the State agency's activities for carrying out the provisions of the State plan. Each administrative and supervisory staff member assigned to Title II needs a clear understanding of his responsi- bilities and must have open lines of communication with other Title It per~ sonnel both within the State agency and between the State agency and the local schools participating in the program. CoordinatiolL of the Title II program itself should be extended to include coordination with other programs of Federal financial assistance. Through information and consultative services to local schools and by means of project applications and approvals the benefits of ESEA Title II can often be augmented and reinforced by other forms of assistance. For example, Title III of the National Defense Education Act could provide equipment for some elementary and secondary school subjects and minor remodeling of classrooms and laboratories where those subjects are taught and of audiovisual libraries. Title I of ESEA provides funds to help public schools where there are concentrations of educationally dis- advantaged children. These funds are to be used for special educational programs and might include provision for additional school library staff, facilities, and equipment, to mention only three of numerous possibilities. Title III of ESEA authorizes the development and establishment of supple- mentary centers to provide special services for elementary and secondary educational programs and to serve as models for regular school programs. These centers could include model school libraries and demonstrations of the use of instructional materials. Title V of ESEA could be used for the provision to State educational agencies of additional consultative and technical assistance in academic subjects and in special areas of educa- tional need. Provisions for operations and construction in the programs under School Assistance in Federally Affected Areas might be used to provide school library facilities. 8 PAGENO="0467" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 459 The State's system of priorities, determination of relative need, and use of standards would indicate the most advan1tageous choice of assistance to be utilized. Provisions of the nume~ous State grant pro- grams should be studied carefully so that all othe~ opportunities for educational improvement can be considered in relation to ESEA Title II projects. 9 PAGENO="0468" 460 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES CHAPTER II DEVELOPMENT, REVISION, AND APPLICATION OF STANDARDS Section l17.l3(a)(2) of the Title 11 Regulations sets one of the functions to be fulfilled by the State plan administration as: The development, revision, dissemination, and evaluation of standards relating to the selection, acquisition, and use of school library resources, textbooks, and other printed and published instructional materials. Section 117.1(k) defineø st~ndsr~3s es follows? `Standards" means those measures (established by the State agency for administration of the State plan or established by other authoritative groups or individuals and accepted by the State agency for such administration) which are used for making determinations of the adequacy, quality, and quantity of school library resources, textbooks, and other printed and published instructional materials to be made available for the use of children and teachers in elementary and secondary schools. A. Purpose of Standards in the Title II Program The purpose of standards in relation to the Title II program is to establish qualitative and quantitative measures which will set new or revised levels of requirements in school library resources, textbooks, and other instructional materials made possible by the funds available under Title II. Since Title II also requires that State agencies set forth policies and procedures to assure that Federal funds will be used to supplement and, to the extent practical, increase the level of State, local, and private support, these standards may serve the purpose of setting quantitative levels for assessing present provisions for materials in school districts or individual schools. They can also serve as measures to decide the relative needs of schools for items in the three categories: school library resources, textbooks, and other instructional materials; and can be applied as measures of the need for materials for children and teachers in both public and private schools. The standards developed or revised for the Title II program serve, of course, the general purposes of all educational standards: to set minimum levels below which no school can be expected to operate effectively, and to encourage effort not only to meet standards, but to go beyond them toward excellence in educational opportunity. In the formulation and revision of standards for Title II it is essential, therefore, to consider the State's educational objectives as well as the degree of attainment possible in the provision of materials in the State. 10 PAGENO="0469" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 461 B. Methods of Formulation of Standards Since school library resources, textbooks, and other instructional materials are an essential component of elementary and secondary instruc- tion, and since their quality and quantity can have a profound effect on the significance and value of education to students, it is important to obtain the counsel and understanding of the State educational community in the formulation of standards. A common practice in the development or revision of State standards for school library resources and other materials is for the State educational agency to organize a committee composed of State agency personnel, school superintendents, principals, directors of instruction, teachers, school library super- visors, school librarians, or instructional materials specialists, private school representatives, and in some instances lay community members. Such an advisory committee might also serve in detetmining or reviewing admin- istrative policy. The State educational agency should direct the work of revising or developing standards, and the resulting document should be officially adopted by the agency. In the process of formulating standards, it may be helpful to review existing standards for materials. (A compila- tion of State, regional, and national school library standards is available from the Superintendent of Documents.)!' C. Bases for the Development and Revision of Standards 1. Standards for School Library Resources It is recommended that State standards for school library resources under Title II conform to the generally accepted bases of standards for school library materials now employed in national, regional, and State standards. Current practice tends toward the formulation of standards applicable to both elenentary and secondary schools. The quantitative standards for school library books are usually in these terms: a. l4inimun number of books for the basic collection; b. Number of books per pupil (but not below the minimum of the basic collection); c. Annual per pupil expenditure. Quantitative standards for periodicals are generally stated in terms of numbers of titles needed for various. school grade organizations e.g., K-6, K-8, 7-12, 9-12. Quantitative standards for audiovisual materials in school 1/ Darling, Richard L., Survey of School Library Standards, Washington: U.S. Government Printing Office, 1964, U.S. Department of Health, Education, and Welfare, OE- 15048. 11 PAGENO="0470" 462 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES libraries are much less exact, but the recoimnended measure us~4 by the standards of the American Association of School Librarians~'is not less than 1 percent of the total per pupil instructional cost. Qualitative standards for school library resources are also in general use, and are usually concerned with such aspects as relating materials to curriculum and instruction; adapting collections to the levels of students' abilities and needs; recency of information; quality of format; reliance on reputable professional lists and reviewing media. In surmuary, standards for school library resources may be formulated on the following basis: a. Books Number of books per pupil Size of basic collection * Annual expenditure per pupil Recency of information Quality of content * Pertimancy to instructional program * Appropriateness for educational level b. Periodicals Number of titles Pertinency to instructional program Appropriateness for educational level - c. Other printed library materials * Number of titles, by type of materials, e.g. pamphlets, supplementary textbooks, classroom reference materials Pertinency to instructional program Appropriateness for educational level 2/ American Association of School Librarians, Standards for School Library Programs, Chicago: American Library Association, 1960. 12 PAGENO="0471" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 463 d. Audiovisual materials * Number of titles, by type of material * Annual expenditure * Pertinency to instructional program * Appropriateness for educational level * Technical quality 2. Standards for Textbooks It will be necessary for States to develop standards for textbooks to be acquired under Title II. Boards or committees which select textbooks generally employ such criteria as the relationship of the content of text- books to courses of study (especially required courses), recency, authen- ticity of content, and format. Standards for textbooks may be developed using the following as bases: * Recency of information * Content in relation to courses of study Adaptability to patterns of instruction * Appropriateness for educational level Number of titles, by subject * Number of copies, by subject, with consideration for varying methods of use Quality of format. 3. Standards for Other Printed and Published Instructional Materials Existing standards for school library resources can be adapted for "other instructional materials.' There is no clear distinction between other instructional materials and the materials of school libraries, except the methods of organization. Standards for other printed and published instructional materials may be developed on the following bases: Number of titles, by subject Number of copies 13 PAGENO="0472" 464 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES * Recency of information * Pertinency to instructional progran * Appropriateness for educational level D. Dissemination and Use of Standards It is recommended that standards for school library resources, text- books, and other instructional materials be made known and available to all schools of the State. It is also suggested that, to the extent possible, State education agency personnel interpret the standards in conferences, workshops, and other program activities and relate their implementation not only to the Title II program but to local effort for the improvement of instruction. The standards can be used by schools as measures of comparison with existing resources or materials, and serve as a guide in developing project applications under the Title II program. They can also be employed in State education agencies in reviewing project applications. 14 PAGENO="0473" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 465 CHAPTER III ALLOCATION AND SELECTION OF MP~TERIALS A. Consideration of Relative Need Section 117.3 of the Title II Regulations provides that: (a) The State plan shall set forth the criteria to be used in the allocation of school library resources, textbooks, and other printed and published instructional material provided under Title II of the Act among the children and teachers in the elementary and secondary schools of the State, which criteria shall incorporate the provisions of subsection (b) .. .of this section. (b) The criteria shall, on the basis of a comparative analysis and the application.of standards as defined in Section 117.1(k) establish the relative need of the children and teachers of the State for school library resources, textbooks, and other printed and published instructional materials to be provided under the plan. Such criteria shall include priorities for the provision of such materials on the basis of factors such as degree of economic need, quality and quantity of such materials now avail- able, requirements of children and teachers in special instruc- tional programs, and degree of previous and current financfal efforts for providing such materials in relation to financial ability. The distribution of such resources, textbooks, and materials for children and teachers solely on a per capita basis would not satisfy this provision. In order to develop criteria for allocating school library resources, textbooks, and other printed and published instructional materials which take into consideration the relative need of the children and teachers of the State, the conditions existing in the schools of the State must be known. Although subjective judgment of experienced State education agency personnel can be an important factor in ascertaining relative needs of children and teachers for the materials to be acquired under Title II, data on the instructional resources available in each elementary and secondary school of the State are essential. Some States may already have such data from public schools, but will need to acquire similar information from private school sources in order that their children and teachers may benefit equitably under the program. Other States may find it necessary to conduct surveys to determipe need, both in public and private schools. Information such as the following will be useful: 1. The quantity of the various categories of materials included in the title which are now provided in the elementary and secondary schools of the State; 15 PAGENO="0474" 466 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 2. The expenditures, annual or otherwise, of State, local, and private school funds for the acquisition of such materials; 3. The quality and up-to-dateness of such materials; 4. The appropriateness of the materials to the instructional program; 5. The availability of such materials to children and teachers; 6. The adequacy of school staff and facilities for the administration of materials (organization, circulation, and services). A comparison, school by school, of total expenditures per pupil for materials and the total per pupil expenditure in the instructional budget year by year will provide data for evaluation of progress in future years. Data obtained in such surveys could also be compared with minimum State standards for school library resources, textbooks, and other instructional materials. The sample form Criteria for the Evaluation of School Library Resources, Textbooks, and Other Printed and Published Instructional Materials in Appendix I is designed to assist State agencies in surveying the provision of the three categories of materials in individual schools, and may be used or adapted for the purpose of determining relative need. The following factors also may be of assistance in arriving at a aetermi- nation of relative need: 1. The current needs of children and teachers in each school district for materials in each of the three categories--school library resources, textbooks, and other instructional materials--in order to provide conditions of good teaching and learning; 2. The general economic resources of a school district in relation to all other school districts within the State; 3. The degree of previous effort of each school district to provide materials in relation to its total financial resources. It will be necessary to make the same determinations for each private elementary and secondary school whose children and teachers are to benefit, unless it can be demonstrated that the quantity and quality of materials provided in the private schools approximate what is provided in the public schools of the school districts in which the private schools are løcated. Relative need criteria may include considerations for providing funds for a minimum amount of materials for the use of children and teachers in all elementary and secondary schools within the State, and additional funds for certain categories of schools. 16 PAGENO="0475" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 467 Three sample plans for administering the program which take relative need and equitableness into account follow: Plan A 1. Establish three or more classes of local educational agencies according to the degree of need from greatest to least. Place each school in the appropriate need classification. 2. Tentatively reserve a graduated sum of money per pupil and per teacher--ranging from dollars for schools in the classification of most needy to a token sum for those in the least needy. 3. Inform each chief school district official of the tentative allotment for his schools and of the allotment for the children and teachers in his district. 4. Approve projects rece'ived from schools in each classification of need until all the funds are obligated. 5. If funds are not used by schools for which they have been reserved, reapportion those funds on the same basis, along with any additional funds received through reallotment. Plan B 1. Reserve a portion of the acquisition funds (40 percent, for example) to be tentatively divided on a per capita basis among the children and teachers in public and private schools. 2. Divide the remainder of the allotment into three unequal parts for projects from (a) schools with special needs, (b) schools which have in the past made expenditures for materials which were proportionally large in relation to the total school budget, and (c) schools which are to serve as models or pilot schools in the use of library and other materials in new patterns of instruction. 3. Inform each chief school district official of the tentative allotment for his schools, of the allotment for the children and teachers in his district, and of the plans for use of the remainder of the allotment. 4. Approve the project applications until all the funds are obligated. 5. If funds are not used by schools for which they have been reserved, obligate these and any additional funds received through reallotment for additional projects from the neediest schools. 17 PAGENO="0476" 468 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES Plan C 1. If it is determined that the needs of children and teachers in public and private schools are about uniform, divide the allotment into two parts on a per capita basis--one for materials for children and teachers in public schools and the other for materials for children and teachers in private schools. 2. Determine relative need for each of the local public educational agencies and reserve a tentative sun for each from that part of the allotment assigned public schools. 3. Determine relative need for each of the private schools and reserve a tentative sum for each from that part of the allotment assigned children and teachers in private schools. 4. Inform each chief school district official of the tentative allotment for his schools and of the allotment for the children and teachers Ln each of all the private schools within the district which he is to serve. 5. Approve projects until all the funds are obligated. 6. If any funds alloted schools are unused, reapportion them along with any additional funds received through reallotment on the same basis. If it is necessary for the State agency to handle projects for the children and teachers in private schools, the Title II administrator may wish to adopt elements from one or more of these plans. Some sample criteria which might be used in the allocation of school library resources, textbooks, and other instructional materials which take into consideration schools with special needs are the following: 1. All public and private schools receiving materials under the Title II program would be below the State minimum standards for school library resources, textbooks, and other instructional materials, and would demon- strate that reasonable effort with local or private funds had been made and is being made to provide these resources. 2. The order of priorities to be given project applications on behalf of children and teachers during the first year of the program might, for example, be as follows: a. Elementary schools with great needs for materials in reading instruction; b. Urban schools offering special cultural programs; c. Schools with enrollments below 100; 18 PAGENO="0477" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 469 d. Secondary schools with a high proportion of gifted children and offering advanced placement programs; e. Secondary schools experimenting with new instructional materials in a specified sutject area; f. Scl~ools in which special efforts have been made in the past to provide an abundance of high quality instructional materials; g. All others. B. Providing Materials on an Equitable Basis Section 117.3 of the Title II Regulations provides that: (a) The State plan shall set forth the criteria to be used in the allocation of school library resources, textbooks, and other printed and published instructional material provided under Title II of the Act among the children and teachers in the elementary and secondary schools of the State, which critefla shall incor- porate the provisions of subsection. . . (c) of this section. (c) The criteria shall be used in the allocation of school library resources, textbooks, and other printed and published instructional materials so as to provide assurance that, to the extent consistent with State law, such resources, textbooks, and materials are provided on an equitable basis for the use of children and teachers in private elementary and secondary schools in the State which comply with the compulsory attendance laws of the State or are otherwise recognized by it through some procedure customarily used in the State. This stipulation means that the same criteria used in a State for determining the eligibility of public school children and teachers for these materials must also be used for determining the eligibility of private school children and. teachers, to the extent consistent with law. One important difference is that title or ownership of the materials acquired under Title II must vest only in a public agency, and materials for use by children and teachers in private schools will be available on a loan basis only to those children and teachers. Both the private schools and the public schools must provide the data necessary for the State educational agency to develop and apply criteria for the allocation of resources on an equitable basis, and in terms of relative need. The kinds of data required and some means of using the information to develop and apply criteria for taking relative need into account under the provisions of the State Title II plan are suggested in part A of this chapter. They are applicable to children and teachers in both public and private elementary and secondary schools. 19 PAGENO="0478" 470 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES C. Determining the Proportions of a State's Allotment for Each Category of Naterials Section 117.4 of the Title II Regulations provides that: (a) The State plan shall set forth the specific educational and other criteria to be used.. . (b) as the basis for determining the proportions of the State's allotment for each fiscal year which will be spent for the acquisition of (i) school library resources, (ii) textbooks, and (iii) other printed and published instructional materials... In order for a State plan to establish grounds for determining the respective proportions of funds to be allocated to the three categories of materials, it will be necessary to conduct surveys of the quantity and availability of such materials, by category. Obviously, the same data gathering instrument used for the assessment of relative need can be employed to obtain information on the quantity and quality of each of the three categories of materials in Title II. (See sample form in Appendix I of these Guidelines.) Once the basic data are acquired from the schools, each category of materials may readily be assigned first, second, or third importance and the proportion or percentage of the total acquisition funds to be used for each category of materials determined. In the event that the needs for materials in private schools do not occur in the same order as those in the public schools, a separate set of determinations will have to be made for the proportions of materials of each category to be made available to the children and teachers in the private schools. In establishing grounds for the respective proportions of the three categories of materials to be allocated, it will also be necessary to consider current methods by whichany one or all of the categories of materials are provided. This point is especially applicable to textbooks. State or local agencies which provide adequate free textbooks services may decide to empha- size the other categories of materials in the Title II program. Other important considerations in making determinations of allocations of funds for each category can be the ways instructional materials are now being used in the schools of the State, and the State education agency's plans to improve teaching methods through inservice programs to encourage the use of a greater variety of materials. The relationship and inter- dependence of all three categories can also be studied to good effect in establishing grounds for allocations. 20 PAGENO="0479" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 471 The percentage of funds to be allocated to each of the categories of materials during the first year of operation (and every year there- after) will probably be expressed as a range rather than a flat figure. The proportion allocated to each of the three categories of materials may be changed for each succeeding year of the program to adjust to chang- ing needs. D. Criteria for Selecting Materials Section 117.4 of the Title II Regulations provides as follows: (a) The State plan shall set forth the specific educational and other criteria to be used (A) in selecting the school library resources, textbooks, and other instructional materials to be made available for the use of children and teachers in the schools of the State under Title II of the Act. * Criteria formulated for the selection of materials in the Title It program should insure that the materials will be of high quality, will contribute substantially to the instructional program, and will meet the varying needs of children and teachers in elementary and, secondary schools. The bases for standards suggested in Chapter II of these Guidelines can be helpful in developing such criteria. Criteria may include the following: 1. Selection should be based on knowledge of the instructional program and of the pupils and teachers to be served. 2. School librarians and teachers should cooperate in selecting the materials. 3. To the extent possible, materials should be evaluated by pro- fessional school staff before purchase. 4. Quality of content and format, as well as pertinency to instruction, should be given careful consideration. 5. Reliable professional selection tools, lists and reviewing media should be used as guides. 6. Selection should be system~tic so that resulting collections of school library resources, textbooks, and other instructional materials will -e balanced and serve the total instructional program. 7. Selection should be a continuing process throughout the school ear. 21 PAGENO="0480" 472 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES E. Eligible Materials Title II provides grants for acquiring school library resources, textbooks, and other printed and published instructional materials for - the use of children and teachers in public and private elementary and secondary schools. Section 117.1 (i) of the Title II Regulations reads as follows: "School library resources, textbooks, and other printed and published instructional materials" means those printed and published instructional materials which are suitable for use and are to be used by children and teachers in elemen- tary and secondary schools and which with reasonable care and use may be expected to last more than one year. The term includes such items as books, periodicals, documents, pamphlets, photographs, reproductions, pictorial or graphic works, musical scores, maps, charts, globes, sound record- ings, including but not limited to those on discs and tapes; processed slides, transparancies, films, filmstrips, kine- scopes and video tapes, or any other printed and published or audiovisual materials of a similar nature made by any method now developed. The term does not include furniture or equipment. For the purpose of determining the proportions of the State's allotment for each of the three categories of materials--school library resources, textbooks, and other printed and published instructional materials--"school library resources" include the materials listed above which are processed and cataloged for use by elementary or secondary school children and teachers. "Other printed and published instructional materials" also include those listed above, but are not processed and organized for use. They would not form part of a school library or materials center collection. "Textbooks" means books, reusable workbooks, or manuals, whether bound or in looseleaf form, intended for use as a principal source of scudy material for a given class or group of students, a copy of which is expected to be avail- able for the individual use of each pupil in such class or group. Materials made available in the Title II program should be of good quality and appropriate for the use of elementary and secondary school children and teachers. School library resources, textbooks, and other printed and published instructional materials acquired in this program should be approved by a State or local education agency. Prebound books and paperbacks are eligible in the acquisition program of Title II. However, costs for rebinding and repair of materials are not eligible. F. Ineligible Materials Materials intended for religious instruction are not eligible. Materials consumed in use, or those which cannot be expected to last more than one year, are also ineligible in the Title II program. Equipment--including shelving--, furniture, and supplies are excluded. 22 PAGENO="0481" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 473 CHAPTER IV PROJECTS The term `project" as used in the documents relating to Title II of ESEA is a proposal for the acquisition of school library resources, text- books, and other instructional materials to be used by children and teachers in elementary and secondary schools. The project is best developed in local schools and then submitted to the appropriate agency for approval. The cooperative efforts of all personnel involved are required to assure that needs of children and teachers in private schools are equitably met. (The terms "elementary school" and "secondary school" mean day or residential schools which provide education at elementary and secondary levels, respectively, as defined by State law, except that no education beyond grade 12 is included, nor are teachers and students in adult education classes to benefit.) A. Eligible Participants In order to assure that the materials requested are those needed, it is expected that project applications will be submitted by local public educational agencies on behalf of the children and teachers who will actually be using them, Local Educational Agency Defined Section 117.1(f) of the Title II Regulations reads as follows: "Local educational agency" means a public board of education or other public authority legally constituted within a State for either administrative control or direction of, or to perform a service function for, public elementary or secondary schools in a city, county, township, school district or other political subdivision of a State, or such combination of school districts as is recognized in a State as an administrative agency for its public elementary or secondary schools. It also includes any other public institution or agency having administrative control and direction of a public elementary or secondary school program. Private Elementary and Secondary Schools Defined The term "private elementary and secondary schools" as defined in section 117.1(h) of the Title II Regulations refers to both nonprofit and profit-making schools which provide elementary and secondary education, as 23 71-368 0 - 66 - 31 PAGENO="0482" 474 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES defined by State law, which are not under a- public authority, and which either comply with the State compulsory attendance laws or are recognized on the basis of some other State procedure. They include sectarian schools; nonsectarian schools; privately operated schools for the blind, deaf, mentally retarded, or other physically or mentally exceptional pupils for whom education equivalent to that of the public elementary or secondary schools is provided; private college preparatory schools or military academies; experimental or laboratory schools of private colleges and universities; and privately operated trade and vocational schools. - B. Project Planning in Local Schools A Title II project is a part of a plan for strengthening and improving educational quality and opportunities in the nation's elementary and secondary schools through the acquisition of school library resources, text- books, and other instructional materials. As a first step in planning, a school generally reexamines its instruc- tional resources for adequacy in serving its present and planned instructional program. It then develops a step-by-step plan for filling the gaps, replacing obsolescent materials, and ascertaining which additional materials will be - needed for expected curriculum change or program expansion. On the basis of this information the school prepares one or more project applications for quality materials in appropriate quantities. It cannot be stressed too strongly that school librarians and teachers who are to use the materials to be acquired should participate fully in the planning and in the justification of the project proposals. The local project should include at least the following information: 1. An inventory of the materials needed for each area of instruction, divided by the categories of school library resources, textbooks, and other instructional materials; 2. Cost estimates for the materials; - 3. Cost estimates for the cataloging, processing (if the materials re- quested are not to be shipped already processed), and delivery to the initial place at which they are made available for use; 4. A brief statement describing the educational needs to be served by the materials requested; 5. A brief statement indicating the general strengths and needs in the three categories of materials, based on examination of the resources already available, along with an indication of how the acquisitions fit into the long- and short-term plan for improving the instructional program; 24 PAGENO="0483" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 475 6. Amount spent for the three categories of materials in the base fiscal year. In most States, local school systems are expected to assume responsi- bility for the acquisition of school library resources, textbooks, and other instructional materials for the use of children and teachers in the private schools within their districts. In accord with section ll7.4(b)(i) of the Regulations, title to the materials acquired must be vested in a public agency, and such materials must be in use in a public elementary or secondary school of the State or be approved for use by an appropriate State or local educational agency or authority. Final responsi- bility for setting up procedures to make certain that materials acquired are eligible under the limitations of the Title and that they meet the criteria for selection as set forth in the State plan rests with the State program administration. It is suggested that determination ot the eligi- bility or the items requested in local projects be made and certified by the school library supervisor or school librarian, director of instruction, subject department head or teacher, or other person who is very knowl- edgeable about materials. A sample project application form is appended to these Guidelines for the States to use or adapt if they wish to do so. This form has two parts: Part one, total project summary; and part two, individual school projects. Each State will develop its own procedures and deadlines for receiving project applications. Some may limit each local educational agency or private school official to one project a year, but others will wish to accept a project application in several installments during the year to encourage as much flexibility and as much care as possible in the selection of individual items. One aid to this end might be the submission of a local project requesting a specific sum of money for acquiring school library books, for example, in each. of a number of subject-matter categories. After the project is approved under this system and the money obligated at the State level, it would be possible to write several purchase orders during the year, rather than a single one. Certification of Projects Each local project should bear the name, title, and signature of the submitting official, and should provide the certification that the materials requested are: 1. Suitable for the instructional programs for which they are being acquired; 2. Not intended for religious worship or instruction; 3. Not consumable in use; 25 PAGENO="0484" 476 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 4. Approved for use by an appropriate State or local educational agency or in use in a public elementary or secondary school in the State; 5. Additional to those that would have been purchased by funds provided during the base year from State and local or private school sources. (See "Maintenance of Effort" in Chapter VI of these Guidelines.) C. Responsibilities of the State in Project Planning The responsibilities of the State Title II staff in regard to project planning include the following: 1. To inform school administrators, local supervisors, school librarians, teachers, and others who are to be involved in project planning in all local public and private elementary and secondary schools of the purpose of Title II and of all State regulations, State plan standards, criteria, and policies applicable to the program. For dissemination to the schools, many States may wish to develop planning guides or handbooks which suninarize this infor- mation and give other details concerning the submission of projects; 2. To encourage long-range planning for improving educational quality and opportunities and the development of appropriate project proposals; 3. To provide consultative services and inservice education through the State Title II administrative program for the purpose of helping school librarians and teachers plan projects which will improve instruction; 4. To set up the schedule for receiving applications; 5. To review project design and content; 6. To provide personnel in local schools with whatever consultative services may be required to make unacceptable project applications acceptable. D. Responsibilities of the State in Project Approval In examining a project application, staff in the State agency apply the standards relating to materials, and the criteria for allocating and for selecting materials in the State plan, and determine that: 1. The project is approvable in the light of those standardè and criteria 2. The items requested are eligible under the Act. 26 PAGENO="0485" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 477 3. The items requested are in use or approved for use in a public elementary or secondary school of the State. 4. The quality and quantity of the materials requested are suitable. 5. The documentation is accurate and complete. It is probable that if no monetary restrictions are applied by the State Title II administrator, more project applications will be submitted by local schools than can be funded. It will therefore be necessary to develop and use a system of priorities in project approval in order to assure that the State plan criteria for relative need and equitableness are being applied. One procedure for simplifying the management of the acquisition funds is to require early in the fiscal year a letter of intent from each local educational agency and private school planning to participate in the pro- gram. Since the State-wide total cost of materials acquired through projects must reflect the proportion of the funds designated for each of the three categories of materials--school library resources, textbooks, and other instructional materials--as provided in the State plan, the sum total of expenditures for the projects from local educational agencies should be in agreement with those proportions. Well-coordinated project approval procedures involving appropriate administrative, supervisory, and clerical personnel offer an effective means of assuring that the use of Title II funds will1 in fact1contribute to the improvement of educational quality and opportunities in our schools. 27 PAGENO="0486" 478 BOOKS FOR SCHOOLS AND TREAT~NT OF MINORlTif~ CHAFfER V TERMS BY WHICH MATERIALS WILL BE MADE AVAILABLE A. Making Materials Available to Children and Teachers in Private Schools Because of the variation in State laws concerning the provision of services to private schools, State agencies will need to consider a variety of possible plans for making school library resources, textbooks, and other instructional materials available for the use of children and teachers in private elementary aud secondary schools on a loan basis. To the extent consistent with State law, these plans should give the seme consideration to the needs of children and teachers in private schools as to children and teachers in public schools. Some suggested alternative plans follow: 1. The State educational agency would receive project applications from local public educational agencies on behalf of the public and private school children and teachers in the local district. The local educational agency would retain title to the materials and would determine the pro- cedures for making them available to the public and private school children and teachers to be served by the project. The local educational agency would have administrative control of the materials and would be responsible for the inventory reports. 2. Some public agency other than the State education agency would receive the project applications for materials to be used by children and teachers in private schools and would retain title to the materials purchased. Such a public agency could be (a) a local education agency in the area where the private school is located, (b) a State regional public education center, (c) another State agency (including an agency set up for this particular purpose). The books and materials would be delivered to the place where they will be made available initially. Annual inventory reports would be submitted to the State education agency for accounting purposes. 3. The State education agency could receive project applications on behalf of the children and teachers in both public and private schools. These applications would be evaluated by established standards and criteria. Approved items could then be ordered by the public schools and the State would pay for the items purchased. The State education agency would order the eligible books and materials requested on behalf of the private school children and teachers, and have them stamped by the publisher or vendor "Property of the State Education Agency." A system of annual inventories would be set up, together with appropriate provisions for writin- off loss and deterioration. 28 PAGENO="0487" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 479 Maintaining Inventory Records Simple and convenient methods for maintaining inventory records and for conducting inventory are described below: A. Inventory Record 1. An inventory control card should be maintained for each item of school library resources, textbooks, and other instructional materials acquired under the Title II program. 2. The descriptive information on the card should include (a) type of material--for example, film, record, textbook, pamphlet, periodical, filmstrip; (b) title of each item; (c) number of copies of each item. Enough descriptive information should be given for each item so that it can be clearly distinguished from all other items. 3. For school library materials (materials that have been cataloged),, shelf list cards may be used as the inventory control card, provided that materials acquired under Title II are distinctly labeled for separation from the regular collection. B. Inventory Procedure 1. All materials should be inventoried once each year, preferably at the end of the school year. 2. Inventory control cards should be checked with materials on hand. 3. Materials accounted for should be noted on the card--A - At Hand, with the month and year--for example, A 6/65 - 5 copies. 4. If. any materials cannot be located, paper clips should be put on the cards. All places where materials could be,. such as classrooms, libraries, or laboratories should be checked, as should the records of charges to borrowers. 5. If missing items cannot be located after a careful search, infor- mation to that effect should be written on the card, together with the number of copies missing--for example, H (Missing) 6/65 - 5 copies. 6. After all materials have been checked with the inventory control cards, a summary of materials at hand and materials missing should be prepared. This summary will be used to prepare an inventory record for the State or local educational agency for accounting purposes. Such a summary will account for all the items acquired under Title II as either at hand, missing, lost, obsolete, or worn out. The reporting should be done in terms of the total number of items of each type rather than by listing individual titles. 29 PAGENO="0488" 480 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES B. Making Materials Available in Schools Accepted principles of school library service require that, for effective use of school library resources by teachers and pupils, the materials be readily located, used, borrowed, and returned on a systematic basis. It is also essential that textbooks and other ins truc- tional materials be located so as to be readily available to children and teachers. Processing of Materials Processing of materials is important to insure the organization of materials and their availability to children and teachers. Processing of school library materials includes the following: cataloging; preparing the materials for use by providing pockets, cards, date due slips; and marking classification numbers. Processing of textbooks usually includes identification stamps and numbers, as well as card records. Organization of School Library Resources To provide for maximum access, school library resources should be organized in a centralized school library equipped with shelving for books; racks and files for periodicals, newspapers, and pamphlets; and storage equipment for audiovisual materials. The school library quarters should contain tables and chairs for children and teachers to use for reading and study, and audiovisual equipment and facilities for viewing and listening. A school library should also be administered so that books and other materials are readily available on flexible terms to teachers and pupils in classrooms, resource centers, laboratories, and other places in the school where instruction and learning take place. Equipment for housing and using materials should also be provided in classrooms and other instruc- tional areas. To make materials accessible at all appropriate times for use in the library, throughout the school, and outside the school, and to assist teachers and pupils in the selection and use of materials, the services of professional school librarians and clerks are of great importance. State education agencies should encourage schools to provide school library facilities and to employ school librarians if they participate in the Title II program for school library resources. 30 PAGENO="0489" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 481 Hours of Service of School Libraries The room or rooms in which school library resources are housed should be open for use by children and teachers during the school day, before and after school and, to the extent necessary for service, in the evenings and on Saturdays. Textbooks and other instructional materials should be made available to children and teachers on a systematic basis. Although some scheduling of classes to the library may be necessary for efficient administration, this practice should not inhibit or prevent daily access to the library by individual teachers and pupils. Schedules which permit use of the library only once a week, or at other stated intervals, seriously curtail the potential value of school library re- sources to the instructional program. 31 PAGENO="0490" 482 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES CHAPTER VI FISCAL CONTROL AND FUND ACCOUNTING A. Payments from the Allotments Federal funds for Title II programs will be made available to the States through letter of credit procedures. State Administration Up to five percent of the total amount of the projects approved by the State for the first year and up to three percent of the amount of those for each succeeding year may be used for State plan administration. Costs of the kinds listed in Chapter I of the Guidelines may be charged against the portion of the allotment used for administration. Acquisition The allotment fund is for acquiring and making available school library resources, textbooks, and other instructional materials to children and teachers in public and private elementary and secondary schools. Funds needed to make the materials available for use, such as processing and delivering, or essential costs of processing by a public agency or by a conanercial company, are allowable as a part of the acquisition cost. ~Ihat is normally included in "processing' is described in Chapter V of these Guidelines. Preparation of purchase orders and other clerical work normally performed by the school business office staff are not included in acquisition costs, nor may any charges be claimed for distribution after the materials have been delivered to the initial place of use. Services by Other Agencies If the State agency administering the State plan arranges with other State or local public agencies to serve children and teachers in private schools, it may pay only for the services, subject to the same percentage limitation and other restrictions described elsewhere in this chapter. In the event that the Commissioner is required to perform such services, the administrative costs of providing the services, as well as the cost of the materials made available to the children and teachers in private schools, will be deducted from the State's allotment. 32 PAGENO="0491" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 483 Reallotments The amount of a State's allotment which the Commissioner determines is not required for that year will be realloted to other States in proportion to their original allotments. B. Obligation Accounting Basis The State must establish such fiscal control and fund accounting procedures as may be necessary to assure proper disbursement of Federal funds on an obligation basis of accounting. Obligations will include the formal written approval by the State agency of a project submitted by another State or local public agency for acquiring materials and making them available to children and teachers in one or more schools under this program. The written approval by the State agency of a project applicatipn for materials, including the estimated cost of such materials, constitutes an expenditure which will be adjusted to the amount actually paid. Costs of services of Title II personnel, includ- ing part-time consultants and their travel,will be determined on the basis of the time their services were performed and their travel expenses incurred. The allotment for any fiscal year will be available only for projects approved before the end of the Federal fiscal year (June 30). The State plan must indicate the time when all purchase orders are to be either paid or cancelled. This time period will normally be the end of the fiscal year following the fiscal year in which the obligation was incurred. For example, if a project is approved on April 4, 1966, the purchase order must be issued no later than June 30, 1966, and it must be either paid or cancelled by June 30, 1967. Additional time for liquidation of obligations is permitted if the State law so specifies. C. Accounting Procedures Adequate accounting procedures should be set up before beginning the Title II ESEA program to insure that all expenditures and income can be accounted for. Documents supporting expenditures for State Title II administration should include purchase orders or requisitions, contracts, invoices, cancelled checks, position descriptions, personnel actions, and payrolls. Inventory records must be established for items of equipment for admin- istration costing $100 or more per unit. 33 PAGENO="0492" 484 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES Some State level personnel may be working on other programs in addition to Title II. In such cases, a staff member's position description should indicate all the programs under which he is being paid, and state the proportion of time he is normally expected to devote to each. His salary should be prorated in accordance with periodic reports which he or his supervisor has signed on an after- the-fact basis. Travel expenses should be charged in proportion to the actual time spent on the Title II program. Costs of services of clerical or other supporting personnel, supplies, equipment, and other applicable items should be similarly prorated. These procedures are in accord with section 117.23 of the Regulations. Adjustments In its maintenance of program expenditures accounts, the State agency must promptly make any adjustments in its records which are necessary to reflect refunds, credits, underpayments, or overpayments, as well as adjustments resulting from Federal or State administrative review and audits. Such adjustments must be reported in financial reports filed with the Comsissioner. Retention of Records Section 117.37 of the Regulations deals with the retention of records. It provides that all records should be kept intact and accessible (1) for three years after the close of the fiscal year in which the expenditure was made, (2) until the State agency is notified that the records are not needed for program administration review, or (3) until the State agency is notified of a completion of the fiscal audit by the Department of Health, Education and Welfare, which ever is latest. Documentation of Local Activities Program managers at the State level must have specific information regarding the acquisitions actually made. This is necessary not only for audit purposes, but primarily to assure adequate supervision of the program. The exact form of documentation can be left to the discretion of the State agency. No charges may be levied for the use of school library resources, textbooks, and other printed and published instructional materials which are made available with Federal funds for the use of children and teachers. The disposition of monies collected for overdue materials and the replace- ment of lost or mutilated items will be in accordance with local practice or State regulations. 34 PAGENO="0493" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 485 D. Maintenance of Effort Section 117.24 of the Regulations provides that the State plan must set forth: The policies and procedures designed to assure that Federal funds made available for this program for any fiscal year will be so used as *to supplement and, to the extent practical, increase the level of State, local, and private school funds. Such policies and procedures shall take into consideration the amount of State, local, and private funds budgeted for expenditure in the current fiscal year for the acquisition of school library resources, textbooks, and other printed and published instructional materials; as compared with the amount of State, local, and private funds actually expended in the most recent fiscal year for which the information is available for the acquisition of school library resources, textbooks, and other printed and published instructional materials. This section of the Regulations indicates the kinds of data that must be collected to document maintenance of effort in the acquisition of materials under Title II. The State agency responsible for administering the State plan will need from each school the amount spent for instruc- tional materials in the most recent fiscal year for which the information is available and the amount budgeted for such expenditures in the current fiscal year. To provide for increases or decreases of school population, the figures may also be expressed in terms of per pupil expenditure. The sample project application form included in Appendix II of these Guidelines provides for collecting these data. It is expected that allowances will be made for cases in which unusually large amounts of money were spent on materials during the base year, either for long-term purposes or because of unusual circumstances such as the adoption of a large number of new textbooks, the establishment of a basic library collection in a new school, or the replacement of materials because of major loss or damage by wind, flood, or fire. When several schools are included within a school district it is expected that State, local, and private effort will be maintained in each individual school up to the level of the base year. E. Audits Audit of Local and Other Participating Agencies All expenditures of Federal funds must be audited either by the State or by the appropriate auditors at the local level. Local audits of expenditures claimed under the Title II program may be incorporated as a 35 PAGENO="0494" 486 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES part of the usual local audit required in most States on an annual basis. The audit may be performed by the independent accountant who usually conducts the local audits, or by a representative of the State auditor's office, or by a staff member of the State educational agency. In any case, the local audit function is one which requires a qualified fiscal officer or accountant. In developing a workable audit program, the audit steps outlined on page eight of Financial Management of Federal-State Educational ProgramsVshould be followed. It is not necessary to develop elaborate and expensive audit procedures. However, a local audit report which will assure the proper use of Federal funds under Title II of ESEA is necessary. Auditing standards should include: 1. A means of informing auditors of the program requirements sufficient to permit certification that local expenditures are eligible for Federal financial participation; 2. A reconcilement of the local expenditures shown in the audit report with records of the State agency; - 3. Assurance that audit exceptions are brought to the attention of the State officials responsible for this program, and that appropriate adjustments are made. It is recognized that basic fiscal documents required for an accurate and expeditious audit of local accounts may be retained at places other than those where official local accounts are maintained, so long as those places are clearly identified. The public agency in which title to the materials acquired for the use of children and teachers is vested, however, must maintain an inventory record of such items, and revise it annually. The methods for inventorying and maintaining inventory records are subject to the approval of the State agency. One set of pi~ocedures for conducting an inventory and preparing an inventory record is suggested in Chapter V of these Guidelines. Provision must be made for stibstantiating the inventories by on-site inspection, if necessary. Audit of State Agencies In order that local audits may be of maximum use at the time Title II programs are audited by a Federal auditor at the State level, the local audit reports should be available and maintained on a current basis. The Office of Audit of the U.S. Department of Health, Education, and Welfare will conduct periodic audits (annually if possible) of the Title II accounts maintained at the agency named in the State plan. Federal grant programs may also be audited by the General Accounting Office, an independent agency in the legislative branch of the Federal Government. 3 Financial Management of Federal-State Education Programs. U.S. Department of Health, Education, and Welfare, OE-lOOl9. Washington: U.S. Government Printing Office, 1962. 11 p. 36 PAGENO="0495" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 487 CHAPTER VII SERVICES OF THE U.S. OFFICE OF EDUCATIO Title II of the ESEA charges the U.S. Commissioner of Education with the responsibility of administering the Act. He is required to: * Establish allotments for States, the Commonwealth of Puerto Rico, Guam, American Samoa, the Virgin Islands, and the Trust Territory of the Pacific Islands; Approve State plans which comply with subsection 203(a) of Title II * Make payments to States; Make reallotments of funds not required. In his annual report to the Congress the Commissioner must include a full report of the activities of the Office of Education under this Act. He is authorized to delegate any of his functions except the making of regulations; accordingly he has assigned responsibility for Title II to the Division of Plans and Supplementary Centers in the Bureau of Elementary and Secondary Education. A. Information and Coordination Despite the fact that each State must devise its own plan and administer its Title II program in keeping with its practices, needs, and aims, many elements in the program are common to all the States. Recognizing this, the Division of Plans and Supplementary Centers serves as a clearing house to gather on a continuing basis and make available to the States, on request, information such as following: 1. Practices and .procedures reported by all of the States for project planning, administration, supervision, and evaluation of Title II programs; 2. Financial and statistical problems and administrative procedures; 3. List of State publications dealing with standards, criteria for the selection of materials, and evaluative studies; 4. Annual lists of teachers, supervisors, school librarians, and educational media specialists in the States who attend NDEA Title XI summer or academic year institutes; 5. Sources of information on related programs in the U.S. Office of Education and other agencies. 37 PAGENO="0496" 488 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES B. Publications Many U.S. Office of Education publications can contribute to the effectiveness of the State Title 1~I program. New bulletins will be announced regularly through American Education, the Office of Education journal. C. Title II Program Reviews Section 117.34 of the Title II Regulations requires the Commissioner to conduct periodic reviews of the administration of programs under Title II of the Act in order to assist the State agency in adhering to statutory requirements and to the substantive legal administrative provisions of its approved State plan. In order to satisfy this obligation and to serve all States which participate in Title II, the Office of Education will conduct periodic program reviews. At least once annually, staff members from the Division of Plans and Supplementary Centers will visit each State to discuss all aspects of the program with the Title II staff. Purpose The progran review has several purposes: To review the State's Title II program as it relates to the improvement of educational quality in elementary and secondary schools; To identify ways of increasing the effectiveness of Title II; To identify and help overcome obstacles to the achievement of the aims of Title II (This involves a review of current practices in light of the State plan); To assist in interpreting the Title II Regulations; To clarify and improve reporting procedures, especially the relationship of the Description of Projected Activities to the Annual Report; To improve communication between the Title II staff of the State and the Office of Education as well as among all persons working on Title II; 37 PAGENO="0497" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 489 * To review a sample of the acquisition projects of the current year in order to identify problems of eligibility and thus prevent audit exceptions_/; * To resolve questions concerning past audit exceptions. D. Consultative Services Throughout program reviews the consultants from the Division of Plans and Supplementary Centers will be available to assist the State Title II administrative, supervisory, and financial management staff in any way possible. It may be feasible to allow time for additional consultation with the State agency staff immediately preceding or following the program review. This would facilitate such activities as planning inservice programs, meeting with State committees, giving demonstrations at workshops or conferences, and visiting schools with Title II projects of special interest. Consultative services may also be requested at other times when States need special assistance in a Title II program activity. Within the limits of budget and staff time, such professional services are available upon request and without cost to State educational agencies participating in ESEA Title II. E. Conferences To assist Title II administrative and supervisory personnel in the States, the Office of Education sponsors or cooperates in planning various types of conferences, national and regional. Likewise, in activities such as the revision of report forms, surveys, or administrative procedures, the Office of Education asks the assistance of State representatives. The spirit of cooperation and shared responsibility of Federal and State offices can do much to strengthen the educational program for which Title II was designed. 4 The Office of Audit of the U.S. Department of Health, Education, and Welfare conducts periodic audits (annually if possible) of the Title II ESEA accounts maintained at the chief State school agency headquarters. Federal grants may also be audited by the General Accounting Office, an independent agency in the legislative branch of the Federal Government. The auditors may question whether an item of e~cpenditure is a proper charge against a Title II Federal grant for the particular year. One of the functions of the OE representative is to discuss such questioned expenditures with the State school agency personnel and make a preliminary determination as to whether such expenditure should be allowed. In many instances~ such a determination in- volves the inspection of documentation which was not available at the time of the audit. The final determination on the allowance or disallowance of questioned expendi- tures is made by the U.S * Coninissioner of Education. The determination is based upon the State plan, correspondence between the Office of Education and the State school agency, Title II Regulations and Quidelines, and other pertinent information. 39 71-36s 0 - 66 - 32 PAGENO="0498" 490 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES APPENDIX I CRITERIA FOR THE EVALUATION OF SCHOOL LIBRARY RESOURCES, TEXTBOOKS, AND OTHER PRINTED AND PUBLISHED INSTRUCTIONAL MATERIALS IN LOCAL PUBLIC OR PRIVATE SCHOOLS1! NOTE: This suggested form permits the collection of comparable data to furnish valuable information on strengths and weaknesses of the instructional materials owned by individual schools. It may be used, adapted, or simplified to fit the needs of the individual State. Adaptations might include: (1) Define the three categories of materials (see page 22 of the Guidelines); (2) Count number~ of titles copyrighted within the last five years only for fields where recency of date is extremely important; (3) Count professional materials separately from regular collections. Name of School District Name of School_____________________ Address of School Number Enrolled Number of Teachers____________________ Name of Official Submitting this Report__________________________________________ Title Date______________________________ Directions: Please supply the information requested on the following pages and rate the materials now available according to the scale below: Rating Scale 5. Quantity extensive and quality excellent 4. a. b. Quantity extensive and quality moderate or Quantity moderate and quality excellent 3. Quantity and quality moderate 2. a. b. Quantity moderate and quality poor or Quantity poor and quality moderate 1. Quantity and quality poor M N Missing Does not apply 1/ Adapted from: Evaluative Criteria. Section F. Washington, D.C., National Study of Secondary School Evaluation, 1960. 40 PAGENO="0499" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 491 SECTION I: SCHOOL LIBRARY RESOURCES A. Printed Materials NOTE: If the school does not have a centralized school library, omit this Section IA and place an M in this box EJ I. Library Books Classification . No. of Dif- ferent Titles No. of Volumes No. of Titles Copyrighted within Last S years* Evaluation: How adequate is each classification for instructional needs? (Use Rating Scale,p.4O) e~eral works* ( ) a. hilosophy ( ) b. Social sciences* ( ) c. anguages (includes books in foreign languages) ( ) d. Pure science* ( ) e. `echnology (Applied science) ( ) f. Fine arts, recreation ( ) g. ~4terature ~iistory* frravel* ~iography ( ) h. ( ) i. ( ) j. ( ) k. Easy books ( ) 1. ~iction ( ) m. Total Recency of date of materials is especially important for these subject fields. 41 PAGENO="0500" 492 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 2. Periodicals a. Evaluation (Use Rating Scale, p.4O): ) 1. Periodicals are provided which include general coverage of a variety of subjects pertinent to the instructional program. ) 2. Periodicals are provided which are appropriate for the educa~ tional level. ( ) 3. Periodicals are provided which meet pupil needs and interests. ( ) 4. Periodicals are provided which meet faculty needs. b. Check the areas of curriculum and extracurricular activities represented by periodicals. _Agriculture ~j4echanical arts Arts Music _Aviation National and world affairs _Book reviews and creative writing Nature study _Business and economics _Occupations Drama and theater Outdoor life Family and consumer education _Photography _Fashion and grooming Physical education Geography and travel Radio and television _Guidance School and club activities _Handicrafts _Science Health and safety Space exploration Homemaking Sports Language Arts _Trade and industry _Mathematics Vocational education Other_________________________________________________ c. Number of titles of periodicals regularly obtained by subscription________ 42 PAGENO="0501" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 493 3. Other printed library materials . No. of Different of?taterials Titles No. of 1'itles Copyrighted v~thin Last 5;Years Evaluation: How adequate is each type for instructional needs? ~(Use Rating Scale, p.40) ( ) a. ( ) b. Scores . ( ) c. ( ) d. (list) ( ) e. B. Audiovisual Materials * NOTE: Supply information and rating on this sheet whether or not audioviCualmaterials are a part of the school library resources. Materials No. of Titles Owned by or Perma- nently Accessioned to School No. of Titles from School System Central Depositary or Outside Source during Last School Year Evaluation: How adequate is each type for instructional needs? (Use Rating Scale, pictures p.40) ( ) a. ( ) b. ( ) c. ( ) d. recordings ( ) e. ( ) f. ( ) g. ( ) N. . ( ) i. ( ) j, ( ) k. Recency of date of materials is especially important in those subject fields starred ot page 41. 43 PAGENO="0502" 494 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES SECTI(MI II: TEXTBOOKS NOTE: Count only those textbooks supplied for use without chargé. Agriculture Art (including crafts) Business education Distributive education English or language arts Foreign. language Health education Hone economics Industrial arts Mathematics Music Physical education Science Social studies Vocational education Others (list) ( ) a. ( ) b. ( ) c. ( ) d. ( ) e. ( ) f. ( ) g. ( ) h. ( ) i. ( ) j. ( ) k. ( ) 1. ( ) a. ( ) n. ( ) 0. ( ) p. Subjects No. of Differ- ent Titles No. of `~p1e~ Copyrighted during Last 5 Tears subject area for instructional needs? (Use Rating Scale. i.40) 44 PAGENO="0503" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 495 SECTION III: OTHER PRINTED AND PUBLISHED INSTRUCTIONAL MATERIALS * NOTE: These may be counted under "School Library Resources," if appropriate. Type of Material No. of Titles or Items Owned by School No. of Titles or Items Copyrighted within Last 5 Years Evaluation: How adequate is each type for instructional needs? (Use Rating ScaleS p. 4O~} Books (including textbooks) ( ) a. Supplementary textbooks ( ) b. Periodicals ( ) c. Pamphlets ( ) d. Documents ( ) e. Musical scores ( ) f. Others (list) ( ) g. SECTION IV: FUNDS FOR MATERIALS Evaluation (Use Rating Scale, as it applies to quantity, p. 40): ( ) a. How adequate are funds for the purchase of library printed materials? ( ) b. How adequate are funds for the purchase of audiovisual materials? ( ) c. How adequate are funds for textbooks? ( ) d. How adequate are funds for other printed and published instruc- tional materials? * Recency of date of materials is especially important in those subject fields starred on page 41. 45 PAGENO="0504" 496 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES APPENDIX II PROJECT APPLICATION FOR SCHOOL LIBRARY RESOURCES, TEXTBOOKS, AND OTHER INSTRUCTIONAL M~&TERIALS NOTE: The two parts of this form may be used, adapted, or simplified to fit the needs of the individual State. To the Local Education Agency: This project application for school library resources, textbooks, and other printed and published materials under Title II of the Elementary and Secondary Education Act of 1965 consists of t~ parts: Part I - Total Project Suomary, and Part II - Individual School Request. Part I should be completed by the superintendent of the local education agency submitting the project, and a separate Part II by an official of each school included in the total project. Part I and a form for Part II from each school to be served by this project should be returned to the State education agency. Name of State Program Administrator________________________ Agency_______________________ (State Education Agency) 46 PAGENO="0505" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 497 PROJECT APPLICATION POR SCHOOL LIBRARY RESOURCES, TEXTBOOKS, AND OTHER INSTRUCTICMAL MATERIALS Part I: Total Project Summary Indicate by a check opposite appropriate designation the type of types of schools included in this project: 1. Public ( ) 2. Private ( ) 3. Public and Private Please supply information for schooJ year 1965-66 as requested. (If estimates are used, write "eat." after figures.): 1. a. Name of school or school district submitting project______________________ b. Name of authorized officer_______________________________________________ c. Address of school or school district_____________________________________ 2. Number of schools, pupils, and teachers included in the project: Note: When elementary and secondary grades are housed in one school plant, count elementary and secondary grades as two schools. Count junior high schools as secondary schools. Schools Pupils Teachers a. Public elementary __________ b. Public secondary _________ c. Private elementary _________ d. Private secondary __________ Total __________ _________ 3. £. Estimated cost for school library resources: 1. Books $________ 2. Periodicals & other printed library materials __________ 3. Audiovisual materials _________ Total of 1, 2, and 3 _________ b. Estimated cost for textbooks __________ c. Estimated cost for other instructional materials __________ d. Estimated cost for processing and initial delivery __________ Grand total (add a,b,c, and d) (Should be cumulative total of item 6, Part II) $_________ Signature of official submitting project____________________ To be completed by State education agency: - Date project approved ___________________________________________ Ammunt approved __________________________________________ Signature of approving official _____________________________________________ Title of approving official ________________________________________________ 47 PAGENO="0506" 498 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES PROJECT APPLICATION FOR SCHOOL LIBRARY RESOURCES, TEXTBOOKS, AND OTHER INSTRUCTIONAL MATERIALS Part II: Individual School Project Please supply information as requested for each school included in this project. (Use separate sheet for each school.): 1. a. Name of school____________________________________ b. Address of school____________________________________ c. Enrollment of school_________________________________ d. No. of teachers in school_____________________________ e. Name of principal____________________________________ 2. Amounts spent for materials, fiscal year___ (school yearJ: (Use figures for the most recent fiscal year available.) NOTE: If there is no centralized school library or instructional materials center, count all materials other than textbooks under "other instructional materials. * School librarians are certified personnel employed by the school hoard who have not less than six semester hours of library science who have more than half of their workload devoted to service as school librarians. 48 3. a. This school has a centralized school library: Yes No ~ (Place check in appropriate box.) b. This school has on its staff one or more librarians:* Full time ~ Part time ~ (Please supply number in appropriate box.) PAGENO="0507" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 499 ;riculture t (including crafts) usiness education istributive education nglish, or Language arts oreign languages ealth education -me economics ndust~ial arts theniatics sic hysical education cience ciál studies cational education tracurricular program Total 4. Indicate1opposite appropriate areas of instruction, estimated cost of materials requested in each of the three categories of materials: School Library Resources Textbookr Other Instructional Materials Books Periodicals and other Printed Materials Audiovisual Materials j_ 2 3_ 4 5 ~[_~__~ ~ Grand total of columns 1, 2, 3, 4, 5. $________ Anticipated actual costs of processing and inidal delivery, if any $_________ Grand total of estimated costs for materials, processing, initial delivery $_________ 49 PAGENO="0508" 500 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 7. Please check answer which applies: An inventory of instructional materials in this school was conducted, 1965: Yes No School library resources ( Textbooks ( ) Other instructional materials ( ) 8. Please write below a brief statement describing the instructional needs to be served by the materials requested in this project, e.g., elenentary school reading program; revised courses in social studies in grades 10, 11, 12. 9. Please write below a statement indicating, in general, strengths and needs in school library resources, textbooks, or other instructional materials. Describe briefly your present and long-range plan for improving services with materials to the instructional program. If you do not have a cen- tralized school library and professional school librarians, state your plan for adding this facility and staff. I CERTIFY that these materials are in use or approved for use in a public elementary or secondary school in the State, and they are not intended for religious worship or instruction. Signature Title Date____________ Request submitted . Title ______________________ Date ________________________ 50 PAGENO="0509" SELECTING MATERIALS FOR SCHOOL LIBRARIES: Guidelines and Selection Sources to Insure Quality Collections Prepared by THE AMERICAN ASSOCIATION OF SCHOOL LIBRARIANS A Division of the American Library Association and A Department of the National Education Association 1965 501 PAGENO="0510" 502 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES FOREWORD The passage of the Elementary and Secondary Education Act of 1965 re-emphasized the importance of careful selection of all types of materials for school libraries. Title II of this Act (PL 89-10) pro- vides `grants for the acquisition of school library resources, textbooks, and other printed and pub- lished instructional materials for the use of children and teachers in public and private elementary and secondary schools." This title further provides that the state plan must "set forth the criteria to be used in selecting the library resources, textbooks, and other instructional materials to be provided under this title." As funds are made available under this Act, schools and school systems over the nation will be purchasing all types of print and non-print materials for their school libraries. Funds are being used now to purchase books and other materials eligible under the expanded pro- visions of Title HI of the National Defense Education Act of 1964. In many schools these materials are being housed in and circulated from a central location - the school library or instructional materials center. Personnel responsible for selecting items to be purchased under either of these acts need assist- ance in choosing quality materials. The explosion of knowledge and the tremendous increase in avail- able books and other instructional resources make it impossible to examine and evaluate all materials before they are purchased. Therefore, a varied and extensive collection of authoritative selection aids is essential. The American Association of School Librarians has prepared this publication to help individuals and groups in selecting appropriate library materials. Each individual or group must evaluate the selection sources which are listed in the publication in order to choose bibliographies which are pertinent to their local situation. Several of the bibliographies in this list are neither evaluative nor selective, but they have been included because selection sources in these areas are limited. Therefore, these lists should be used very carefully. The Association is grateful to the persons who made this publication possible. Mae Graham, Supervisor of School Libraries, Maryland State Department of Education prepared the section on guidelines; Elizabeth Hodges and Frances Fleming, Supervisors of Library Services, Baltimore County Board of Education, Towson, Maryland are responsible for the bibliographies for print materials. They based their work on an artide they did for the January 1965 NEA JOURNAL. Richard G. Nibeck of the NEA Department of Audiovisual Instruction did the bibliographies for non-print materials. The following NEA departments submitted suggestions of bibliographies to be included: National Council of Teachers of Mathematics, Music Educators National Conference, National Council for the Social Studies, National Art Education Association, Department of Elementary- Kindergarten-Nursery Education, and American Association for Health, Physical Education and Recreation. Virginia McJenkin, (President) American Association of School Librarians GUIDELINES FOR SELECTION OF SCHOOL LIBRARY MATERIALS The expansion of school library programs to include a diversity of materials is a natural out- growth of the acceptance of the concept of the library as an integral aspect of the instructional program of the school. It is the function of the library to provide materials which undergird the school curriculum, and it is no longer realistic to think of teaching and learning materials only in terms of the printed word. To support its educational program, a school needs material in many forms related to all curriculum areas. Intelligent selection of these materials is a time-consuming task which requires professional com- petence as well as the ability to profit by the professional competence of others. The first requisite is depth of knowledge of the curriculum and the second is knowledge of the needs, interests, and~ ,, abilities of the school dientele. Related factors are the amount of money available, the materials already available in the school library, and materials available from other sources. Selection of the type of material, printed, pictured, or recorded, should be made on the basis of the medium available that most effectively conveys or interprets the content or the concept; in many instances, material in one format is useful in supplementing that in another. The same material may be needed in various media for use with individuals and groups with varying abilities and interests as well as to provide opportunities for variety in presentation. All materials selected for the school library, in whatever format, should meet high standards of excellence. Materials which deal with current topics should be up-to-date; those which reflect a biased point of view should make the prejudice recognizable. The individual school library collection should indude all facets of the curriculum with materials which reflect different points of view on controversial subjects and which provide opportunities for pupils and teachers to range far and wide in their search for information and inspiration. Since there is within a school little homogeneity of either ability or interest, the collection should contain both easy and difficult materials. PAGENO="0511" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 503 Selection is a cooperative process which should involve staff and pupils, though the final deci- sions are vested in the library personnel. Teachers are subject specialists with the added knowledge of the needs, interests, and abilities of their pupils. It is the responsibility of the library staff to con- sult with them, to provide them with as much bibliographic information as possible, and to secure their assistance in the evaluation of materials. Pupils can be encouraged to use bibliographic sources and to make recommendations for materials in which they are interested or which they need. The safest method for selection is, of course, a first-hand knowledge of the material itself; the next is the perceptive use of reliable lists. Factors to consider in evaluating lists indude the reliability of the person or organization who prepared them and their recency. Many school districts now pro- vide examination centers where books, films and filmstrips, tapes, and recordings may be previewed or examined. Where such service is available, teachers and librarians should be given the opporn.rnity to become familiar with the materials and should avail themselves of this opportunity before recom- mending their purchase. Many school districts, too, have developed statements of policy which govern their selection of materials. Such statements include the philosophy for selection, the agency and staff responsible for implementing the policy, the types of materials induded, criteria and procedures for their selection, and procedures for handling problems which arise when a particular piece of material is questioned. When such statements are cooperatively developed, accepted and adhered to, they provide both gui- dance and protection for all who are involved in the selection of materials. Three publications which are useful in the preparatiQn of a policy statement are: The School Library Bill of Rights (endorsed by the American Association of School Librarians and The American Library Association, 1955); the joint statement of AASL-ACRL-DAVI on the relationship of all ma- terials, adopted by the Executive Boards of the three organizations in 1958 (See p. 59 of Standards for School Library Programs (ALA, 7960 $2.50); Policies and Procedures for Selection of School Library Materials (endorsed by American Association of School Librarians 1961); and The Students' Right To Read, prepared by the National Council of Teachers of English in 1962. (Council, 25q~) *SOURCES OF SELECTION FOR PRINT MATERIALS General Book Lists Adventuring with Books: A Reading List for Ele- mentary Grades compiled by the Elementary Read- ing List Committee, National Council of Teach. ers of English. Over 1,000 titles arranged in twelve categories. 1960. 190 pp. NCTE. 75#- 7963 Supplement to Adventuring with Books. 30# (Free with Adventuring with Books.) A Basic Book Collection for Elementary Grades compiled by Miriam Snow Mathes and others. More than 1,000 essential books for an elemen- tary school library; includes tools for the librar- ian, and list of children's magazines. 7th ed. 1960. 136 pp. American Library Association. $2. A Basic Book Collection for High Schools com- piled by Eileen F. Noonan and others. Approxi- mately 1,500 titles for the high school library; includes paperback editions, magazines, and audiovisual aids. 7th ed. 1963. 192 pp. ALA. $3. A Basic Book Collection for Junior High Schools edited by Margaret Y. Spengler and others. Titles arranged by subject, annotated, and indexed. Also lists magazines. 3d ed. 1960. 144 pp. ALA. $2. Best Books for Children compiled by Patricia H. Allen. A list of 3,300 recommended books, grouped by age level and grade along with sev- eral subject groupings. Contains some suitable adult titles. 1964. 224 pp. Bowker. $3. A Bibliography of Books for Children. Associa- tion for Childhood Education International. An- notated list of about 1,700 books for supple- mentary reading by children ages 4 through 12. 1962. 132 pp. ACE!. $1.50.: Book Bait: Detailed Notes on Adult Books Popular with Young People edited by Eleanor Walker. Descriptive annotations more detailed than usu- ally found in such a list. Titles arranged by age and type of reader; follow-up titles also included. 1957. 96 pp. ALA. $1.25. Books for the Teen Age. Annual selection of 1,500 books, including both recent and older books. One-line annotations for books of the current year. Gives publisher but not price. Pub- lished each January. New York Public Library. 50~. Books For You compiled by Committee on the Senior High Book List, NC1'E. Annotated list of leisure reading for high school students. Prices not given. 1959. 155 pp. NCTE. With 1961-62 supplement of 32 pp. 60~&. Books of the Year. An annual, annotated list of books for children and about children, parents, and family life. Revised annually. Child Study Association of America. 50~. A Catalog of Paperbacks for Grades 7 to 72 by Lucile Boylan and Robert Sattler. Over 1,000 titles available in paper and useful for both cur- riculum and recreational purposes. 1963. 209 pp. Scarecrow Press. $5. *Unless otherwise indicated, all aids contain complete information for purchasing individual titles. Addresses of publishers are given at end of section. PAGENO="0512" 504 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES Children's Books, 7964: A List of 200 Books for Preschool through Junior High School Age compiled by Virginia Haviland and Lois Watt. 1965. 16 pp. U. S. Gov't. Printing Office. l5ç~. Children's Books too Good to Miss compiled by May Hill Arbuthnot and others. Helpful list for parents and teachers. 3d rev. ed. 1963. 67 pp. Western Reserve University. $1.25. Children's Catalog edited by Dorothy Herbert West and Rachel Shor. A classified, annotated guide to over 3,300 books for elementary school and children's libraries. Price includes five annual supplements. 10th ed. 1961. 915 pp. Wilson, $12. College Preparatory Reading List edited by Flora Webb. An excellent selection from all fields, grouped by themes. Perceptive annotations. 1964. 27 pp. Nioga Library System. Single copy free. Additional copies: 2-9 copies, 2Oc~ each; 10-49 copies, 15g~ each; 50 copies or more, 12~ each. Current Books, Junior Booklist compiled by Com- mittee on Junior Booklist. Well.annotated in six graded sections. Published annually; includes only books of the preceding year. National Asso- ciation of Independent Schools. 50~. Current Books, Senior Booklist compiled by Com- mittee on Senior Booklist. Annotated list of pre- ceding year's best leisure reading for grades 9-12. Cites ten "best" adult books for the precollege student. NAIS. 50ç~. Doors to More Mature Reading: Detailed Notes on Adult Books for Use with Young People compiled by the Young Adult Services Division. ALA. De- tailed annotations of nearly 150 adult books. 1964. 191 pp. ALA. $2.50. The Elementary School Library Collection: Phase I -Basic Materials compiled by a committee of spe- cialists in children's materials, Mary Virginia Gayer, chairman. A list of 1,500 "high quality materials on all topics included in the elementary curriculum and of wide interest to children." Special features include a selection policy, facsi- mile of main entry catalog card for each title in the collection, and author, tide, and subject in- dexes. 1965. 257 pp. The Bro-Dart Foundation. $20. Price includes complete catalog of 5,000 basic tides and supplement of new tides, both to be issued in 1965. Special low cost cataloging and processing kits will be available for all tides. Good Books for Children edited by Mary K. Eakin. Over 1,000 books published during the years 1956-1961. Chosen from tides reviewed in Bulletin of the Center for Children's Books 2d ed. 1962. 362 pp. University of Chicago. Hardback, $6.50; paperback, $1.95. Growing Up with Books. 250 titles recommended for ages up to 16. Useful for distribution to parents. Revised annually. Bowker. i0ç~. Historical Fiction and Historical Non-fiction com- piled by Hannah Logasa. Intended as guides for high schools, colleges, and public libraries; titles arranged alphabetically within historical and geographical subdivisions. Not highly selective. No prices. 8th rev., eni. ed. 196t McKinley. $8.50 each. Let's Read Together: Books for Family Enjoyment selected and annotated by a special committee of the National Congress of Parents and Teachers and the Children's Services Division, ALA. Roughly 500 titles, grouped by reader interest and age level. 2d ed. 1964. 91 pp. ALA. $1.50. Outstanding Biographies for College-Bound Stu- dents, and Outstanding Fiction for College-Bound Students. YASD, ALA. 40 copies, $1; 100 copies, $2; 500 copies, $9.50; 1,000 copies, $16. The Paperback Goes to School. Annual list of paperback tides considered useful and available for classroom and supplementary use by a joint committee of NEA and the American Association of School Librarians. Bureau of Independent Publishers and Distributors. Free. Patterns in Reading: An Annotated Book List for Young Adults by Jean Carolyn Roos. Readable and appealing books grouped in 100 categories such as "Science Fiction" and "Mountain Climb- ing." Excellent for building up school or public library, general reading collection. Gives pub- lisher but not price. 2d ed. 1961. 172 pp. ALA. $2.25. Standard Catalog for High School Libraries edited by Dorothy Herbert West, Estelle A. Fidel, and Rachel Shor. Catalog of 4,212 books and pam- phlets selected for use in junior and senior high schools. 8th ed. 1962. 1,055 pp. Wilson. With five annual supplements. $15. Subject Index to Books for Intermediate Grades compiled by Mary K Eakin. Analyzes the con- tents of 1,800 books, primarily trade books, under 4,000 subject headings which meet today's cur- riculum and interest needs for grades 4-6. 3d ed. 1963. 308 pp. ALA. $7.50. Subject Index to Books for Primary Grades com- piled by Mary K. Eakin and Eleanor Merritt. Indicates independent reading level and interest level of over 900 trade books and readers. 2d ed. 1961. 167 pp. ALA. $4.50. Subscription Books Bulletin Reviews, 7956-7960. Detailed evaluations of 99 reference books, re- printed from The Booklist and Subscription Books Bulletin. 1961. 217 pp. ALA. $5; paper, $2.25. Subscription Books Bulletin Reviews, 1960-1962. 1962. 94 pp. ALA. $1.50. Subscription Books Bulletin Reviews, 7962-1964. 1964. ALA. $2. 3,000 Books for Secondary School Libraries com- piled by the Library Committee of the Inde- pendent Schools Education Board. A basic list arranged by decimal classification numbers and with suggested subject headings. Indudes full buying information and complete index. 1961. 134 pp. Bowker. (out of print at present but new edition soon available). PAGENO="0513" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 505 A Teacher's Guide to Children's Books by Nancy Larrick. A list of books by grade level and ac- cording to curriculum areas. 1960. 316 pp. Charles E. Merrill Books, Inc. $6.60. Your Reading, a Book List for Junior High pre- pared by the Committee on the Junior High School Book List, NCTE. Brief descriptive anno- tations, grouped under subjects. Gives publisher but not price. 1960. 109 pp. NCTE. l5c~. With 1963 Supplement 15 pp. Lists of Current Books Booklist and Subscription Books Bulletin. `A guide to current books published twice a month, Sep. tember through July, and once in August. Re- views recommended books for children, young people, and adults, giving full buying and cata- loging information and analytical notes. Includes annual list of notable children's books. ALA. $6. Bulletin of the Center for Children's Books. Pub- lished monthly except August. Reviews books for children and young people, including margi- nal and not recommended titles. University* of Chicago. $4.50. The Horn Book Magazine. Discriminating re- views of books for children and young people, along with articles on children's literature. Car- ries regular section on science books and on adult books for young people. Includes annual list of outstanding books. The Horn Book, Inc. $5. School Library Journal. Monthly, September through May. Brief reviews of books recom- mended and not recommended for grades K-12. Articles of interest to teachers and school librar- ians; special lists (professional reading, free and inexpensive materials, paperbacks). Bowker. $5. Reviews of children's and young people's books appear also in many of her education and library periodicals. Lists of Specialized Material The AAAS Science Book List for Children com- piled by Hilary J. Deason. Books in science and mathematics for grades 1-8. Arranged by Dewey classifications and annotated to indicate content and grade level. First purchase items starred. Useful as suggested coverage of subjects for school and public libraries. 2d ed. 1963. 201 pp. American Association for the Advancement of Science. Hardback, $2.50; paperback, $1.50. The AAAS Science Book List for Young Adults prepared under the direction of Hilary J. Dea- son. Lists 1,377 selected, annotated science and mathematics books suitable for high school and junior college students. 1964. 266 pp. AAAS. Hardback, $3.50; paperback, $2.50. African Encounter: A Selected Bibliography of Books, Films and Other Materials for Promoting an Understanding of Africa among Young Adults com- piled by Committee of the YASD, ALA. Anno. tated list of 125 books, films, and filmstrips on Africa today. 1963. 80 pp. ALA. $1.50. A Bibliography of Children's Art Literature by Kenneth Marantz. An annotated listing of books particularly useful for stimulating and enriching the visual imagination of the child. Books were chosen for the quality of the illustrations, appeal of the story, and accuracy and comprehensibility, and the lively comments make the booklet in. teresting reading in itself. 1965. 24 pages. NEA, National Art Education Association. 4Oçt. Bibliography of Reference Books for Elementary Science. 1962. 72 pp. NEA, National Science Teachers Association. 75ç~. Books about Negro Life for Children by Augusta Baker. An annotated list of books arranged by subject and age level. Includes criteria for selec- tion. 3d ed. 1963. 33 pp. New York Public Library. 35çt. Books for Beginning Readers compiled by Eliza- beth Guilfoile. Over 300 books selected for in- dependent reading by children with limited read- ing skills. 1962. 73 pp. NCTE $1. Supplement, One Hundred More Books for Beginning Readers, lOç~. Books for Brotherhood. Issued annually. National Conference of christians and Jews. Free. Books for Friendship; A List of Books Recom- mended for Children. 3d ed Annotated `list of nearly 500 books, designed to help children (from kindergarten through junior high school) understand and appreciate people of different races, nationalities and religions. Prepared by the American Friends Service Committee and dis- tributed by the Anti-Defamation League of B'nai B'rith, 1962. 63 pp. 50c~. Books in American History: A Basic List for High Schools compiled by John E. Wiltz. Comprehen- sive annotations of more than 300 tides suitable for high schools arranged by historical period. Gives publisher and price and includes paper- back editions where available. 1964. 150 pp. Indiana University Press. $1.00. Books to Build World Friendship by `Judith Wragg Chase. Annotated list of books selected for their concepts of world peace and under- standing; preschool to 8th grada. 1964. 76 pp. Oceana. $2.95. Children's Books to Enrich the Social Studies for the Elementary Grades by Helen Huus. Bulletin No. 32 of the National Council for the Social Studies, NEA. An annotated list of books grouped by categories and covering subjects usu- ally included in the social studies curricu'um of grades K-6. 1961. 196 pp. NEA, $2.50. Dobler International List of Periodicals for Boys and Girls by Lavinia Dobler. A world list of over 350 magazines - general, religious, school and classroom, foreign written in English and also in foreign language. 1960. Order from Muriel Fuller, Box 193. Grand Central Station, New York, N.Y. 10017. $2~ Elementary and Junior High School Mathematics Library compiled by the National Council of Teachers of Mathematics. 1960. 32 pp. NEA. 35~ i-368 0 - 66 - 33 PAGENO="0514" 506 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES Fare for the Reluctant Reader by Anita E. Dunn and others. Annotated list selected for junior and senior high readers. Books chosen to reflect teen- age interests; not all of equal merit. 1964. 277 pp. Capital Area School Development Associa- tion. $3. Free and Inexpensive Learning Materials. George Peabody College for Teachers. More than 3,000 items evaluated for accuracy and usefulness in schools. 12th ed. 1964. 276 pp. George Peabody College. Peabody. $2. Gateways to Readable Books edited by Ruth Strang and others. "An annotated graded list of books in many fields for adolescents who find reading difficult." 3d ed. rev. 1958. 181 pp. Wilson. $3. Good Reading for Poor Readers compiled by George Spache. Useful in elementary and junior high school. Rev. ed. 1962. 203 pp. Garrard. $2.50. Good Reading for Youth. A list of books for book fairs, compiled by the Children's Services Division of ALA for the Junior Chamber of Commerce Jaycee Good Reading for Youth Proj. ect. 1965. 25~. books for children and young people, developed around six human relations themes. 4th ed. rev. 1964. 242 pp. American Council on Education. $4 A Reading List of High.lnterest, Low Vocabulary Books for Enriching Various Areas of the Curricu- lum. 1962. 165 pp. Reading Study Center, Univer- sity of Connecticut. 50~. Resources for Teaching about the United Nations prepared for the NEA Committee on Interna- tional Relations by Elizabeth M. Thompson. In. cludes an annotated bibliography of titles selected to give depth to the various aspects of the UN. 1962. 90 pp. NEA. $1.50. Richer by Asia: A Selected Bibliography of Books and Other Materials for Promoting West-East Under- standing among Young Adults. Committee of YASD, ALA. Adult books on modern Asia cho- sen for their appeal to teen-agers. Includes list of Asian embassies. No prices. 1959. 72 pp. ALA. $1.25. Selected Resources for Studying the World by Leonard S. Kenworthy. Practical list with brief annotations; includes films, periodicals, pam- phlets, and other types of material as well as books. 1962. 50 pp. Teachers College, Columbia University Press. $1. Vocations in Biography and Fiction: An Anne- tated List of Books for Young People compiled by Kathryn A. Haebich. 1,070 tides, mostly bio- graphies. Includes some titles of high interest, low reading level for grades 9.12. 1962. 77 pp. ALA. $1.75. World History Book List for High Schools prepared by the World History Bibliography Committee of the National Council for the Social Studies. Carefully selected list of 483 books chosen to "contribute to a clearer understanding of today's world." Rev. ed. 1962. 145 pp. NEA. $1.50. Additional sources of information indude the Educational Materials Laboratory of the U. S. Office of Education; NEA; and ALA. Directory of Publishers American Association fo? the Advancement of Science, 1515 Massachusetts Ave., N.W., Wash- ington, D.C. 20036. American Council on Education, 1785 Massa- chusetts Ave., N.W., Washington, D.C. 20036. American Library Association, 50 East Huron Street, Chicago 60611. Association for Childhood Education Interna- tional, 3615 Wisconsin Ave., N.W., Washington, D.C. B'nai B'rith, 315 Lexington Ave., New York 10016. Guide to Children's Magazines, Newspapers, and Reference Books. 1962. 8 pp. ACE!. Free. A Guide to Science Reading compiled and edited by Hilary J. Deason. Annotated bibliography of more than 900 paperback science books; keyed to four reading and comprehension levels. 1963. 220 pp. New American Library. 60*. High School Mathematics Library compiled by the National Council of Teachers of Mathematics. 1963. 56 pp. NEA. 60*. Human Rights. An annotated list of children's books compiled at the request of the Children's Services Division of the ALA by Detroit Public Library, Publications and Exhibits Dept. 1963. 14 pp. Send self-addressed envelope and 10~ stamp with order. "I Can Read It Myself" compiled by Frieda M. Heller. Titles selected for independent reading and grouped for the beginning reader; grades 1-2 and for the primary reader ready for longer books. 1960. 31 pp. Ohio State University. $1. ML4 Selective List of Materials; for use by teach- ers of modern foreign languages in elementary and secondary schools, edited by Mary J. Ollmann. A comprehensive bibliography which indudes titles in ten modern languages. 1962. Also includes non-print materials. 162 pp. Modern Language Association of America. $1.00. Supplement for French and Spanish. 1964. 75*. Supplement for Spanish and Portuguese. 1965. 75*. 1965 Catalog of Language Packages. Children's books in foreign languages, principally French, German, and Spanish, selected by a committee of the Children's Services Division, ALA. Books may be bought in packages or as separate vol. umes. Package Library of Foreign Children's Books. Catalog, free. Reading Ladders for Human Relations edited by R. R. Bowker Co., 1180 Avenue of the Amen- Muriel Crosby. An annotated list of over 1,000 cas, New York 10036. PAGENO="0515" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 507 The Bro-Dart Foundation, 113 Frelinghuysen National Association of Independent Schools, Avenue, Newark, New Jersey 07114. 4 Liberty Square, Boston 6. Bureau of Independent Publishers and Distrib. National Conference of christians and Jews, utors, 10 E. 40th St., New York. 43 West 57th St., New York 10019. Capital Area School Development Association, National Council of Teachers of English, 508 State University of New York, Albany. S. Sixth St., champaign, Ill. child Study Association of America, 9 E. 89th National Education Association, 1201 16th St., St., New York. N.W., Washington, D.C. 20036. Columbia University Press, 2960 Broadway, New American Library, 1301 Avenue of the New York 10027. Americas, New York 10019. Detroit Public Library, 5201 Woodward Ave., New York Public Library, Fifth Ave. and 42nd Detroit 48202. St., New York 10018. Educational Materials Laboratory, U.S. Office Nioga Library System, Pine Ave. and Ninth of Education, Washington, D.C. St., Niagara Falls, N.Y. Garrard Publishing Co., 1607 N. Market St., Oceana Publications, Dobbs Ferry, N.Y. champaign, Ill. 61821. The Ohio State University, Publications Office, 242 W. 18th Ave., Columbus, Ohio George Peabody College for Teachers, Division of Surveys and Field Services, Nashville, Tenn. Package Library of Foreign children's Books, 119 Fifth Ave., New York. The Horn Book, Inc., 585 Boylston St., Boston. Scarecrow Press, 257 Park Aye, S., New York. Indiana University Press, Bloomington, Indiana. U.S. Government Printing Office, Washington, Jaycee Good Reading for Youth Project, Pil- D.C. grim Book Society, 13 Overwood Road, Pilgrim Square, Akron, Ohio. University of Chicago Press, 5750 Ellis Ave., Chicago 60637. McKinley Publishing Co., 809-811 N. 19th St.. Philadelphia. University of Connecticut, Storrs, Connecticut. C. E. Merrill, Inc., 1300 Alum Creek Drive, Western Reserve University, 2029 Adelbert Rd., Columbus, Ohio 43216. Cleveland. Modern Language Association of America, 6 The H. W. Wilson Co., 950 University Ave., Washington Square North, New York 10003. Bronx, N.Y. 10452. SOURCES OF SELECTION FOR NON-PRINT MATERiALS General Lists 50,000 titles. This is neither an evaluative nor a selective tool but a descriptive listing of all types Audiovisual Instruction. Periodic listing of of non-print materials. McGraw-Hill Book Corn- sources of evaluation. Department of Audiovisual pany (330 W. 42nd St., N.Y., N.Y.). 1965. 14 Instruction, NEA (1201 16th St., N.W., Wash- vols. $62.45. ington, D.C., 20036). Monthly except August. $4 Guides to Newer Educational Media: Films, Film- per year. strips, Phono-Recards, Radio, Slides, and TeleWsian by Margaret Rufsvold and Carolyn Guss. Hand- Educational Media Index. Education's most corn- book describing available catalogs, lists, services, prehensive, annotated listing of films, filmstrips, professional organizations, journals, and periodi- pictures, phonotapes and disks, slides, video tapes, cals which regularly provide information on kits, charts, and programmed materials. Alphabet- newer educational media. 1961. 74 pp. ALA. (50 ized and subject indexed. The set indudes over E. Huron St., chicago, Ill). $1.50. PAGENO="0516" 508 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES "lest ructional Materials for Teaching Audiovisual Courses. An annotated List of motion pictures, kinescopes, filmstrips, slide sets, recordings, and tapes. Syracuse University, Audiovisual Center, (Box 87, University Station, Syracuse 10, N.Y.) in cooperation with the U.S. Department of Health, Education, and Welfare, Office of Educa- tion. 1961. $60 plus postage. Library of Congress Catalog: Motion Pictures and Filmstrips. Published quarterly, with annual and quinquennial cumulations. Not selective. Wash- ingtón, D.C.: Library of Congress, 1953-. $8 per year. Music in General Education edited by Karl D. Ernst and Charles L. Gary. Music curriculum out- line including selected correlated films, filmstrips, and audio materials screened by the Conference. Music Educators National Conference, NEA (1201 16th St., NW., Washington, D.C. 20036). 1965. $2.50. Reviews of new audiovisual materials a~~ear periodically in various educ.ation and library period- icals. Lists of Films and Filmstrips EFLA Evaluations. Continuing 3x5 card service. Describes, rates, and suggests uses for films. Edu- cational Film Library Association (250 W. 57th St. New York, N.Y.). Published monthly since 1948. Cumulative index, Si; service basis, rates on request. Educational Screen and Audiovisual Guide. Monthly evaluation of films and filmstrips. See also Blue Book, August issue ($1), for year's productions and directory of producers. Educa- tional Screen, Inc. (415 N. Dearborn, Chicago, Ill.). Published monthly. $4 per year. Film Guide for Music Educators. Donald J. Shet- 1cr. Annotated and rated listing of films for music education. Music Educators National Con- ference, NEA (1201 16th St, NW., Washington, DC. 20036). 1961. $2.50. Film News. Monthly revi~ws and suggested use for films and filmstrips. Film News Co. (250 W. 57th St, New York, N.Y.). Published six times a year. $4 per year. Film Review Digest. Educational Film Library Association (250 W. 57th St., New York, N.Y.). Published four times a year. Rates on request. Films for Libraries prepared by a subcommittee of the ALA Audio-Visual Committee. Graded, annotated list of approximately 400 selected 16mm films. 1963. 92 pp. ALA. (50 E. Huron Street, Chicago, Ill.). $1.75. Landers Film Reviews edited by Bertha Landers. Monthly except July and August. Descriptive and evaluative annotations of current films on loose- leaf sheets. Landers Associates (4930 Coliseum St., Los Angeles, 16,. California) $27.50 annually. 100 Selected' Films in Econamic Education. Anno- tated, selective list of films with recommendations for use. Joint Council on Economic Education (2 W. 46th St., New York, N.Y. 10036). 1960. S.75. Reviews of Films. Annotated listing of 160 films selected from 250 titles reviewed by mathematics teachers. Reprinted from the Mathematics Teacher, December 1963. National Council of Teachers of Mathematics, NEA (1201 16th St., NW., Washington, D.C. 20036). $40. Lists of Tape and Disk Recordings An Annotated List of Recordings in the Language Arts far Elementary Schools, Secondary Schools, Col- leges. Morris Schreiber, ed. National Council of Teachers of English (508 So. Sixth Street, Cham- paign, Illinois). 1964. 83 pp. $1.75. Audio Cardalog, edited by Max U. Bildersee. 10 issues, 400 cards. Continuing service which, through sets of printed cards, describes, evaluates, suggests use, provides purchasing information, and catalogs disk and tape recordings. The Card- alog (Box 989, Larchmont, N.Y.). $25 annually. Library of Congress Catalog: Music and Phono- records. Washington, D.C.: library of Congress, 1953-. $20. Published semi-annually with annual and quinquennial cumulations. Not selective. $4.50 per year. National Tape Recording Catalog. 1962-63 (3d ed). Washington, D C: -Department of Audio- visual Instruction, NEA, and National Associa- tion of Educational Broadcasters. (1201 16th St., NW., Washington, DC, 20036) 1962. $1.50. Recordings for Children prepared by the New York Library Association, Children's and Young Adult Services Section. A selected list of spoken and music records arranged by age level and sub- ject, no prices given. Office of Children's Serv- ices. The New York Public Library, 1964. 47 pp. $1. List of Programmed Inst ruction, Slides and Pictures Learning from Pictures. Catharmne M. Williams. A guide and source book on the use of pictures. Department of Audiovisual Instruction, NEA (1201 16th St., NW., Washington, D.C. 20036). 1963. 163 pp. $4.50. Programs, `63: A Guide to Programmed Instruc- tional Materials. Superintendent of Documents, U.S. Government Printing Office. No. OE-43015- 63, Bulletin 1964, No. 3. Annotated listing giving field test and population information of pro- grammed material available at date of publica- tion. $2.50. Lists of Television Program Materials Educatianal Television Motion Pictures, 1960 Cata- log. Contains series data, subject and use level index for 16mm educational television programs, NET Film Service (Indiana University, Bloom- ington). 1960. Free. Instructional Television Materials: A Guide to Films, Kinescopes, and Videotapes Available for Televised Use. An annotated list of selected courses. 3d ed. (New York, N.Y.: National In- structional Television Library.) 1964. Free. PAGENO="0517" eôlecI e/~ineô FOR PROVIDING FOR THE MAXIMAL EDUCATION OF CHILDREN OF. ALL RACES AND CREEDS IN THE SCHOOLS OF MICHIGAN . . 1' A REPORT TO THE STATE SUPERIN- I TENDENT OF PUBLIC INSTRUCTION I FROM THE STATE COMMITTEE ON EQUAL EDUCATIONAL OPPORTUNITY Publication No. 541 Published by The Department of Public Instruction Lynn M. Bartlett, State Superintendent Lansing, Michigan 1964 su 509 PAGENO="0518" 510 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES TO THE CITIZENS OF MICHIGAN: During the summer of 1963, I was among the educational leaders invited by President Kennedy to a meeting in Washington to discuss racial problems as related to educa- tion. Following my return to Michigan and in accord with President Kennedy's request, I called together a group of about sixty school administrators to discuss the nature and complexity of this important question in Michigan. It was agreed it would be advisable for me to appoint an advisory committee made up of educators, citizens, and representa- tives of interested civic groups in the state to consider further this important matter. The first meeting of this committee led to a recommen- dation that a small steering committee be formed to develop a set of guidelines for use by local school boards and administrators in providing equal educational opportunities for all youth regardless of race or creed. This steering committee, made up of people representing widely different interests and holding divergent points of view, met fre- quently over a period of time and worked very conscien- tiously, spending a considerable amount of time on their task. After much discussion of all concerns and viewpoints, the members reached a position agreeable and acceptable to all. In view of the strong feelings and the emotional nature of the problem, this was an outstanding accomplish- ment and has resulted in what I feel is not only an excellent philosophic statement but one, which also deals with specific recommendations for consideration by local schools. The statement was recommended for my adoption and has now been distributed to all school districts, universities and colleges, and several other groups in the state. I feel that this document is a fine testimonial to the fact that people holding what may initially appear to be differing and irreconcilable points of view can meet and intelligently work out their differences. While several other states have prepared statements of guidelines, I believe that this work by Michigan educators is unique and goes beyond many previous efforts in that it takes a positive PAGENO="0519" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 511 approach and suggests the kinds of steps that can be taken by local districts to provide for more equal educational opportunities. I wish to acknowledge with respect and gratitude the efforts of all the people who participated in the discussions and planning that produced the guidelines. I am sure that schools concerned with this pressing problem will be able to find numerous suggestions and guidance in this valuable document which will make possible the more effective organization of school programs so that the needs of all youth are better met. Cordially yours, Lynn M. Bartlett PAGENO="0520" 512 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES CONT ENT Page CHAPTER I. Preamble I II. A Statement of Basic Responsibilties 2 III. Fundamental Principles 3 IV. Guidelines 4 V. Conclusion 8 Acknowledgements 9 PAGENO="0521" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 513 0'he task of assuring equal educational opportunity is a challenge to our total society. This challenge includes citizenship, employment, housing, religion, education, etc. Each of these contributes to the fulfillment of equal educa- tional opportunity and toward the achievement of our demo- cratic goals. Although this statement is primarily concerned with the role of education, it must be recognized that these goals are interdependent and must operate simultaneously in order to accomplish our desired aims. While our charge is to spell out the educational implications, full and com- plete integration depends upon the democratic operation of all our civil rights. PAGENO="0522" 514 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES I. PREAMBLE The schools of this country represent America's hope and plan for a better society. The public school--open to all, regardless of race, economic status, or creed--was and is a basic institution through which Americans are to be prepared for cultural, economic, and political participation in our community. America has asserted from the start that our democratic goals cannot merely be expressed through written doctiments or verbal pronouncements. We recognized very early that personal associations are important for ~he realization of these goals. Thus: American education, through the public schools, must provide the opportunity for all children of various ethnic, racial, religious, and economic backgrounds to meet, learn, and work together. Today we recognize that this goal has not been fully realized. Educators, citizen s, and courts assert that pre- vention of personal association~ through segregation-- whether "de jure" or "de facto"--seriously affects the quality of education. Segr egation, particularly involuntary segregation, whether it is social, ethnic, economic, or racial, diminishes equalit.y of educational opportunity for all children. If Michigan's schools are to achieve our state and national democratic goals, sound educational procedures and practices must be created by all schools to overcome these obstacles to equality of educational opportunity in all school districts. I PAGENO="0523" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 515 II. A STATEMENT OF BASIC RESPONSIBILITIES Under our system of laws, it, is the primary responsi- bility of each community to provide equal educational opportunities for all children in terms of quality of instruc- tion, adequacy of facilities and instructional materials, and opportunity for personal fulfillments. `The latter can be accomplished to an adequate degree in our democracy only when the policies and practices of the school system place a positive emphasis upon achieving and maintaining racially integrated school systems. Providing this equity in educa- tional opportunities is a part of the process of educational planning, done by cooperative means consistent with the basic educational philosophy of our state. PAGENO="0524" 516 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES III. FUNDAMENTAL PRINCIPLES A. The school has long been viewed as a basic social instrument in obtaining our traditional Americangoals of equal opportunity for personal fulfillment. B. The presence of children in all schools from varied racial, cultural and/or socio-economic backgrounds is an important element in the preparation of young people for participation in the social and political affairs of our democracy. C. In forming school policies, every educationally sound action should be taken tQ insure not merely passive tolerance but active acceptance of and genuine respect for childrenfrom every segment of the community. D. Public schools must make certain that in all their policies and practices the dignity of each child be respected regardless of ethnic, racial, or religious backgrounds. They must also be certain that iii all their acts they transmit the belief and conviction that all children should be educated to their fullest potential and that no group or school in any manner should be regarded as inferior or superior. E. A community school offers important educational values which should not be overlooked. The relation between the school and the community with which it is identified can in many cases offer important educational values and lead to more effective participation by parents and other citizens in the support and guidance of the school. Yet, when a community school becomes exclusive in fact or spirit, i.e., is being reserved for certain com- munity groups, to the exclusion of others, it does not serve the purpose of democratic education. 3 PAGENO="0525" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 517 IV. GUIDELINES It is recognized that meeting the challenge of racial segregation and discrimination is a responsibility of both state and national government. Yet, solutions to such ~roblems in the field of education must be resolved at the local level. Therefore, each community shoUld publicly acknowledge its responsibility for achieving an integrated school system and should see that this responsibility is defined and administratively implemented in a manner that is in keepingwith sound educational and democratic measures. The following guidelines, where individually or col- lectively appropriate to a school district, are suggeste.d to assist local school boards develop effective programs and to achieve and maintain integrated school systems. A. Boards of education and educational administrative officers should assume a basic responsibility for re- solving negative attitudes which may retard racial integration of the school system: 1. They should seek assistance from public agencies, universities, professional organizations, community groups, and other sources, which would offer an opportunity to remove racial integration from the arena of emotion to that of professional, educational orientation in which educational decisions are made. 2. They should initiate reports and/or studies which clearly delineate the presence or absence of circum- stances within a community that contribute to the development and/or maintenance of racially segre- gated schools and/or discriminatory practices. 3. They should seek to promote school programs and school districts in which i nter-racial learning ex- periences become a criterion by which educational effectiveness is measured and by which educational planning is evaluated. B. It is the responsibility of each community and school district to educate its youth for responsible and effective participation in a democratic society. Circumstances do 4 PAGENO="0526" 518 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES not always allow for the same degree of active partici- pation with students of differing racial and ethnic backgrounds. The geographic distribution of population in our state is so varied that minority groups while present in great density in one area may be almost totally absent in another. Despite these differences in population concentration, the following guidelines have some degree of application to all school districts of the state. 1. Place the responsibility on colleges and universities in the training and preparation of teachers to empha- size more strenuously the ramifications and implica- tions of intercultural relationships as they affect a community and influence the growth and development of young people. 2. Colleges, universities, and school districts should plan practice teaching experiences to maximize exposure to communities and/or areas where there are diversified racial and ethnic school populations. 3. Specific in-service training programs should be de- veloped to aid teachers in achieving a broad back- ground and understanding of the role played by various racial, ethnic, national, and religious groups in the history and development of our nation. De- veloping positive attitudes in these areas will enable teachers to work more effectively in developing similar worthwhile attitudes on the part of their students. 4. To carry out the principle of interchange of groups, student contacts in their regular curricula with teachers of several racial and/or ethnic groups will contribute materially to the worthwhile development of students in schools which are otherwise relatively homogeneous. 5. Instructional materials are important tools for all phases of the instructional process. In selecting such materials, it is important that proper attention be given to the degree to which the materials con- 5 PAGENO="0527" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 519 tribute toward positive intergroup understanding and appreciation, as well as appropriate motivation of the individual student. 6~ Schools and community centers should be utilized within each community to develop an understanding and insight among adults about the problems growing out of intercultural relationship. Boards of education and educational administrative officers should assume a basic responsibility for promoting such community programs. 7. What may be possible for older age groups may not necessarily be educationally sound for younger children. There are a number of administrative prac- tices that have been initiated or recommended in other parts of the country which should be evaluated as to their adaptability to local situations. These would include: a. Relief of Overcrowding The need for relief from overcrowded conditions in a school provides an opportunity for integra- tion. Measures taken should be carried out in a manner that promotes integration in* the receiving school. b. Re~rouping of Grades Two or more adjacent schools are combined in a single attendance area. Rather than have all grades in each school, the first three grades for a larger area may be assigned to a building and the next three grades for the larger area assigned to another building. c. Open Enrollment A child may attend a school outside of his school area if another school is not already filled by children from its regular attendance area. In these instances, positive action should be taken to insure maximum integration and utilization of the open school. 6 PAGENO="0528" 520 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES d. Redistricting andlor School Relocation When redistricting or relocation of schools is necessary and when new school sites are being selected, these efforts should be guided by principles which promote integration. e. Special School Centers for reading, science, mathematics, etc. establis hed in schools at central points where boys and girls from several schools, with varied racial and ethnic backgrounds can work together. f. Any Other Method Which Might Promote Integration while continuing to maintain staff effectiveness, achieve positive educational and sound physical plant efficiency, and assure against inferior academic programs. 8. Within the framework of their educational philosophy, public, private, and parochial schools have a special responsibility to provide for children oppor- tunities to gain experiences with children who have differing socio-economic, religious, racial or ethnic backgrounds in ways which contribute to appreciation of their equality and dignity as individuals. PAGENO="0529" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 521 V. CONCLUSION Today, the various school systems are being challenged to provide positive demonstrations of democratic living. This challenge demands that the school systems must evaluate all phases of their program to insure that in fact, as well as theory, they offer equality of educational opportunity to all children within their respc~ctive communities. Implicit in this evaluation is the school's responsibility to provide an educational environment which offers the opportunity to each çhil.d for racially integrated learning experiences. Where the geographical distribution of population makes integration impossible, every opportunity in educational programming should be employed to reduce the impact of this educational handicap. It is our belief that the adoption of the above principles of educational practice by all school districts in the State of Michigan is important if they are to effectively meet their responsibility of preparing their respective student bodies for maximum participation in our democratic society. 8 71-368 0 - 66 - 34 PAGENO="0530" 522 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES * STATE ADVISORY COMMITTEE ON EQUAL EDUCATIONAL OPPORTUNITY *WiIIiam Berkhof (Chairman) Superintendent of Schools, Mt. Clemens Community Schools Ralph E. Brant Superintendent of Schools, Ecorse Public Schools Wilbur Brookover Director, Social Science Teaching Institute, Michigan State University Samuel Brownell, Superintendent of Schools, Detroit Public Schools Rev. Albert Cleage, Jr. Member, Board of Directors, Detroit Council for Human Rights *Norman Drachler Assistant Superintendent, School Relations and Special Services, Detroit Public Schools Paul Emerich Superintendent of Schools, Ypsilanti Public Schools *Nicholas Georgiady Assistant Superintendent for Research and Educational Planning, Department of Public Instruction Rabbi Mordecai Halpern Congregation-Beth Shalmon, Oak Park *Clifford Haslick Consultant, Department of Public instruction (Secretary, State Curriculum Committee on Better Human Relations Education) * Rt. Rev. Msg. Vincent Horkan Superintendent of Catholic Schools, Archdiocese of Detroit *Lawrence Jarvie Superintendent of Schools, Flint Public Schools Albert Johnsen Superintendent of Schools, Benton Harbor Public Schools Damon Keith Attorney at Law, Co-Chairman, Michigan Civil Rights Commission., Detroit Francis Kornegay Executive Director, Detroit Urban League Merrill Lenox Director, Detroit Council of Churches ~`Alvin Loving Guidance and Counseling Department, Wayne State University Executive Director, Community Action for Detroit Youth *Henry Marsh Attorney at Law, Member of Saginaw City Council, Member of Human Relations Commission. Saginaw Clifford May Assistant Superintendent of Schools, Oak Park Public Schools Cecil MacDonald Superintendent of Schools, East Lansing Public Schools Estel Odle Director, Christian Education, Detroit Council of Churches (Continued) 9 PAGENO="0531" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 523 Rev. Joseph Parker President, Lansing Chapter of the National Association for the Advancement of Colored People *Paul Phillips Executive Director, Grand Rapids Urban League, Member of Board of Education, Grand Rapids Donald Schroeder Director, Department of Public Affairs, Detroit Council of Churches Richard Warren Superintendent of Schools, Muskegon Public Schools Norman Weinheimer Superintendent of Schools, Highland Park Public Schools *Charles Wells Member, Executive Board and Chairman, Education Committee, Detroit Chapter of the National Association for the Advancement of Colored People *Members of the steering committee appointed to develop and to write the suggested guidelines for the committee-of-the-whole. The following people were also called upon by the committee to assist in developing the guidelines: Mary Brand Human Relations Services, Detroit Public Schools (Chairman, State Curriculum Committee on Better Human Relations Education) Burton Gordin Executive Director, Michigan Civil Rights Commission Detroit John Salcau Coordinator, Curriculum and Instruction, Ypsilanti P ubli c Schools William Simmons Assistant Superintendent, Federal and State Relations, Detroit Public Schools Sam M. Sniderman Curriculum Coordinator, Highland Park Public Schools Raymond Sreboth Assistant Superintendent, Benton H arbor Public Schools David Weikart Director of Special Services, Ypsilanti Public Schools 10 PAGENO="0532" PAGENO="0533" . . . FOR THE SELECTION OF HUMAN RELATIONS CONTENT Publication No. 548 MICHIGAN DEPARTMENT OF EDUCATION ALEXANDER J. KLOSTER, Superintendent of Public Instruction Lansing, Michigan ~ 965 PAGENO="0534" FOHEWOI~D For several years, the Michigan Department of Education has been concerned with developing an educational program designed to create harmony and understanding among the various racial, religious and socio-economic groups of our society. It is, therefore, not unusual to find included among the several state curriculum planning committees, one whose major responsibility is the improvement of human relations in our schools. As one of its recent activities, it met on two occasions with key personnel from publishing firms to discuss the problem of the treatment of minority in textbooks. An outgrowth of the second meeting was a request that the committee develop criteria useful in the selection of human relations content in textbooks. The guidelines which follow are intended to assist persons in making textbook selections. We strongly urge those charged with this responsibility to use these guidelines. In this way, it is more likely that students will be directed in their reading to an unbiased understanding of all groups in our society. I wish to express my appreciation to the committee on Better Human Relations for its efforts in making this fine publication possible. ~ /~~Z~z Alexander J. Kioster State Superintendent of Public Instruction PAGENO="0535" GUIDELThES FOR ThE SELECTION OF HUMA.N BELATIONS COWJZENT IN TEXTBOOKS w 0 The selection of textbooks and other curriculum materials is an important part of the educator's task. While a good textbook does not necessarily guarantee quality educa- tion, a good book in the hands of a good teacher can significantly assist in the learning process. Our nation's textbooks reflect the goals and values of our society. Through them, adults transmit to children patterns of thought and behavior considered acceptable in the American culture. A book propagandizing for a totalitarian form of govern- ment, or one which portrays dishonesty as a permissible form of behavior, would find no market in the schools. Similarly, a book which fails to recognize important aspects of a democratic society should also find no market. America is a nation in which diversity has been welded into unity. The people of America belong to many different racial, religious, and ethnic groups. Our demo- cratic value system treasures this diversity within its unity. Currently, many educators are concerned with the fact that textbooks used in our schools have not always adequately reflected this portion of the American ethnic. Textbook publishers share their concern and are taking steps to improve their offerings. Recently published books show an increased awareness Of the multi- racial, multi-religious, and multi-ethnic character of our nation. PAGENO="0536" The Michigan Curriculum Committee on Better Human Relations has prepared the following Criteria for the Evaluation of Human Relations. Content in Textbooks as a guide for educators throughout~the state who wish to choose, from the many textbooks ava~ilable, those which transmit to children the democratic value system of respect for diversity. The committee recognizes that not all criteria are equally applicable to all sub-. ject fields. Individual book selection committees may wish to discuss the guide and decide which questions can reasonably be asked about the books under considera-~ tion. Questions more directly related to the human relations content of a specific subject matter area may be added in the blank spaces provided. It is recommended that human relations content, both in text and illustrative materials; be an important part of the total.criteria used in making a judgment. This guide attempts to focus on a few questions which can be used to examine human relations content. PAGENO="0537" CRPIT~RIA FOR ~ITIE EVALUATION OF HUMA.N RELATIONS CONTEI~T IN ~XTBOOKS 0 0 The written word, from its earliest beginnings of crude pictures etched in stone to its many modern forms, has always been used to convey conc~pts in addition to recorded knowledge. Through books, man has transmitted ideas, beliefs, and attitudes from one person to another and from one generation to the ~iiext. The books children read are a part of their environment, a part of their learning experiences, and thus a part of themselves. In order that children may learn the highest ideals of a democratic society, all text- books used in the schools of our nation should be carefully examined to insure that respect and dignity is accorded to all groups within the society and that the racial, religious, and ethnic plurality of our nation is presented in an accurate and unbiased manner. In both the content and illustrative materials, textbooks should: 0 Support the concept of the brotherhood of man. Recognize the commonality of basic human needs. Develop appreciation for the inherent worth of the individual. Strengthen belief in democratic values. Present diversity of race, custom, culture, and belief as a positive aspect of our nation's heritage. Contribute to intergroup understanding. PAGENO="0538" In order to determine how well a specific textbook meets these criteria, the following questions may be asked. Very Some- Not at Not Applicable Much ~Jhat All to Content Area 1. Avoid the use of stereotypes and caricatures in por- traying group differences and group characteristics? 2. Appear to be free of unnecessary language or material which would tend to offend any racial, religious) or ethnic group? 3. Clearly indicate through illustrations and/or content the fact that america is a multi-racial nation? L~. Give adequate representation to the contributions of the many racial, religious, and ethnic groups which are a part of our society? . 5. Indicate that within each group there is a wide range of individual differences? 6. Present the environmental and historical influences ~ihich have been instrumental in developing group differences where they exist? 7. Portray each culture, race, and ethnic group in a manner which will develop understanding, acceptance, empathy, and respect? DOES THIS BOOK: PAGENO="0539" 8. Present the forces and conditions which have worked to the disadvantage of minority groups, so that the student is led to make accurate and unbiased judgments regarding intergroup conflicts? 9. Present an analysis of conflict situations honestly and objectively with emphasis on possible solutions to intergroup tensions? 10. Help children recognize prejudice as something which prevents mutual understanding and appreciation for the rights of others? 11. Provide motivation for children to examine their own attitudes and behavior in relations to their demo- cratic values? 12. Help children develop wholesome democratic values and note their importance to good citizenship and to a happy life? . 13. This checklist may be reproduced by any school system without permission. Most of the above questions are general and can be applied to textbooks of more than one subject area. Book selection committees may wish to develop additional questions which would be specific for the particular curriculum area or grade level for which the book is being chosen. PAGENO="0540" 532 BOOKS FOR SCHOOLS AND TREATMENT OF MII~ORIT1ES STATE OF FLORIDA, DEPARTMENT OF EDUCATION, Tallahassee, Fla., August 10, 1966. Memorandum. To: Hon. Adam Clayton Powell. From: H. Finn Groover. Subject: Responses to questions as per your letter of July 29, 1966. Please find attached the answers to the questions as outlined per your re- quest of July 29, 1966 and, as explained by my letter of August 10, 1966. as being sent under separate cover-50 copies each-for your perusaL H. FINN GROOVER. (a) "the position of your school system with regard to the treatment of minor- ity groups in books for school use ;" An,swer Since the terminology of this question requests "the position of your school system with regard to the treatment of minority groups in books for school use", may I offer the following statement which was recommended to the State Board of Education on February 22, 1966, by the State Textbook Adoption Committee, and I quote said statement: "in all instances where publishers offer, or have available, multi-ethnic editions of textbooks adopted in the State of Florida, it is recommended that the multi- ethnic edition be purchased". This recommendation was approved by the State Board of Education on Feb- ruary 22, 1966, and is the policy followed by the State of Florida's State Textbook Program and the State Department of Education. The Florida State Department of Education endorses the principles incorpo- rated in the "School Library Bill of Rights" of the American Association of School Libraries in regard to the selection of library resources, and I quote, and may I respectfully call to your attention item number e.*" "SCHOOL LIBRARY BIlL OP RIGHTS "School libraries are concerned with generating understanding of American freedoms and with the preservation of these freedoms through the development of informed and responsible citizens. To this end the American Association of School Librarians reaffirms the Library Bill of Rights of the American Library Association and asserts that the responsibility of the school library is: "a. To provide materials that will enrich and support the curriculum, tak- into consideration the varied interests, abilities, and maturity levels of the pupils served. "b. To provide materials that will stimulate growth in factual knowledge, literary appreciation, aesthetic values, and ethical standards. "c. To provide a background of information which will enable pupils to make intelligent judgments in their daily life. "d. To provide materials on opposing sides of controversial issues so that young citizens may develop under guidance the practice of critical reading and thinking. "*e To provide materials representative of the many religious, ethnic, and cultural groups and their contributions to our American heritage. "f. To place principle above personal opinion and reason above prejudice in the selection of materials of the highest quality in order to assure a com- prehensive collection appropriate for the users of the library." (b) "efforts of educational authorities in your state and local districts to provide for all children text and library books which rectify adverse attitudes toward minority groups ;" Answer The answer to question (a) expresses the State Board of Education's phil- osophy in relation to the state's approach to provide for all children textbooks and library books which present the many religious, ethnic, and cultural groups and their contributions to our American heritage. The State Courses of Study Committee. consisting of twelve members, nine of whom are actively engaged in school work and three of whom are lay citizens, and which structures the criteria for textbook selection for the State of Florida, states in their general criteria for selection of textbooks in all subject areas, and I quote section 3 (see attached criteria) PAGENO="0541" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 533 "Whenever applicable, the content of texts should reflect the culture of varied ethnic groups at different soclo-economic levels". (c) "methods of selection, assignment, and distribution of text and library books for school use ;" Answer "The selection, adoption, purchase, and distribution of textbooks in the State of Florida as prescribed by Florida Statutes, Section 233.04-233.48" as indicated below for pertinency: Courses of study Committee Recommendations for changes in textbook adoptions originate with the State Courses of Study Committee. (233.03) This is a continuing committee consisting of twelve members, nine of whom are actively engaged in school work and three of whom are lay citizens. Mem- Jjers of the committee are appointed by the State Board of Education on the recommendation of the State Superintendent of Public Instruction. Florida Statutes provide that the Committee shall make its recommendations to the State Superintendent annually on or before March 15. It is the duty of the State Superintendent under the Statutes, to consider both the cost of the committee proposals and the educational value of the proposed changes. On, or before, April 15, the State Superintendent must present an analysis of the Courses of Study Report together with his own recommendations to the State Board of Education. Under Florida Statutes, the State Board of Education must approve any recommendations related to textbooks before a change may be made. (233.03) When a textbook adoption has been authorized by the State Board of Educa- tion, the entire publishing industry is advised and is invited to submit books for consideration in accordance wit.h detailud instructions regarding legal require- ments, administrative procedures, specifications for book manufacture, and criteria for book content. Specifications for book materials and manufacturing processes are worked out in detail, and an agreement to conform to these manufacturing standards on the part of publishers is made a prerequisite to contract award. The specifica- tions, which become a part of the contract, make it possible for the State to re- cover the cost of books which are defective or to have defective books replaced without charge. Thousands of defective books have been replaced because of this contractual safeguard. Teat book~ Distribution Florida Statutes require every publisher to whom a textbook contract has been awarded to maintain in the State, at a convenient distributing point, a depository in which the books under adoption shall be kept in quantities large enough to fill orders without delay. The depository may be maintained sepa- rately, or it may be maintained jointly with other publishers. Because of the advantage of reduced overhead costs, all current publishers ship books through a single depository, the Florida School Book Depository, in Jacksonville. The Depository is operated privately, and its expenses are defrayed by the publisher under arrangements made with the Depository owner. Books are sold to the State (F.O.B.-the Florida School Book Depository) at as low a price as they are sold anywhere in the United States, including the publisher's home shipping points. Another center of distribution, located in Tallahassee, is the State Textbook Exchange which is financed and operated by the State. The Exchange is used primarily as a center for collection and redistribution of textbook surpluses. The program of collection and redistribution of books has been instrumental in saving thousands of dollars worth of books. The Exchange warehouse facilities are, also, used for the storage and distribu- tion of materials published and distributed by the State Department of Educa- tion and other agencies of state government. County Responsibilities (233.43) County school superintendents have been designated by Florida Statutes as the responsible agents for the State in evaluation, local distribution, and accounting of state-adopted textbooks. In each county the County Superintendent has designated one person to admin- ister or coordinate the textbook program. For purposes of uniformity and sim- plicity these persons are referred to as county textbook managers. PAGENO="0542" 534 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES The county textbook managers have such responsibilities as are assigned them by the county superintendents. These responsibilities usually include- (1) the keeping of accurate records of deposits to and expenditures from the county textbook account (2) preparation of textbook requisitions based upon minimum known needs and stocks of available books already in the county (3) preparation of annual textbook inventory reports and such other reports as may, from time to time, be necessary or desirable (4) distribution of textbooks to the several schools in the county and maintenance of records of the titles and quantities of books in the various schools. (The importance of maintaining an accurate and comprehensive inventory record cannot be overemphasize. Inadequate inventory account- ing may well result in duplication of stocks of books already on hand, short- age of other needed texts, waste of available money, and serious educational handicaps for the pupils.) (5) coordination and facilitation of the collection of refunds for lost and damaged books and receipts from the sale of textbooks (6) development of recommendations for the conservation, renovation, and exchange of textbooks. The obligation imposed by Florida law to provide safe, dry, vermin-proof stor- age facilities for textbooks is another responsibility of county school boards. The law further provides that books in storage shall be neatly arranged by title, subject, and grade. One of the duties of principals and teachers is "to require a receipt from each pupil to whom books are issued and to give a receipt to each pupil upon the return of the books." The State assists county school administrators in this legal requirement by furnishing a duplicate receipt form. At the time books are dis- tributed each pupil signs the receipt form for the books he has received. When the books are returned, the teacher signs a copy of the duplicate receipt form and gives it to the pupil as evidence that all books for which he has been charged have been returned or that the State has been reimbursed for any unnecessary damage or loss. The Florida State Department of Education maintains the philosophy that the selection of school library resources is both the prerogative and responsibility of local school officials who are cognizant of the needs of students within their school district and of the various curricula serving these students. While the State Department of Education does not issue lists of approved Titles for school libraries, local school officials are encouraged to use standard bibliographic tools such as those issued by the American Library Association, 15. 5. Office of Educa- tion, and other professional associations. These organizations have consistently endorsed materials representative of all religious, ethics and cultural groups. The final authority for materials to be acquired within any individual school rests with the principal of the school or the head school librarian. (d) "the uses of the provisions of federal educational legislation for the in- crease in supply of text and library resources for the schools in your state or district ;" Answer The Legislature for the State of Florida appropriated ~$12,789,707 for the 1965-67 Biennium for textbooks, or $6,224,746 for 1965-66, and $6,564,961 for 1966-67. The amount of money spent on textbooks in the State of Florida from Public Law 89-10, Title II Funds was $42,644.81. This represents 1.7% of the Title II (P.L. 89-10) allocation of 2.6 million dollars to the State. The Florida State Plan for P.L. 89-10, Title II states in Section 3.52, and I quote: "The State through its textbook program provides textbooks in sufficient quantity to meet curriculum requirements in courses of study in the public schools. Students enrolled in non-public schools generally provide their own textbooks. Therefore the proportion of the State's allotment to be expended for textbooks shall be not more than fifteen (15) per cent of the total State allocation minus administrative costs." Criteria for judging content are prepared by the Courses of Study Committee for the guidance of the publishers and of the State Textbook Selection Commit- tees. These criteria are designed to give brief and precise information con- cerning the scope, sequence, treatment, and objectives being sought in textbooks in specific curriculum areas. PAGENO="0543" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 535 State Textbook Committee (23307-233.11) Florida Statutes provide that each school year, not later than June 15, indi- vidual state textbook committees shall be appointed for the selection of books in the separate curriculum areas of the secondary school and a general textbook committee shall be appointed for the selection of books for the elementary school. The duties of these state textbook committees include examining and recom- mending for adoption suitable textbooks in the areas for which they are spe- cifically responsible. The state textbook committees, appointed by the State Board of Education on the recommendation of the State Superintendent, comprise persons actively en- gaged in teaching or in the supervision of teaching in the public elementary schools, secondary schools, and institutions of higher education in the State and lay citizens not professionally connected with education. Care is taken to ap- point teachers who are outstanding in the subject fields under consideration. While the state textbook committees cannot delegate final responsibility for the recommendation of textbooks, committees composed of instructional personnel and lay citizens in the various counties may evaluate textbooks and submit opinions, evaluations, and recommendations to the appropriate state textbook committees. State Textbook Purchasing Board (2.33.16) The State Textbook Selection Committees do not have the final voice in the selection of books, but they do have the responsibility to recommend suitable, usable, and desirable books in order of their preference. Before a book may be purchased it must be selected from the list of books recommended by the state textbook committees and approved by the State Textbook Purchasing Board. Under this plan the State is able to utilize the business acumen and experience of the Governor and members of the Cabinet, as well as the professional training and judgment of the members of the selection committees. Every book to be eligible for State Textbook Purchasing Board consideration must first have been recommended as suitable, usable, and desirable by one of the state textbook committees. The state textbook committees may recommend and the States may adopt not more than five textbooks for each grade and subject field in the curriculum of public elementary and high schools in the state. Urninty Evaluation or State-Adopted Textbooks (283.43 (14)) Florida Statutes require each county superintendent to conduct an evaluation of each state-adopted textbook which has not been previously used in his county, in order to determine its appropriateness and usability in the county's schools, before the textbook is requisitioned. Counties may use any textbooks adopted by the State but are not required to use any particular book. Reports on evalua- tions of textbooks must be kept on file in the office of the county superintendent since the State Board of Education may request at any time a copy of the county evaluation reports. Financing Textbook Purchases Purchas~s and distribution of textbooks are financed through annual General Revenue appropriations which are made biennially by the State Legislature. It is within the limitations of these annual appropriations that the State must project textbook allocations for the county school systems. County textbook allocations are computed on a uniform principle prescribed by the State Board of Education; no deviation from the uniform principle is permitted. The amount of the county textbook allocation marks the requisition ceiling for the year except as factors not considered in the original allotment make a supplementary allocation necessary or desirable. Allocations may be increased in any year by balances carried over from the preceding year and by credit earned from collections for lost and damaged textbooks. Furthermore, allocations may be supplemented if there have been marked increases in enrollment, losses by fire or storm, or other factors not readily predictable which may have occasioneç~ extraordinary, justifiable, and verifiable textbook needs. The state textbook appropriation has only a biennial life. If any part of it is unused at the close of the biennium, it reverts to the General Revenue Fund of the State. It has been possible, however, even in legi~slative years, to carry over annually the balances which remain to the credit of the counties. Each year these balances become a supplement to the next year's allocation. This is possible because the legal requisition period for any year is cldsed on and after March 1. PAGENO="0544" 536 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES Orders which are received after March 1 in any year are charged to the next year's allocation. The textbook appropriation, however, is made for two fiscal years and use is permitted until June 30, the close of the biennial period. Allocation Supplements Over the past ten years some county school systems have had a history of rapid growth, some have had little increase in enrollment, and a few have had a decrease. Obviously, since allocations are prepared largely on a replacement basis, those systems which show increases in enrollment would be at a disad- vantage unless a possibility of equalizing through supplement is provided. Con- sequently, if increases in enrollment have been significant, the allocation will be recomputed; and additional funds will be allowed for book purchase. According to Florida law, books which have been destroyed by fire or storm do not constitute a charge against the county textbook allocation, if evidence accept- able to the State Superintendent is presented showing that reasonable safe- guards and precautions had been taken for the protection of the destroyed books. It has been the practice of the Department of Education to require a report from the county superintendent to substantiate textbook losses and an affidavit that all State laws with respect to fire protection have been observed. Following this report, adjustments are made. Usually this adjustment is an increase in allocation to take care of replacements. The State of Florida does not provide specific funds for school library resources; however, loëal districts are allocated twenty-five dollars for each instructional (teaching) unit which is earmarked for instructional materials. These funds may or may not be spent, in part or in total for school library resources. As a matter of practice, at least a portion of these funds is expended for library resources. The Superintendent's biennial report for 1963-64 indicates $3,521,118.93 spent for school library resources. Under Title II, ESEA, the local school districts have encumbered $2,236,242.77 for school library resources and $42,G44.81 for textbooks as indicated above. Some percentages reflecting participation of Florida Schools in ESEA, Title II, P.L. 89-10: Percent Total spent for school library resources 90.6 School library resources spent for books 81. 0 School library resources spent for periodicals 1, 0 School library resources spent for audiovisual 18.0 Total spent for textbooks 1.7 Total spent for other instructional materials .9 Total spent for processing 6.8 Public elementary school included in title II program~ 89.0 Public elementary school pupils included in title II program 87. 0 Public secondary schools included in title II program 100.0 Public schools included in title II program have full-time librarians 77.0 Public schools included in title II program have part-time libraries 15. 0 Public schools included in title II program have no librarians 8.0 Private schools included in title II program have full-time librarians 13. 0 Private schools included in title II program have part-time librarians~__ 53.0 Private schools included in title II program have no librarians 34.0 Public schools in title II program have centralized libraries 86.0 Public schools in title II program have no centralized libraries 14. 0 Nonpublic schools involved in title II program have centralized librarie&_ 61.0 Nonpublic schools involved in title II program have no centralized libraries 39. 0 Please see schedule Ill-State Plan for Florida, Public Law 89-10, Title II, for more detailed information for structure of said plan. The continued need for this kind of support from federal educational legislative appropriation is apparent from these statements because of the large percentage of participation of the schools in the State of Florida in Title II Funds. (e) "anticipated continued needs for these kinds of support ;" (f) "proportion of this assistance in total budget for texts and school library use." E. answer See (d) and attached State Plan for Implementing Title II. F. answer See attached correspondence from Mr. Jon Stapleton, Program Reviewer for Federal-State Relations. PAGENO="0545" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 537 STATE OF FLORIDA, DEPARTMENT OF EDUCATION, Tallahassee, Fla., August 1.9, 1066. Mr. H. FINN GROOVER, Manager, Publications and Testbook Services, State Department of Education, Tallahassee, Fla. DEAR MR. GROOVER: During FY 1966, Florida counties have requested and have been allocated all monies made available by Public Law 89-10. Under Title I of this Act, only a small percentage of the available money was scheduled for Library Resources and Textbooks. We do not have a tabulation on this, since the items are scattered through 172 different project applications and several hundred project amendments. We estimate that approximately $500,000 will be used for textbooks and approximately $2,000,000 for library resources. When final verification is made after all business for FY 1966 is completed, I believe the official figures will be very close to the estimation I am making. Under Title II of the Act, we have approved $42,644.81 for textbooks; $2,236,- 242.72 for library resources; and the remainder of avaHable money for processing and for other instructional materials. In regard to question (f) as per a letter to you frOm the Honorable Adam C. Powell, Chairman, House of Representatives, Committee on Education and Labor, requesting the proportion of this assistance in the total State Budget for Textbooks and Library Resources, may I offer the following data: Item 1-Title I: This information is not available as explained in Paragraph two (2) above. Item 2-Title II: The proportion of Total Textbook Expenditures in the State of Florida for FY 1966 in relation to Total Anticipated Expenditures for Text- books under PL 89-10, Title II is .6804236% as indicated below: Amount of expenditures for textbooks for the State of Florida for fiscal year 1965-66 $6,224, 746. 00 Amount of anticipated expenditures for textbooks for the State of Florida for fiscal year 1965-66 under title II, Public Law 89-10 42, 644. 81 Total 6,267,390. 81 If this Office can be of further assistance to you, please let us lmow. Sincerely, JON L. STAPLETON, Program Reviewer, Federal-State Relations. i~. STATE PLAN FOR MAKING AVAILABLE SCHOOL LIBRARY RESOURCES, TEXTBOOKS, AND OTHER INSTRUCTIONAL 1~IATERIALS, UNDER SECTIONS 201-207 OF TITLE II AND SECTIONS 601-605 OF TITLE VI, PUBLIC LAW 89-10 Submitted by the State of Florida. Approved by State Board of Education on November 2, 1965. The following to be completed by the Office of Education: Date received by the Office of Education: November 9, 1965. Date on which plan or amendment is effective in the State: November 9, 1965. The State of Florida, through the State Board of Education of Florida, hereby submits this plan for making available school library resources, textbooks, and other instructional materials pursuant to the provisions of Section 201-207, inclusive, of Title II of Public Law 89-10, and the regulations issued pursuant thereto. 1.0 State Plan Administration 1.1 Name of Agency. The name of the Sole agency responsible for the administration of this plan and for dealing with the Commissioner with respect to the plan is the State Department of Education, whose official address is Tallahassee, Florida. This agency qualifies as the State educa- tienal agency because of Florida Statute 229.071. 1.2 Administration. 1.21 The official title of the officer authorized by the State ecluca- tional agency to submit State plan materials is the State Superin- tendent of Public Inntruction, who is the executive officer of the State Department of Education. 7~l-368 O-66---35 PAGENO="0546" 538 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 1.22 Title and official address of the officer who has legal authority to receive and to have custody of Federal funds is: State Treasurer, State of Florida, Tallahassee, Florida. Federal funds received by the State will be deposited with the Treasurer of the State of Florida. 1.23 The official title of the officer who will have authority to au- thorize expenditure under the State plan is the State Superintendent of Public Instruction, State of Florida. The State Superintendent may appoint such personnel as indicated in 1.24 to implement his authoriza- tion. 1.24 The official titles of the officers of the administrative units within the State educational agency who will administer the plan are: The Director of the Division of Instructional Services, and the Fiscal Administrator of Federal Programs. 1.25 The organization of the State staff for the administration of programs under the State plan is shown in the organization chart. (Addendum 1.) 1.26 The State Superintendent shall appoint an advisory committee to assist in the implementation of the plan. This advisory committee shall be composed of representatives of levels and functions of the public and non-public educational establishments responsible for and involved in the implementation of Title II of Public Law 89-10. The advisory committee shall recommend to the State Superintendent policies con- cerning standards, operational procedures, priorities and organizational structure for implementing the State plan. 1.27 The General Plan for Admini~tratio;i The general plan for administration of Section 201-207, inclusive, of Title II of P.L. 89-10 is as follows: The functions of the State De- partment of Education which has been designated as the sole agency responsible for the administration of the State plan are- 1. To make information concerning the State plan available to public and non-public school personnel. 2. To designate state and local school personnel to help ad- minister the State plan. 3. To make final approval of projects submitted by local school officials which have been previously approved by the school district 4. To provide such reports as required by the Commissioner 5. To provide opportunity for an applicant whose project has been disallowed by the State Department of Education to be heard 6. To provide that materials be made available for the use of children and teachers in public and non-public elementary and secondary schools on a loan basis. Materials will be admin- istered through the local educational agency. 1.3 State Agency's Authority 1.31 The following cited statutes contain the authority of the State educational agency to submit a State plan under Sections 201-207, in- clusive, of Public Law 89-10 and to administer the plan: Florida Stat- utes 1965, Sections 216.20, 229.061(10), 229.071, 229.521(10), (11) 230.23(13), 232.14, 232.141, 232.142, 232.15, 232.16, 233.32, 233.36, 233.37, 236.18. (Addendum 2: Florida Statutes, 1963 [The revised Florida Statutes 1965 will be transmitted as soon as they are released from the printer. Numbers listed in paragraphs 1.31 and 1.32 are those used in Florida Statutes 1965].) 1.32 The following cited statutes contain the authorization of the State agency to supervise the work of local schools: Florida Statutes 229.511(1), (3), (4), (5), 229.77 and 229.75. The description of super- visory responsibility which the State Agency has for the local educa- tional agency is discharged by the staff of the State Department as indi- cated in Addenda (1) and under the Florida Statutes cited. 1.4 Reports. The Florida State Department of Education will participate in periodic consultations with the Commissioner and his staff, and will make such reports to the Commissioner as he may consider reasonably necessary to carry out his responsibilities under P.L. 89-10 and will comply with such provisions as the Commissioner may reasonably request as to the accessibility and varification of reports and related documentary information. PAGENO="0547" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 539 1.5 State Administrative Review and Evaluation. The State Department of Education has established or will establish the following procedures for an annual review of the administrative and supervisory practices associated with the administration of this plan. (1) Periodic visits by state staff to provide inservice education and leadership assistance to local personnel. (2) A survey of the schools to determine "relative need" for books, materials and resources. (3) Reports and recommendations from the State Advisory Com- mittee and special committees concerning the review of standards and criteria. (4) Reports and recommendations from the State Advisory Committee and special sub-committees concerning the methods for making the re- sources, books, and materials available for the use of children and teachers in public and non-public elementary and secondary schools. (5) Dissemination of information concerning these reports and recom- mendations to appropriate educational personnel. (6) Approval for project applications. 2.0 Fiscal Management, Accounting and Auditing Procedures 2.1 Determination of Funds Available for State Administration. An administrative approval by the State. agency administering the plan, for acquisition or of the estimated cost of such acquisition constitutes, the basis for determining the amount available for State Administration. 2.11 Definition of Expenditure for State Administration. Expendi- tures for State administration of the plan occur upon the date of execu- tion of documentary evidence of a binding commitment for the acquisition of goods or services acquired `by purchase `order or contract, as adjusted to the net amount actually paid, and the performance of personnel services or travel are expenditures on the basis of the time when the services are rendered or received or the travel performed. All obligations and contracts must be made during the fiscal year for which the allotment is available. The obligation method of accounting will be used. Liquidation of all obligations will be made by the end of the fiscal year following the fiscal year in which the obligation was incurred. NoTE-The same provisions apply when the State makes expenditures of program funds from the State allotment. 2.12 DefInition of Expenditure for Local Agency. Expenditures by local agencies occur upon the date of execution of documentary evidence of a binding commitment for the acquisition of goods by purchase order or contract, as adjusted to the net amount actually paid. Obligations by purchase order or contract must be incurred during the fiscal year in which the project was approved. The obligation method of accounting will be used. Liquidation of all obligations will be made by the end of the fiscal year following the fiscal year in which the obligation was incurred. 2.2 Fiscal Records and Auditing of State Agency 2.21 The official accounts and documents showing receipts and ex- penditures of funds by the State agency under the approved State plan will be maintained by the following agencies: Office of the Treasurer of Florida and Office of the State Superintendent of Public Instruction,. both of which are located in Tallahassee, Florida. 2.22 The accounts of the State Department of Education of Florida are audited by the State auditor in a continuous audit program, but at least once each two years. Reports of such audits will be available in the Office of the Superintendent of Public Instruction. 2.3 Fiscal Records and Auditing: Local Level 2.31 No local public agency, other than the local educational agency, will receive federal funds under this plan. The funds will be adminis- tered through the local educational agency. The official accounts and documents showing receipts and expenditures of funds by local educa- tional agencies will be maintained by the office of the county school superintendent. Copies of all paid invoices together with claims for reimbursement will be~ maintained in the office of the State Superintendent. The State Department of Education will pre-audit all claims for reim- bursement. The State Auditing Department will audit the fiscal records PAGENO="0548" 540 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES of the local educational agencies and will include in their examination the records pertaining to expenditures claimed for Federal financial participation under the provisions of Title II of P.L. 89-10. These audits will be made as nearly on an annual basis as the state auditor determines to be possible and copies of such audits will be available in the offices of the- (a) State Auditor, (b) State Superintendent of Public Instruction, (c) County superintendents. 2.32 Section 21.101 and 21.121(2) Florida Statutes provide that the state auditor shall have the power and duty to make an annual post- audit of the accounts and records of all state and county officers and all state and county boards, departments, commissions, institutions, or other such agencies. He shall make an annual post-audit of accounts and records of any other public body or political subdivision when required by law to do so. Each such annual audit when practicable, shall be made and completed within not more than twelve months following the end of each fiscal year of the officer, office, department, commission, board, in- stitute, or other such agency. As used herein the term "post-audit" means an audit made at some point after the completion of a transaction or a group of transactions. The audit report shall make special mention of: (a) any violation of the laws within the scope of the audit; and (b) any illegal or improper expenditure, and improper accounting procedures, all failures to properly record financial transactions, and all other inaccu- racies, irregularities, and shortages. 2.4 Identifying and Prorating Costs. It is anticipated that some person- nel will be working on programs under this plan and on other programs in the State agency. Where the same individual is performing other functions, these will appear in the position description together with the proportion of the individual's `time which will normally be devoted to each activity. An annual estimate will `be made in advance by the Division Directors of the State Department of Education, and this will be followed at the close of t'he year with a certification of the actual percentage of time devoted to duties under the program. The salary and travel of such individuals will be pro- rated in accordance with this certification. If supplies or equipment are used in part for work not under a plan program, similar provisions will be made. Records will be maintained to substantiate the actual prorated expenditures `for all expenses including rent and equipment. 3.0 Program for Making School Library Resources, Tectbooics, and Other Printed and Published Instructional Materials Available for the Use of Children and Teachers in Public and Private Elementary and Secondary Schools in the State. 3.1 The method or methods employed to insure that the resources provided by this program are made available for the use of children and teachers in public and private elementary and secondary schools are as follows: (a) Materials provided by this program will `be selected by teachers and librarians within the county and approved by local educational agencies. (b) Requests for materials will be made to the State agency to supply their fair share of such materials. (c) The State agency will assure itself that such requests are made in `accordance with the Act, Regulations, State Plan provisions, and State Laws. (d) Upon approval of requests complying with stipulated regulations, the State agency will grant approval to the local educational agency to issue a purchase order for such materials. (e) Upon presentation of a purchase order or invoice the local educa- tional `agency will be advanced funds (or either reimbursed) for the ma- terials acquired from the provision approval. (f) Local educational agencies will certify that the resources, text- books and materials provided by Federal funds will not supplant State, local, or private school funds normally expended for such resources, text- books and materials. (g) The State educational agency will receive project applications from local educational agencies on behalf of the public and non-public school children within the local district. The local educational agency will retain title to the materials and will determine the procedures for PAGENO="0549" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 541 making them available to the public and non-public school children and teachers within the local district. The local educational agency will have administration control of the materials and will be responsible for the inventory reports. 3.2 Administration of State Plan 3.21 The staffing pattern to be followed with the minimum qualifica- tions of the personnel administering this program is within the frame- work of the present organization of the State Department of Education. The Division of Administration and the Division of Finance assist counties in the development of budgets, pupil accounting, and other administrative and financial functions. The staff of these Divisions include assistant directors, specialists, consultants, and administrative assistants. The qualifications for consultants and administrative as- sistants are those proposed under merit qualification standards. In the employment of personnel who do not fully meet the qualifications, equivalents have been accepted by the State Superintendent at the time of employment. In the Division of Teacher Education, the administrative functions relative to accreditation are provided by consultants and administra- tive assistants who meet the accepted qualifying criteria. The Division of Instructional Services is staffed by generalists who serve secondary and elementary education, and specialists in the areas of music, kindergarten, art, guidance, library services, audiovisual education, health education, recreation, and in exceptional child educa- tion. Personnel in the Division of Instructional Services meet the qualifications prescribed or have received conditional appointment at the discretion of the State Superintendent. Specific qualifications of professional consultants in the areas of library services and audio- visual education are- (a) Masters Degree (The State Superintendent may recognize other training or experience as equivalent.) (b) Major in field of library resources or instructional materials. (c) Satisfactory experience in teaching, school administration, supervision, or library service. (d) Personal traits indicating strengths in interpersonal rela- tionships. 3.22 The program of State administration, leadership, and supervision to be incorporated a~ a part of the administration of this plan is as follows: Administration (a) Assist in developing State Plan (b) Disseminate information about Plan (c) Receive, disburse and account for State Plan Title II allocation (d) Coordinate activities of advisory committees and other people working in the program (e) Approve applications (f) Assist in evaluation of programs (g) Audit expenditures of Title II funds (h) Report to U.S. Office of Education, State Department of Education, and to the public Supervision (a) Cooperate with and assist administrative personnel in planning and implementing Plan activities (b) Work with higher educational institutions, specialists and consultants in in-service education programs (c) Assist local school people in preparing applications (d) Assist in improving techniques in use of materials (e) Assist in reporting to appropriate agencies and public (f) Initiate, participate in and evaluate conferences, workshops, and instructional materials program. 3.23 Development and Revision of Standards for School Library Resources, Teatbooks, and other Printed and Published Instructional Materials. The State Department of Education will take the following steps to provide adequate assurance that appropriate standards are developed and made available to local public and private schools rela- tive to the materials to be provided for the u~e of children and teachers: PAGENO="0550" 542 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES (1) Accreditation Standards for Florida Sc/tools will provide the basis for a continuing program of evaluation which will pro- vide for periodic study of quantitative and qualitative standards for Florida schools and will provide a means of assessing the degree of change in standard~ made possible by the program. (2) The State agency will appoint committee involving local school curriculum and school library supervision, school librarians and teachers representing levels and functions of public and non- public educational establishments involved, to assist in the process of revising standards for materials. (3) In the revision of standards consideration will be given to needs of schools of the State for providing adequate qualified per- sonnel and sufficient physical facilities for the administration of library resources. 3.3 Criteria Used in the Allocation of Sc/tool Library Resources, Text- books, and other Printed and Published Instructional Afateria is. 3.31 The following criteria have been established to be used in allo- cating school library resources, textbooks, and other printed and pub- lished instructional materials provided under the program in accordance with the relative need of the children and teachers of the State: (1) The State through its Minimum Foundation Program pro- vides twenty-five dollars ($25) per instruction unit for library resources and instructional materials; through its textbook pro- gram, the State provides textbooks for courses of study in the public elementary and secondary ~schools. The expenditures for library resources and other printed and published instructional materials provide only fifty-two (52) per cent of the minimum expenditure recommended by the American Library Association for library resources alone. (2) Since no school meets fully the highest levels prescribed in the standards determined by the Accreditation Standards for Florida School-s there is an acute need for all students to share in this program. (3) Therefore fifty per cent (50%) of the State allocation minus State administrative costs shall be allocated to the county admin- istrative units on a per capita basis per student enrolled in the public and non-public elementary and secondary schools within the county. (4) The remaining portion of the State allocation will be dis- tributed on a formula reflecting the basis of need as determined by the same data as used by the U.S. Office of Education in deter- mining State allocations for Title I of P.L. 89-10. (5) The county administrative unit shall determine the expendi- ture of its allocated funds using the State formula as a guide and taking into consideration the value judgment of qualified school library supervisory personnel who are familiar with the needs of the children and teachers in relationship to resources, books, and materials provided by this program. 3.32 The criteria to be used to insure that the school library resources, textbooks, and other printed and published instructional materials made available by this program will be provided on an equitable basis for the use of children and teachers in non-public, elementary and secondary schools in the State eligible for participation in this program are- (1) enrollment in schools which comply with the State compul- sory attendance law (2) enrollment in a school program requiring a minimum of 180 school days (3) enrollment in schools maintaining an elementary and/or secondary educational curriculum (4) enrollment in schools providing professionally qualified li- brarians, teachers, and/or personnel to administer materials pur- chased under this program (5) enrollment in schools which are accredited or give evidence of working toward accreditation by State agency and/or an inde- pendent accrediting agency (6) The State educational agency through the local educational agencies, will assure that children and teachers of non-public schools PAGENO="0551" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 543 will benefit as do the children and teachers of the public schools with due consideration given to the relative need factor and estab- lished standards. 3.4 Criteria to be Used in Selecting. the School Library Resources, Text- books, and Other Instructional Materials. 3.41 The materials selected are to be approved by the State Depart- ment of Education from among the library resources and instructional materials approved for use in public elementary and secondary schools of the State. They may be selected from lists provided by such recog- nized authorities as- (a) American Library Association and similar organizations (b) The various professional associations such as The National Councils and Organizations assocthited with the National Education Association (c) Association and Organization of members of the profession engaged in non-profit elementary and secondary education (d) American Association for the Advancement of Science (e) U.S. Office of Education (f) Such other recogi~ized authorities as have been found accept- able by those conversant with the acquisition of library resources and instructional materials (g) State Adopted Textbooks. The materials selected are to meet physical standards prescribed by the State Textbook OOmmit- tee or such standards as are compatible with library use. 3.42 Materials, textbooks and resources shall be selected by coin- petent school librarians and teachers who have the ability to relate them to the curriculum and the educational level of pupils. 3.5 Criteria to be Used in Determining the Proportions of the State's Allotment which will be Expended for School Library Resources, Textbooks and Other Printed and Published Instructional Materials. 3.51 Only twenty (20) per certt of the public school libraries meet the highest standard of accreditation proposed by the State Department of Education. Since only ten (10) per cent of the non-public schools are accredited by the State Deparfment of Education and/or the Florida Council of Independent Schools, it is therefore assumed that the library resources of both the non-public and public schools are grossly in- adequate. Therefore, the proportion of the State's allotment to be expended for school library resources shall be from eighty-five (85) per cent to one hundred (100) per cent of the total State allocation minus administrative costs. 3.52 The State through its textbook program provides textbooks in sufficient quantity to meet curriculum requirements in courses of study in the public schools. Students enrolled in non-public schools generally provide their own textbooks. Therefore the proportion of the State's allOtment to be expended for textbooks shall be not more than fifteen (15) per cent of the total State allocation minus administrative costs. 3.53 The State through its Minimum Foundation Program provides the public schools twenty five ($25) dollars per instruction unit for in- structional materials. Non-public schools budget a limited amount for instructional materials. Therefore the proportion of the State's allot- ment to be expended for instructional mnterials shall be not more than fifteen (15) per cent of the total State allocation minus administrative costs. 3.54 The criteria for determining the proportions of the State's allot- ment which will be exnended for school library resources, textbooks, and clther printed and published instructional materials may he revised to meet changing needs or reflected in e~alualtive surveys and/or other data collected during any preceding year. 3.7 Procedure Established by the State Agency to Assure that Federal Funds Under This Program will not Supplant State, Local, and Private School Funds Normally Budgeted and Made Available for the Acquisition of School Library Resources, Textbooks and Other Printed and Published Instructional Materials. 3.71 To participate in the State's allotment, local educational agencies shall submit an application for a grant. Such application shall in- clude- PAGENO="0552" 544 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES (a) A certification that the expenditure for instructional mate- rials, textbooks and library resources will be in excess of the average per capita expenditure for such items including allocation from State textbook funds, for the most recent year for which fig- ures are available (b) For the first year, an affidavit confirming (1) the local school enrollment and (2) the total expenditure from all sources for library resources, textbooks, and materials for the most recent year for which figures are available (c) For the first year, an affidavit from participating non-public schools confirming (1) the local school enrollment and (2) the total expenditure from all sources for library resources, textbooks and materials excluding such local or non-public school funds expended for purchase of materials used in religious instruction or in reli- gious worship, for the most recent year for which figures are available. 3.72 An annual analysis shall be made of appropriations of public funds at both the State and local levels that are expended for library resources, textbooks and materials. The results of such analyses will be made available to the U.S. Office through annual reporting. 3.73 Federal funds made available under Title II of PL8D-10 will not supplant nor duplicate functions of the public library system of the State. 3.8 Procedure for Establishing that School Library Resources, Teat- books, and Other Printed and Published Instructional Materials made Avail- able by this Program, Have Been. or Will be Approved by an Appropriate State or Local Educational Authority for Use in the Public Elementary and Secon4ary Schools of the State. 3.81 The State agency shall empower the county school officials to verify that resources, books and materials provided by this program are those which have been or will be approved by an educational author- ity or agency for use or are used in a public elementary or secondary school of the State. 3.82 The State agency shall have the final authority of approval of such library resources, textbooks, and instructional materials. 3.83 Federal funds available under Title II of PL89-1O shall not be used to pay for any form of religious instruction or worship, nor for the provision of school library resources, textbooks, or other printed and published materials to be used in such instruction or worship. 4.0 Public Control of Library Resources, Teat books, and Other Instructional Alaterials. 4.1 Public Agencies Retaining Title. The general types and functions of the public agencies which will retain title to the resources, books and materials are county educational agencies which shall have the respon- sibility to assure all teachers and children within the district an opportunity to benefit from the program. 4.12 The public agency retaining title to the school library resources, textbooks, and other printed and published instructional materials made available under this plan shall reserve the right to recall or replace any such items made available for the use of children and teachers in the elementary and secondary schools of the State. The following are conditions under which the recall and replacement procedures of the title-retaining public agency shall function: (a) Recall on the basis of violations of the provisions or intent of the title. (b) Recall for the permanent closing of school, district reor- ganization, or such other abrupt circumstances which merit a redistribution of items. (c) Recall for recirculation of renewal of collections and/or programs. (d) Replacement of worn out items. 4.2 Inventorying Methods. 4.21 The methods for inventorying and the maintaining of records of school library resources, textbooks, and other printed and published instructional materials furnished pursuant to this are- (a) The local educational agency in which title to such resources, books and materials is vested will maintain an inventory record of PAGENO="0553" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 545 such items, revised annually, which will be made available for the use of the Sta:te agency and the Commissioner. (b) The State agency will be prepared to report such inventory records to the Commissioner if he should so request, and the inven~ tory records shall be maintained for the period of the usable life of such items. (c) The inventory record shall give information relative to the quantity and types of items lost, discarded because of obsolescence or because of wear beyond the point of usableness. (d) The inventory record for such items shall be in accord with established State and local practices concerning inventorying of instructional materials and discontinuance of record keeping for reasons of loss, wearing out, or obsolescence. 4.22 The practices to be followed in removing school library resources, textbooks, and other printed and published instructional materials from inventory records because of loss, obsolescence, and wearing out are the usual practices followed in library inventories which maintain records indicating that such items have been withdrawn for whatever purpose, disposed of through destruction, salvage or return to publisher or producer in accordance with agreement. 5.0 Progrem for Acquisition of Library Resources, Tewtbooks, and Other Printed and Pt~blished Instructional Materials. 5.1 Method of Distribution. To participate in the State's allotment, school districts shall submit an application for a grant in the prescribed form some time between the beginning of the fiscal year and the cutoff date to be determined by State Department of Education policies. Applications for such grants will be submitted to the county Board of Education for tentative approval before being transmitted to the State agency for final approval. 5.2 Project or Application Approval Procedure. Applications for grants shall include- (a) Information needed for receiving, processing, and filing the instrument. (b) An affidavit confirming (1) the total school district enrollment each of the previous three years, and (2) the total expenditure from all sources for all items of materials, textbooks, and library resources for the past three years. (c) A description of the need and use of materials requested under this grant. (d) A certification that (1) these funds will be in excess of the average per capita expenditure including allocation from State Text- book funds, over the past three years; (2) other regulations of the State Board of Education will be observed; and (3) materials will not be pur- chased nor purchase orders written before application is approved. (e) Materials to be purchased with the grant. (f) Date that Compliance Statement with Civil Rights Act of 1964 was signed. A notice of approval of the application shall be sent to the executive officer of the district. On such notice shall be shown the approval date and the names of any materials which are considered ineligible for purchase under the grant. A state claim for funds will be sent along with the approval notice to be executed and returned for payment. 5.3 Purchasing Procedures. County Boards of Public Instruction shall be authorized to purchase resources, books, and materials through such procedures as legally prescribed by State Board of Education regulations. Payment from Federal funds shall be effected by way of advancement or reimbursement. 5.4 Processing of Claims for Rthnbursement of Federal Funds. When the local board has completed the project, they submit copies of the paid invoices together with a state claim for funds to the fiscal section. The fiscal section checks the invoices in detail against the original approved list, deletes materials showing an acquisition date prior to the project approval or that were not included in the project, and determines the amount of allow- able expenditures which can ~e accepted on this project. The amount of the reimbursement is then calculated in accordance with the original or amended project approval and a requisition is drawn to the Comptroller for the payment of the claim deducting funds of advancement under 5.3. PAGENO="0554" 546 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 5.5 Expenditures Allowable for the Processing, Cataloging and delivering of School Library Resources, Tea~tbooks and Other Printed and Publis lied Instructional Materials. 5.51 Expenditures allowable for the processing, cataloging and de- livering of school library resources, textbooks and other printed and published instructional materials may include-U- (a) Expenditures for the necessary and essential costs in con- nection with processing and cataloging such materials. (b) Expenditures for commercial processing. (c) Expenditures for a single delivery of materials to individual schools for use by teachers and children of the school. 5.52 Expenditures allowable for the processing, cataloging and de- livering of such materials may not exceed 10 per cent of the total ex- penditure for such items. Records of the cost of processing, cataloging and delivering of such materials shall be verified by the local educa- tional agency. 6.0 Certification of Plan 6.1 Certification of Officer Autlwrized by State Ageiwy to submit the State Plan. STATE OF FLORIDA I hereby certify that the State plan was adopted by the State Board of Education on . I further certify that the plan attached to this certificate is the plan approved by the State Board of Education. The plan as submitted constitutes the basis for the operation and ad- ministration of the State's program established pursuant to Sections (201-207) inclusive of Title II and Sections (601-605) inclusive of Public Law 89-10. All information, statements, and representations contained in the plan as of this date are accurate, to the best of my knowledge and belief. (Signed) (Date) (Title of Authorized Official) 6.2 Certification of State Attorney General or Other Appropriate State Legal Officer. STATE OF FLORIDA I hereby certify: 1. That the State Department of Education is qualified as a State agency in accordance with Section 203 of Title II of Public Law 89-10. 2. That said agency has the authority under State Law to submit a State plan pursuant to Section 203 of Title II of Public Law 89-10. 3. That all the provisions of the foregoing plan are consistent with State law; and 4. That the Superintendent of Public Instruction has been duly au- thorized by the State Board of Education to submit the foregoing State plan and to represent the State Board of Education in all matters per- taining thereto. (Signed) (Date) (Title of State Official) VnIGINIA STATE BOARD OF EDUCATION The State Board of Education, acting under powers conferred upon it by the Constitution of Virginia and by legislative enactments, selects basal textbooks for use in the public schools. The State Board also prepares approved lists of library materials for use by local school authorities in selecting materials for purchase with State and federal funds. The State Board selects basal textbooks and library materials for use in the public schools on the basis of merit without regard to race, creed, or color. The county and city school boards select textbooks and library materials from the State-approved lists. In addition, local school authorities may select other library materials when purchased entirely with local funds. PAGENO="0555" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 547 The Textbook and Curriculum Committee of the State Board of Education makes recommendations to the Board on all matters relating to the adoption of textbooks and the selection of library resources. The Textbook and Cur- riculum Committee utilizes the assistance of the professional staff of the Department of Education and individual evaluators selected from supervisory and teaching personnel representing the instructional areas for which text- books are to be adopted. The State Board invites all publishers to submit textbooks for consideration and adopts a multiple listing of textbooks in designated subject fields. The local school systems use three methods of distributing textbooks to pupils: (1) free textbook system, (2) rental textbook system, and (3) direct purchase of books by pupils. During 1966-67 nine (9) school divisions plan to provide free textbooks in grades 1-12; eleven (11) divisions plan to provide free textbooks in grades 1-7. Rental textbook systems covering grades 1-12 are planned in forty-one (41) school divisions; rental systems covering grades 1-7 are planned in twenty- five (25) divisions and covering grades 8-12 in seven (7) divisions. Direct purchase of books by students is planned for forty (40) school divisions. Section 139 of the Constitution of Virginia provides that free textbooks must be furnished to all pupils who are unable to purchase them. Funds for the purchase of library materials are apportioned among the school divisions on the basis of the preceding year's average daily attendance in mul- tiples of forty dollars ($40.00) to be matched by local funds in the amount of twenty dollars ($20.00). Approximately $2,500,000 in State and local funds were spent for library re- sources during the 1965-66 school year. Virginia's allotment under Title II of P.L. 89-10 during 1965-66 was $2,095,347. This entire amount-except approximately $20,000 withheld for administrative costs-was allotted to eligible schools for the purchase of library materials, including books, periodicals, and audio-visual materials. It is esti- mated that approximately $4,300,000 in Title I funds were used during 19135-66 to purchase instructional materials for educationally disadvantaged children. This support has been helpful in establishing new libraries and in expanding existing library collections. Unmet needs exist; continued support will prove useful in meeting these needs. It is estimated that $2,790,350 in State funds will be available for textbooks, library materials, and related services during 1966-67. The Title II (P.L. 89-10) allotment for Virginia is estimated to be approximately $2,095,000. [From the Washington (D.C.) Star, July 17, 1966] STUDY REPORTS RACISM IN ELEMENTARY TEXTS MEDFORD, MAss-Racism, anti-intellectualism, jingoism and anti-Democratic attitudes in American elementary school texts are reported by two university professors directing a federal study at Tufts University. Dr. John S. Gibson, acting director of Tufts' Lincoln Filene Center, and Dr. Jean S. Gram'bs, associate professor of education at the University of Maryland, disclosed their conclusions Friday in a report prepared as part of a project con- ducted for the U.s. Office of Education. Weighing data collected by Filene Center personnel, based on a survey of 24 textbooks, they reported these general characteristics of attitudes promoted by the texts: Inadequate presentation of the concept of freedom and the legitimacy of dis- sent in the United States; Stereotyped treatment of racial minorities-Indians and Negroes-coupled with the implication that white men properly used Negro slaves to tame the land, and that the life of the Negro in the United States between the Civil War and re- cent Supreme Court decisions is of no historical importance; * * * PAGENO="0556" 548 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES [From the Washington (D.C.) Post, Aug. 12, 1966] INTEGRATED TEXTS AIM OF VIRGINIA RIGHTS COUNCIL (By Richard Corrigan) The Virginia Council on Human Relations has undertaken a statewide cam- paign to promote the use of "desegregated"-rather than what it calls "Southern version"-textbooks in the public schools. In brochures and pamphlets being mailed to educators and administrators, the Council charges that some textbooks now in use discriminate against Negro students by picturing the United States as strictly a "white society." For example, the Council says that in one history textbook the standard edi- tion notes that Benjamin Banneker, a Negro, assisted in the first surveying of the City of Washington but that the book used in Virginia drops this reference. The Council, which earlier this year appealed to the State Board of Education for the adoption of "multi-ethnic" textbooks, blames publishers and school officials alike for the books now in use. The Council report is the result of an education committee study headed by Portsmouth attorney Louis Brenner. The Council is an independent organiza- tion affiliated with the Southern Regional Council. The State Board of Education, which under the Virginia Constitution is charged with selecting textbooks for public schools, is scheduled to approve a series of new books in December. Asked for comment yesterday, Board president Mosby G. Perrow Jr. said he was "quite familiar" with the Council's campaign and added: "Anyone familiar with Virginia can simply look at the membership of the State Board and be satisfied that fairness and adequacy would be the sole motive for selecting any textbook." Woocirow W. Wilkerson, superintendent of public instruction, said through a spokesman that books will be chosen "on the basis of merit, without regard to race, color or creed." [From the Washington (D.C.) Post, May 10, 1966] STuDY Dis~u~s V~un OF "INTEGRATED" TExTs (By Peggy Streit) ~Results of a recent study indicate that disadvantaged Negro school children do not judge a book by the color of its characters. Nor do they necessarily learn better from books with integrated figures. A group of New York educators claims that "the differences in taste between middle class white and Negro children has been emphasized far beyond reality." Their findings are confirmed by some District elementary school principals. Thomas Poore, principal of Hayes Elementary School, said yesterday that his pupils, asked their initial reaction to new readers featuring pictures of children of all ethnic types, said merely, "These kids have on modern clothes." "In many cases," said Poore, "the children didn't even notice that for the first time they were seeing Negroes pictured in their texts. What seems to make the difference in their atitudes," he said, "is the quality of the story and not the skin color of the children pictured." The research study, conducted by Albert J. Harris, for the Office of Research of The City University of New York was executed under an Office of Education grant. Almost 1200 children from "culturally and economically deprived families" participated in the study. One of the findings, Harris observed, was that plot was particularly important in capturing children's attention. Multi-ethnic illustrations were desirable, he claimed, and in some cases youngsters were lured into the book by them. But interet quickly faltered if the plot did. Old speilbinders such as "The Three Bears" and "Peter Rabbit" and new classics such as "Make Way For Ducklings" by McCloskey and "Caps for Sale" by Slobodkin were beloved by all, regardless of class or race, the study asserted. Even the stories of princes and princesses such as Cinderella-in which the disadvantaged child can have some identification for the poor disadvantaged Cin- derella-are successful when well presented, Harris maintained. PAGENO="0557" WHAT PICTURE OF AMERICA DOES YOUR CHILD RECEIVE FROM HIS SCHOOL BOOKS? REVIEWING VIRGINIA TEXTBOOKS A project initiated by the VIRGINIA COUNCIL ON HUMAN RELATIONS and its more than 30 local councils 549 PAGENO="0558" 550 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES THE PROBLEM Since the beginnings of wide-spread public educa- tion in America, textbooks and supplemental readers have tended to portray ours as a "white society"- often, in fact, one ~ith the Protestant Anglo-Saxon element heavily emphasized. The selection of individ- uals and incidents to exemplify our history and cul- ture, the use of illustrations, the choice of proper names in fictional readings-all have reinforced the traditional theme. * Some years ago schoolbooks began to introduce, with serious and constructive treatment, South Euro- peans, Jews, Orientals, and other ethnic groups on the American scene. But just as in so many other fields the American Negro has been the last to win full ac- ceptance from his countrymen, so too he has been the last to break through the "textbook barrier." Of course he could hardly be left out of any discussion of slavery and Reconstruction, but on these subjects few of the history texts commonly used in southern schools have gained the approval of leading scholars.* In more recent years, books have appeared showing the Negro in new situations, breaking through the "happy southern darky" stereotype. This has been partly in response to economic demand, partly because many of the most creative authors, illustrators and editors have felt the challenge of the current social revolution. In some of the very best books now being published the subject is handled in a natural and straight- forward way, but few such books find their way into southern schools. In some textbooks new multi-ethnic or inter-cultural material has been provided for some school systems but not others. The nationally-distrib- uted version of a certain American history, for example, describes the contributions of the noted Negro mathe- matician, Benjamin Banneker, who helped L'Enfant lay out the new District of Columbia and whose talents did much to raise Thomas Jefferson's estimate of Negro capacities. In the regional (southern) version the same space is given over to a familiar New England Revolu- tionary figure, a worthy individual but one more in a large cast of patriots of similar background. In the To give just one example,. Cavalier Commonwealth, the Virginia history text currently prescribed for use in 11th & 12th grade dasses, paints a rosy picture of slavery which suggests that the many fugi- tive and rebellious slaves must not have been informed of its bene- fits: "The slave's condition had its advantages. He usually worked the accepted work week of the colony-from sunrise to sundown daily except Sunday. But he enjoyed long holidays especially at Christ- mas. He did not work as hard as the average free laborer, since he did not have to worry about losing his job. In fact the slave enjoyed what might be called comprehensive social security. Generally speak- ing, hii food was plentiful, his clothing adequate, his cabin warm, his health protected, his leisure carefree. He did not have to worry about hard times, unemployment or old age." PAGENO="0559" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 551 case of these dual editions it is usual for the publisher or his local representative to offer to a school system only the version he thinks will be most acceptable; the other edition is not mentioned and the catalogs do not clearly indicate the existence of two varieties. In general, Virginia schools have failed almost en- tirely to make use of these new enriched resources. In the process they have cut themselves off, whether they know it or not, from some of the most stimulating and effective products of educational publishing today, judged quite apart from the question of racial treat- ment. It would be possible to make a good case for abandoning this "all-white world of children's books" simply on the grounds of fairness to Negroes who com- prise close to 25% of Virginia's people. But the real question here cuts much deeper, to the very roots of our schools' responsibility. This is to prepare all our children as best we can, not to inhabit a vanished world of yesterday, but to meet with intelligence and with spirit the realities of tomorrow's society. Why should a Negro child feel motivated to study from books with which he cannot identify, or particularly strive to win his place in a culture which shows no appreciation for Negro achievement? Equally why should a white child respect the capacities of a Negro if he has never been given the slightest hint that Negroes have contributed anything beyond manual labor to the growth of the United States? But from elementary grades through high school, the typical Virginia pupil, white or Negro, still in 1966 absorbs from his books the notion that every impor- tant contribution to American history and all signifi- cant participation in its society and culture today are a white monopoly. And that is what this project of the Virginia Council on Human Relations is all about. THE SOLUTION In Virginia the State Board of Education (VBE) and its Textbook and Curriculum Committee bear the major responsibility for determining what textbooks will be used in the public schools throughout the state. Based largely of course on recommendations from the pro- fessional staff, the Committee periodically recommends, and the full Board adopts, approved textbook lists. Each list is in use for six years, and state tunds may be used only for textbooks on these lists. Even for books purchased with local funds, these lists are widely used as guidelines. In early December, 1966 the VBE is scheduled to se- lect the textbooks to be included on its approved list in the following categories: PAGENO="0560" 552 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES Elementary and High School High School English Economics History and Social Studies Problem of Democracy (Sociology) Foreign Languages It is clear that in these categories will be found almost all the books in which an inter-cultural or multi-ethnic approach is important to us and to our children. 1966 is thus a crucial year. We hope that the State Superintendent of Public In- struction, the Committee, and the Board will give the textbook list this year much more than a perfunctory review. We are urging the VBE to revise and expand the list extensively, specifying the more inclusive ver- sion where there are two editions. At the very least local school systems should be able to use state funds to buy books which reflect these wider horizons. Of still greater significance would be for the VBE, through its approved list, to show clearly that it wants our whole state school system to respond to the best of modern educational thought and leadership, to adopt a more inclusive approach to society, and to reflect a more generous appreciation of the contributions of all groups to our development and our culture. We know that there are professional educators, and members of the VBE, who are already concerned about this problem. Others, we are sure, will want to be fair but are genuinely unaware so far of these new develop- ments in schoolbook publishing. Whatever the reason, however, there is not yet either the broad professional awareness among teachers, or the~wide base of con- cerned public opinion, which are probably needed if the improvements suggested here are to be brought about. And that is what this brochure ~s all about. WHAT HAVE WE DONE SO FAR? In 1965 an attorney, a member of the Portsmouth Council on Human Relations, raised this concern. Shared by the local group, it was taken up by the board and staff of the Virginia Council. There were some pre- liminary sessions with the VBE and the State Super- intendent, where our delegation was well received. In order to gather information which would help the VBE to reach an enlightened decision, and enable VCHR members to arouse interest and mobilize support, the Council's Education Committee was reactivated and asked to concentrate on this project. A trained librarian, a member of the Fairfax County Council on Human Relations, was able to draw on various sources including the extensive collection of- the U. S. Office of Education in preparing a set of very PAGENO="0561" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 553 helpful lists. These are now available as a pamphlet from the VCHR office (See last page of brochure). These lists cover: I - Texts and series available in dual versions, with notes on how to identify them; II - Texts previously selected by the VBE now available in at least one version with inter-cultural material; III - Re- cently available books with inter-cultural material, presumably not previously considered by the VBE; IV - Supplemental textbook-type materials which can be obtained by local school systems; and V - Recently published distinguished children's books noteworthy for their inter-cultural treatment, suitable for school, library and family selection. The resources of this field are already so rich that some selective guide such as this is almost essential. WHAT CAN YOU DO TO HELP? There is an important role in this project for individ- uals and for local and state groups of every kind, by no means limited to Human Relations Councils. P-TAs, teachers' associations, Leagues of Women Voters, Uni- versity Women, University Professors, churches, civic associations, young peoples groups, campus organiza- tions, all should be urged to take part. The first step is to develop a genuine and widespread interest in the subject. Each local school board and school admin- istration should be approached to find out what kind of books are actually being used. It will be good if many individuals will take time to familiarize themselves personally with some of the books; different commit- tees might concentrate on certain grades or fields. The resources list mentioned above will make it possible to offer very specific suggestions, but ideas and opinions based on personal familiarity always carry great weight in giving testimony, in speaking, and in writing letters. Someone may try to put you off with the argument that textbook selection should be strictly a "profes- sional" matter. The VCHR is not trying to raise the question of lay influence vs. professional responsibility in such an important aspect of our educational system. But the fact is that through lack of courage on the part of some publishers, through fear of adverse public opin- ion by some teachers, or through sheer unawareness of the resources available, Virginia has just not looked squarely at the problem up to this time. So far as pos- sible, we hope that local groups will offer their views not in the spirit of criticism or opposition, but as allies of enlightened leadership in the educati~nal profession. Present and former teachers and librarians who are members of various local groups can help tremendously by putting their pfofessional experience at the service 71-368 0- 66 -36 PAGENO="0562" 554 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES of voluntary committees on this project. And so far as the VCHR itself is concerned, its state board which is solidly behind this effort includes some 20 profes- sional educatofs from various levels. In addition a num- ber of local council presidents are drawn from school and college faculty ranks. But when all is said and done, the creation of a broad base of public opinion in support of a change in fun- damental policy is largely the job of concerned laymen. So when the facts are in and people at the local level are informed, what then? Here are some specifics: a) Letters to the VBE as a whole, to the Committee, and to individual members, both from local or- ganizations and from individual citizens, ob- viously including prominent and influential people wherever you can interest them b) Letters to your representatives in the State Legis- lature expressing concern (if they will follow up with letters to the VBE that is best of all) and letters to the Governor c) Letters to the local paper d) Speeches, discussion, debate on local platforms, or on radio or TV e) Resolutions by local school boards favoring a more inclusive policy f) Resolutions by state organizations of various kinds In connection with any of the above, examples drawn from first-hand knowledge, personal experience, or professional research showing the harm done to both white and Negro children by the narrower type of approach are excellent. All these are needed. August, September and October 1966 are the key months. Keep the VCHR office in- formed with carbon copies of letters and resolutions, reports on local investigations, newspaper clippings, and indications of significant support and favorable response. New ideas on how to approach any aspect of this problem constructively will be welcomed. Co- operating groups will be kept informed of important developments. LOCAL OPTIONS Aside from books on the approved list, local public authorities may: 1) Buy other supplemental textbooks, using local funds only 2) Buy supplemental reading books, story books, etc 3) Add books to the public library for loan to teachers and children (If interest is aroused in the textbook project, it may be timely to survey the book pur- chasing policy in the local public library) PAGENO="0563" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 555 However, although these options mean that the wealth- ier counties and cities can to some extent disregard the restrictions on state schoolbook funds, this is no solution to the whole Virginia problem. It is precisely in the poorer areas, most dependent on state funds that the social and psychological problems are likely to be most acute. Aside from the public institutions, private schools and churches should be encouraged to increase their use of books with a broad cultural base. Many of the books are available in quite inexpensive editions. In connection with Headstart, Literacy and similar projects, it is obvious that inter-cultural books are especially important, and local staff and committee members should know of the available resources. In addition, of course, wherever a public school system has made a commitment to desegregate its educational program as a whole, it is entirely proper for citizens to ask that this policy be carried through fully in the selec- tion and distribution of books of all kinds. A SPECIAL VIRGINIA PROBLEM State law requires that Virginia history be taught in every school system in the fourth and seventh elemen- tary grades and in the third or fourth year of high school. Textbooks such as Cavalier Commonwealth quoted earlier have been specially written and published for these courses under contract with the VBE since natural- ly there is Ito market for them elsewhere. Many Virginia educators as well as impartial scholars from outside the state feel that the present books need (at the very least) some extensive revision if they are to reflect the best of modern thought in the social sciences. Local groups are urged to have their members review these texts, form their own opinions, and write specifically about them to the VBE. (Be sure to distinguish between these books and the more general question). THE END RESULT We have spoken chiefly about American society as our textbooks reflect it. But it should be clear that fos- tering a limited or distorted view in any part of our children's education has a much wider impact. Our outlook on Africa-indeed on all the newly-develop- ing countries and on the non-white peoples who make up a heavy majority of the world's population-can hardly be unaffected by the way we look at Americans of color. And if we are concerned for integrity and truth in the whole educational process we surely can- not place conscious limitations on our teachers and pupils in this re.iim ~f human relations. Will our stu- dents feel that the world they are studying in sthool PAGENO="0564" 556 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES is the sane world they read about in today's paper, see on TV, and experience in a thousand personal ways? Or will they feel that we are foisting on them sham education about a make-believe world? If part is a sham, maybe all of it is! This project touches on only one of many challenges facing our schools. And it takes much more than books to meet such a challenge. But-why not have books on the side of the future instead of the past? THE VIRGINIA STATE BOARD OF EDUCATION (VBE) Mr. Mosby C. Perrow. President, 716 1st & Merchants National Bank Bldg., Lynchburg Dr. Colgate W. Darden, Jr., 1013 Virginia Natl. Bank Bldg., Norfolk Mrs. Catherine H. Hook, 704 Prince Edward St.. Fredericksburg Mr. Waldo C. Miles, 115 Johnson St., ?ristol MissAnne Dobie Peebles, `Dunnlora" Carson Mrs. Lewis F. Powell, Jr.. 1003 Electric Bldg., Richmond Mr. C. Stuart Wheatley. 705 Main St.. Danville Textbook and Curriculum Committee: Miss Peebles, Chairman; Mrs. Hook; Mr. Miles; Mr. Wheatley Dr. W. W. Wilkerson, Supt. of Public Instruction, State Dept. of Education. State Office Bldg., Richmond The VIRGINIA COUNCIL ON HUMAN RELA- TIONS stands for equal opportunity for all Americans, with an end to discrimination and segregation. Its meth- ods are those of research, investigation, negotiation, persuasion, and the formation of an enlightened public opinion. We will gladly send information about the VCHR, its policies and program, and its local councils in more than 30 communities. The membership and the financial support of concerned Virginians are sincerely invited. 17 East Cary St., Richmond, Va. 23219 **** Robert L. Combs, Executive Director Bailey Wharton, Assistant Director **** David H. Scull, President Louis Brenner, Esq., Chmn, Education Comm. Cynthia Timberlake, Book Consultant **** 32-page pamphlet containing the textbook lists referred to above: to cover postage and handling send 25~ for 5 copies, $1 for 30 copies. For larger quantities write VC!IR for informaticvi. PAGENO="0565" A LIST OF INTERCULTURAL TEXTBOOKS AND READERS AVAILABLE AS OF SPRING 1966 IN THE SUBJECT AREAS OF ENGLISH AND THE SOCIAL STUDIES July, 1966 VIRGINIA COUNCIL ON HUMAN RELATIONS 17 East Cary St., Richmond, Va. 23219 5~7 PAGENO="0566" 558 BOOKS FOR SCHOOLS AND TREATMENT O~ `IINORITIES A LIST OF INTERCULTURAL TEXTBOOKS AND READERS AVAILABLE AS OF SPRING 1966 IN THE SUBJECT AREAS OF ENGLISH AND THE SOCIAL STUDIES These lists were compiled in conjunction with the Textbook Review Project undertaken by the Virginia Council on Human Relations, This specific project relates to the scheduled issuance of new lists of approved textbooks by the Virginia State Board of Educa- tion in December, 1966. Since the information gathered is cer- tain to be of interest to other states as well, the Southern Re- gional Council has made possible the initial publication of this list for wider distribution. July, 1966 VIRGINIA COUNCIL ON HUMAN RELATIONS 17 East Cary St., Richmond, Va. 23219 Robert L. Combs, Executive Director Bailey Wharton, Assistant Director David H. Scull, President Louis Brenner, Chmn, Education Committee Mrs. Lewis Timberlake, Book Consultant Reprints of list (while initial supply lasts): 5 copies - send 25ç~ to cover postage and handling 30 copies - send $1 to cover postage and handling Larger quantities - write for information Permission to quote from this publication is granted. Credit to the Virginia Council on Human Relations will be appreciated. The list is arranged to conform with the "Virginia Textbook Requisition." Forms T. L. No. 3 Elem. -14M and T. L. No. 3 H.S. ~-12M. Sessions 1965-1966, 1966-1967. PAGENO="0567" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 559 CONTENTS S PART I Textbooks currently being published in dual editions. The two versions are identical except that the "multi-ethnic" version contains bi-racial illustra- tions and includes in some cases some intercultur- al textual matter. Identifying symbols are indicated. p. 3 PART II Specific texts selected by the Virginia State Board of Education in previous years and presumably to be considered for reselection in the fall of 1966. The titles listed are those books which have been recently revised in order to purposefully include intercultural material. p. 5 PART Ill.... Newly available books which have presumably not been considered for selection by the Virginia State Board before, and which are judged to have em- phasized to some degree an intercultural approach. ~jj the available texts in these subject areas were studied; these titles were selected as being out- standing in objectivity, currency and because of their presentation of multi-ethnic material. p 9 PART IV. -.. Some of the available and inexpensive textbook- type material with which local schools may supple- ment basic texts with bi-racial, intercultural information. p. 14 PART V Lists a number of the distinguished children's books, published in 1964-65, having intercultural interest, with selections from reviews, for school, library and family selection. p. 19 PAGENO="0568" 560 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES PART I TEXTBOOKS SERIES HAVING TWO VERSIONS ELEMENTARY IDENTIFICATION LANGUAGE & GRAMMAR: National Regional Version Version (intercultural or bi-racial) D. C. Heath (Sterling Bishop et al).... Has no edition name; "Special" English Is Our Language. has large circle on Edit. GR 3-7 (5 vol) 3rd ed. spine of each vol- (c1966) (c1966) ume. (c1966) Harcourt, Brace & World (Dawson, et al) "Harbrace Fifth 1964 edit. Language For Daily Use. Edit." (c1965) (c1964) (c1965) 5th ed. GR 1-7(7 vol) READING: (Note: for individual titles of readers see next pages) American Book Company (Betts-Welch) "Anniversary "Third Ed." Betts Basic Readers.(c1965) Third Edit." (1965) Third Ed. GR 1-6 (9 vol) (c1965) Scott, Foresman and Compary (Robinson, et al) "Diamond" Edition Symbol on The New Basic Readers. diamond symbol on spine differs (c1965)GR 1-6 (9 vols) spine. (c1965 uses circle (c 196 5) SPELLING: Ginn and Compaj~y (Horracks, Staiger).... Newest Edit. Older edit. Spelling Book 2,3,4,5, (c1966) (c1965) 6 & 7(c1966)GR 1-6(6vol) GEOGRAPHY-HISTORY: Follett Publishing Co. (Hamer, et al) "New Revised Star Older edit. Basic Social Studies Star Edit." (c1965) Series. (c1965-6) GR 1-6 (c1965-6) (6 vol). For Virginia Use: Exploring The New World, GR 5; Exploring The Old World, GR6. PAGENO="0569" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 561 Macmillan (Cutright, et al) Third Revised Second Rev. Soc. Studies Series. 3rd Edition (c1966) Edition. Rev.Ed.GR1-6 (6 vol.) (c1~61) For Virginia Use: Living In The Americas (c1966) GR 5; Living In The Old World (c1966), GR 6. Scott, Foresman and Company (Hanna, et al) ??Diamond?? Edition See Scott Basic Soc.Studies Program (c1965) see Scott GR 1-6 (6 vols). For above. Virginia use:In The Americas (c1965) GR 5; Beyond The Americas (c1965) GR 6. INTERMEDIATE/HIGH SCHOOL ENGLISH: D. C. Heath (Christ and Carlin) See Heath above. See Heath Modern English In Action. above. GR 8, 9, 10, 11, 12. (5 vol) PAGENO="0570" 562 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES PART II PREVIOUSLY SELECTED TEXTBOOKS WHICH HAVE BEEN REVISED TO INCLUDE INTER-CULTURAL MATERIAL SUBJECT AREAS: (Arranged to conform to Va. Textbook Requi- ENGLISH AND (sition. Form T. L. No.3 Elem. -14M. Prices SOCIAL STUDIES. (obtained from 1966 ed. "Textbooks In Print" (or from publisher.) *dual version~t. ELEMENTARY GEOGRAPHY: None GEOGRAPHY-HISTORY: * Follett Pub. Co. (Hamer, et al) Explo1~ing The New World. (c1965) STAR Ed. ($3. 84) GR 5 Exploring The Old World. (c1965) " " ($3. 84) GR 6 Ginn and Co. (Tiegs-Adams Series) Your Country and Mine: Our American Neighbors. (c1965) ($5.28) GR 5 Your World and Mine: Neighbors In The Air Age. (c1965) ($5.28) GR6 * Macmillafl (Outright, et al) Third Rev. Ed. Living In The Americas. (c1966) ($5. 48) GR 5 Living In The Old World. (c1966) ($5. 48) GR 6 HISTOR~ None LANGUAGE AND GRAMMAR: * D. C. Heat~(Sterling, Bishop et al) English Is Our Language (c1966) Third ed. (5 vols) GR 3-7 (Dual version text-no identifying name for integrated ed) * Harcourt, Brace & Worj~ (Dawson, et al) Fifth ed. Language For Daily Use.(c1965r)Harbrace ed.(7 vol. )GR 1-7 PAGENO="0571" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 563 READING: * American Book Co.(Betts-Welch) Anniversary 3rd Ed. (c1965) Betts Basic Readers ($1. 88-3. 00) Up The Street And Down, GR 1; Around Green Hills, GR 1; Down Singing River, GR 2-1; Over A City Bridge, GR 2-2; Beyond Treasure Valley, GR 3-1; Along Friendly Roads, GR 3-2; American Adventures, GR 4; Adventures Here And There, OR 5; Adventures Now And Then, GR 6; Houghton, Mifflin (McKee, Paul et al) Fourth Ed. (c1966) Reading For Meaning: Jack and Janet, GR 1; Up And Away, GR 1; Come Along, GR 2-1; On We Go, GR 2-2; Looking Ahead, GR 3-1; Climbing Higher, GR 3-2; High Roads, GR 4; Sky Lines, GR 5; Bright Peaks, OR 6. * Scott, Foresman & Co. (Robinson, et al) DIAMOND Ed. The New Basic Readers: (c1965) Fun With Our Friends, GR 1; More Fun With Our Friends, GR 1; Friends Old And New, GR 2-1; More Friends Old and New, GR 2-2; Roads To Follow, GR 3-1; More Roads To Follow, GR 3-2; Ventures, GR 4; Vistas, GR 5; Cavalcades, GR 6. SPELLING: * Ginn and Companjy (Horracks, Staiger) New ed. Spelling Books, 2 through 7 (c1966) for corresponding grades. Silver Burdett Company (Benthul, et al) (c1965) (This ed. selected in 1965) Spell Correctly Book, 2 through 7, for corresponding grades. INTERMEDIATE/HIGH SCHOOL (Arranged to conform to Va. (Textbook Requisition. Form (T.L.No.3 H.S.-12M) ENGLISH: American Book Co. (Bailey-Leavell) New ed. (c1963) A World of Experience. ($4. 64) GR 8 A World To Discover. ($4. 92) 9 A World Expanding. ($4. 96) - 10 A World of American Literature. ($5. 28) 11 Literature Around The World. ($5. 32) 12 PAGENO="0572" 564 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES * D. C. Heath (Christ & Carlin) New edition (c1966) Modern English in Action, volumes 8 through 12. (replaced Tressler "English in Action" series.) Scott, Foresman and Company (Pooley, et al) New Ed. All Around America Through Literature. (c1963) GR 8 Outlooks Through Literature (c1964) 9 Exploring Life Through Literature (c1963) 10 United States In Literature (c1963) 11 England In Literature. (ci 963) 12 (Prices range from $4.64 to $5. 44) Note: The Harcourt, Brace and World several English series are typical of many excellent texts that because of their par- ticular style and format do not lend themselves to the in- clusion of multi-ethnic material. It should be noted how- ever, that this publisher has utilized much excellent inter- cultural material in their Companion series, designed for the reluctant reader, not previously selected by Virginia. IIISTORY AND SOCIAL STUDIES: (Note: Many of the previously selected books in this subject area have been revised or re- issued as a "new" edition--but the new material was in most cases very minor in degree and in import and therefore they were not included in this list.) Ginn and Company (Bradley) World Geography. (ci964) Fourth Edition. ($6.20) GR 7-9 (Excellent African material) Ginn and Company (Black) Our World History. (c1965) New Ed. ($6. 68) GR 10 Ginn and Company (Muzzey) Our Country's History. (c1965) First Rev. Ed. ($6. 64) GR ii Harcourt, Brace and World (Todd, et al) Rise of the American Nation. (c1961) ($6.40) GR 11 (Has new 1964 supp. -32 pages-but material only covers 1960 elections.) Houghton Mifflin (Wilder, et al) This Is America's Story. Third edition. (c1966) ($5. 96) GR. 8. (Eminent historian consultants revised this edition, including Rayford Logan, Prof. of list, at Howard Univ. Modern material is especially good.) PAGENO="0573" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 565 Laidlaw Bros. (Eibling, et al) Our United States. (c1962) ($5. 20) New ed. GR 8 Macmillan Company (James and Davis) New ed. The Wide World; A Geography. (c1962) ($6. 48) GR 9 (Excellent text. The section on "Anglo-America" puts emphasis on American progress as a result of capital- izing on beliefs and ideals rather than a smug listing of material assets. In the section on immigration, Negro population is described as having "added immeasurably to the strength of the U. S." The material on new Africa is quite good.) Macmillan Company (Bragdon, et al) A History of a Free Pecple. Fifth Rev. (c1964) ($6. 48) GR 11 Macmillan Company (Brown, et al) Government In Our Republic. (c1964) ($6. 00) GR 12 Rand McNally (Graff-Krout) The Adventure of the American People.(c1965)($6. 52) GR 11 (Note: The texts listed above were selected for this list because they seemed to best illustrate the editorial trend toward reassessing the Negro's place in American history, and because the textual content seemed objectively presented, readable and up-to-date.) PAGENO="0574" 566 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES PART Ill NEWLY AVAILABLE TEXTBOOKS WITH INTERCULTURAL EMPHASIS RECOMMENDED FOR SELECTION IN VIRGINIA SUBJECT AREAS: (Prices obtained from "TEXTBOOKS IN ENGLISH AND (PRINT" - c1966 - or from publisher.) SOCIAL STUDIES ELEMENTARX GEOGRAPHY: None GEOGRAPHY-HISTORYi D. C. Heath(Preston & Tottle) Heath Soc. Studies Series. GR 5 In These United States and Canada. (c1965) New ed. ($5. 96) Scott, ForesmanjHanna, et al) Basic Soc. Studies Prog. ($5. 24) In The Americas. (c1965) DIAMOND Ed .(dual version)GR 5 Beyond The Americas. (c1965) " New ed. GR 6 ("In The Americas" shows a very imaginative use of Negro characters in the narrative, features a Negro college student; good rural emphasis). HISTORY: (AMERICAN) Ginn & Co. (Goons & Prator)Ginn Elem.Hist. Series. NEW GR Trails To Freedom in American History. (c1965) $4.76 5 Harper & Row (Ver Steeg) The Story Of Our Country. (c1965) $4.36 NEW GR 5 (This is a magnificent book designed and illustrated by the editors of Amer. Heritage magazine. Excellent textual material--very good contemporary references and pic- tures-theme of book is "democracy is America's strengtht' Laidlaw Bros. (Eibling, et al) Laidlaw Hist. Series NEW Our Country. (c1965) $3.76 GR 5 Macmi1la~ (McGuire) The Story of American Freedom. (c1964) $3.72 GR 5 (Presents some new less hackneyed material on Negro History). HISTORY: (WORLD) American Book Co. (Fraser, Magenis) A. B. C. Hist. Series Discovering Our World's History. (c1964) $3.88 GR 6 Laidlaw Bros. (Eibling, et al) Laidlaw Hist. Series. $3.84 World Background For American History. (c1965) GR 6 PAGENO="0575" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 567 LANGUAGE AND GRAMMAR: L.W. Singer (Wolfe, et al) Enjoying English. 6th ed. c1966. GR 2-12 (12 vols) $2.36- $4. 48. (An old series which may not be appropriate for Virginia curricula-but does incorporate good multi- ethnic material.) READING: (see also readers on supplements list.) Harper & Row (Richardson, et al) Basic Reading Prog. /Prim. Linquistic Readers (c1965) Six In A Mix Primer 160 p. $2.40 It Happens On A Ranch GR 1, 223 p. $2.84 Macmillan Bank Street Readers (c1965) (c1966) $ .84 each In The City Preprimer People Read. Around The City. Primer Uptown, Downtown. GR 1 My City. GR2-1 (Presently being used in Baltimore schools.) INTERMEDIATE/HIGH SCHOOL ENGLISH: Harcourt, Brace and World. "Companion Series" Adventures In Literature. Laureate Ed. (c1962)$3. 92-4.48 Adventures For You, GR 7; Adventures Ahead, GR 8; Adventures For Today, GR 9; Adventures In Living, GR 10; Adventures For Americans, GR 11; Adventures In Modern Literature, GR 12. Scott, Foresman (Pooley, et al) Galaxy Program (c1965) Vanguard. GR 9 Perspectives. 10 Accent: USA 11 Follett. Basic Learnings Program. Learning Your Language/One (Herber) Jr. High Listening, Speaking, Reading, Writing (c1964) $3.93 (Set of 6 booklets and teacher's manual) Success in Language/A; Listening, Speaking, Reading Writing. (Tincher) (c1964) 8 booklets Sr. High. (Note: The books listed above have a special use for the "reluc- tant" reader--utilize much multi-ethnic material.) PAGENO="0576" 568 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES WORLD GEOGRAPHY: Rand, McNaliy (Jonwa and Murphy) New edit. GR 9-12 $5.08 Geography and World Affairs. Second edit. (c1964) (Includes much excellent material on Africa and on the "Image of America"--stresses importance of education in politics.) WORLD HISTORY: (Note: The amount of textbook publishing in this subject area is almost overwhelming--the following seemed superior. D. C. Heath (Roehm, et al) New edit. $6.60 GR 9-12 The Record of Mankind. (c1965) (Very global in coverage, modern material good--but not as up-to-date as some of the new texts.) Lyons & Carnahan (Forster, et al) NEW $6.40 GR 9-12 Man and Civilization: A World History. (c1965) (Very fine example of the best American textbook pub- lishing. Illustrations are superb--taken from resource photographic sources such as United Nations or U.S. Army. Modern material limited but well presented.) Rand McNally (Ewing) New edit. (c1963) GR 9-12 Our Widening World. Second Ed., 4th printing $6.40 (Utilizes area studies method--unusual approach) ECONOMICS: None of the half-dozen new texts studied emphasized an inter-cultural approach to any particular degree. AMERICAN HISTORY (JR. HIGH): American Book Co. (Drummond, et al) A. B. C. Hist. Series. Five Centuries In America. NEW (c1964) $5.60 Ginn and Co. (Mackey) Tieg-Adams Series. Your Country's History. NewEdit. (c1966) $5.48 Laidlaw Bros. (Eibling, et al) Our United States. (c1965) New Edit. $5.20 Story of America. (c1965) NEW $5.68 (Has excellent multi-ethnic material--is intended primarily for slower readers at GR 7-8 level.) Chas. E. Merrill Books, Inc. (Heller and Potter) One Nation Indivisible, (c1966) NEW $5. 92 (Presents material in such a way as to appeal to a wide geographic area, is very objective, good modern material.) PAGENO="0577" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 569 AMERICAN HISTORY (SR. HIGH) Harcourt, Brace and World (Casner and Gabriel) Story of TheAmerican Nation. (c1962) (Has new 28 page supplement set into new copies of this edition which traces Negro history at length.) D. C. Heath (Gavian & Hamm) Rev, by Frank Freidel. United States History. New edit. (c1965) $5.96 (Includes much new material, a good standard text.) D. Van Nostrand (Baldwin and Warring) History Of Our Republic. NEW (c1965) $6.80 (Excellent objectively written text.) Harper, Row (Garraty) Harper-American Heritage Text. The American Nation: A History of the United States(c1966) (This new text falls into a very special category.Despite available student's guide and teacher's manual, it is presented much like a college text, or possibly not like a textbook at all. It is beautifully written--as only a fine historian can write. As to be expected with the Amer. Heritage connection, it is illustrated with many plates of works of art. No price could be located--it is probably too expensive and too "special" for the needs of a public school system. But it is a shame--for it is not difficult reading-just a quite wonderful book!) SOCIOLOGY: No texts located that placed any special emphasis on inter-cultural material. IPROBLEMS OF DEMOCRACY" D. C. Heath (Rienow) GR 9-12 American Problems Today. Third Edit. (c1965) Ginn and Company (Dunwiddie and Kidger) GR 12 Problems of Democracy. (c1965) $6.28 (Excellent text. Has 21 page chapter on "Curbing Prejudice and Discrimination. ") Ginn and Company (Tieg-Adams series) $5.80 Your Life As A Citizen. (Smith, Bruntz) (c1963) GR 9 (Simplified text--includes good multi-ethnic material.) CIVICS AND GOVERNMENT (JR. HIGH): Lippincott (Dimond and Pflieger) Civics For Citizens. NEW (c1965) $5.48 (Excellent text--makes obvious effort to appeal to all geographic areas and ethnic groups.) 1-368 0 - 66 - 37 PAGENO="0578" 570 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES Scott, Foresman and Company. (Quillen, et a!) Living In Our Communities: Civics For Young Americans. Fourth edit. (c1963) $5. 08 (Major revision. Does not use bi-racial illustrations or any similar effort to obviously appeal--but anti-intole- rance textual matter is very prevalent.) CIVICS AND GOVERNMENT (SR. HIGH) Allyn and Bacon (McClenaghan) Magruders' American Government. New Rev. (c1965)$5. 96 (Includes much new material and many fine suggestions for further reading.) D. C. Heath (Rienow) American Government In Today's World. Third Edit(c1966) Houghton Mifflin (Ludlum, et al) American Government: National, State, Local.(c1965) $5.96 j4ppincott (Dimond and Pflieger) Our American Government. (c1965) $5.96 Note: There are many, many fine texthooks available in the. Social Studies field. These were listed as being outstandingly ob- jective and conscious of the need to incorporate more Negro history into their text. PAGENO="0579" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 571 PART IV CLASSROOM SUPPLEMENTARY MATERIALS THAT PROVIDE INTERCULTURAL EXPERIENCES ELEMENTARY LEVEL READING AND LANGUAGE ARTS READER (AND PRE-READING) SUPPLEMENTS: American Book Co. (Manolakes , et al) $1. 96-$3. 08 (8 vols.) Reading Round Table Series. (c1965) Reading level-Pre- primary GR 6. (Excellent story collections with strong rural emphasis -- Negro adults appear in many non- stereotyped roles.) C. L. Barnhart (Bloomfield & Barnhart) Reading levels 1-8 Let's Read. (c1963-5) 8 readers with workbooks and teacher's manuals. Benefic Press Moonbeam Series: The Hilarious Escapades of a Space- bound Chimp. (c1965) Moonbeam Is Caught. (Preprimary $1.35 48p.) Moonbeam At The Rocket Port.(Primary $1.47 64p.) Moonbeam And The Rocket Ride. (1st Reader $1.47 64p) Urban Living Series. (Meshover) (c1965) $1.35 ea. You Visit A Fire Station; Police Station. You Visit A Dairy; Clothing Factory. You Visit A Newspaper; Television Studio. Chandler (Baugh & Pulsifer) I. Language-Experience Readers (c1965) 6 Preprimer paperbacks: ("Swings; Slides; Trucks and Cars to Ride; Bikes; Supermarket; Let's Go") Let's See The Animals. . . . Primer (l57p. clothbound) Let's Take A Trip 1st Reader(192p. clothbound) (Paperback Picture Portfolio to accompany) * II Language-Experience Readers (c1964)(Carillo &Zumwalt) Let's Look. (32 p.) Reading Readiness 1 Words To Read (32 p.) " " 2 Pictures To Read (portfolio of 29 11 1/2 by 15 1/4plates (Teacher's guide for all 3 - l45p.) PAGENO="0580" 572 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES Follett (Writer's Committee of the Great Cities School Improve- ment Prog. Detroit Public Schools; Gertrude Whipple, Chairman) Paperback readers. Preprimers:. Play With Jimmy. (c1962) 23p. $ .39 Fun With David. " 31p. .39 Laugh With Larry. " 47p. .57 A Day With Debbie.(c1964) 55p. .63 Primers: In The Big City. (c1964) 126p. 1.29 Sunny Days In The City. (c1964) 1.29 1st Reader: Four Seasons With Suzy(c1964) 7lp. 1.72 Also teachers' manual "Something To Read And Do" (to accompany 1st and preprimers.) Ginn and Co. Basic Reading Program. (Clymer,et al) (c1965) Building Pre-reading Skills: Kit A - Language (display case: 16 1g., 60 med., 112 small picture cards, and manual.) Building Pre-reading Skills: Kit B - Consonants .(Russel, et al) (c1965) (112 picture cards, 45 word cards, 52 letter cards. (Priced at $24. 00 each or $45. 00 for both sets. Cardholder - $7. 80) Harper and Row (Richardson, et al) Basic Reading Program. Linguistic Readers (c1965): Six In A Mix (Primer 160 p. $2. 40); It Happens On A Ranch. (GR 1, 223 p. $2. 84) Macmillan Bank Street Readers (c1965) All paperbacks. $. 84 ea. In The City (Preprimer) 32 p. People Read(Pre- primer) 64 p. Around The City (Primer); More About Around The City. (Primer) Uptown, Downtown (1st reader); My City (GR 2-1); Green Light, Go 2-2; City Sidewalks 3-1; Our Corner 3-2. (This urban-oriented series is presently being used in the Baltimore schools.) McGraw-Hill - Webster Division Skyline Series. (1965) GR 2-4; $1.35 ea., approx. 90 p. Book A: "Watch Out For C" Book B: "The Hidden Lookout" Book C: `Who Cares!" Pitman (Tanyzer and Mazurkiewicz) Early-to-read. ut/a Program. Rev. (c1965. Ten titles @ $10.00 a set. Scott, Foresman (Robinson, et al) DIAMOND ed. (dual version) New Basic Readers: (see preprimers 1,2,3) The New Guess Who? (Jr. primer for GR 1 -- special help use) Curriculum Foundation Series: Language Arts Prog. Open Highways. Book 4. (c1965) GR 2-4 $2.40 PAGENO="0581" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 573 READING (NON-SETS) Globe Book Co. (Schleyen) $2.10 GR 4-5 reading level) Stories For Today's Youth. Book 1. New Ed.Rev. (c1965) Follett (Burleigh) Shoofly. (c1963) 31p. GR 2-4 (Williamson) The No-Bark Dog. (c1962) 29p. GR 2-4 (NOTE: The above individual titles are samples--there are many similar items. The best of these may fit more logically with a library list for recreational reading.) SOCIAL STUDIES: (NOTE: Most of these materials are parts of Social Studies series--published for use in school systems that use the "Basic Curriculum Social Studies" approach. But many of the individual titles have a real use in pro- viding multi-ethnic reading experiences.) Follett (Beginning Social Studies Series) Our Country's Flag (Georgiady & Romano) (c1963) 32p. Our National Anthem " " " " $1.20 each. Clothbound. Basic Curric.Soc.Studies Series: (Mclntire & HillXcl965) $2. 13-$3. 18. Billy's Friends, GR 1; Billy's Neighbors GR 2; Exploring With Friends, GR 3; Exploring Regions Near and Far, GR 4; Working Together, GR 5. Ginn and Compai~ (Social Science Enrichment Series)(Stratton) Negroes Who Helped Build America. (c1965) l66p. $2.80 Cloth. GR 5-9 Tieg-Adams Series Rev. (c1965) (Thomas. Dederick et al) $2. 84-$5. 80. Stories About Linda and Lee, GR 1; Stories About Sally, GR 2; Your Town and Mine, GR 3; Your People And Mine, GR 4; Your World And Mine, GR 5 Your Life In America, GR 6; Your Life As A Citizen. (Civics), GR 6; Holt~ Rinehart & Winston (Holt Urban Social Studies) (c1966) Five Friends At School. (Buckley and Jones) D. C. Heath (Preston and Clymer) (c1964) A New Hometown, GR Primary; In School And Out, GR 1; Greenfield, USA, GR 2; Communities At Work, GR 3; Four Lands, Four Peoples, GR 4. Rand McNally (Basic Soc. Studies Curric. Series)(Lepthien & Heintz) Our American Flag. (Primary Studies Booklet) (c1964) PAGENO="0582" 574 BOOKS FOR SCHOOLS AND TREATMENT OF M~ORITIES Scott, Foresman DIAMOND EDIT. (Dual edit.) (c1965) Basic Soc. Studies Program. $1. 76-$4. 12. At Home, GR. Primary; At School, GR 1; In The Neigh- borhood, GR 2; In City, Town and Country, GR 3; In All Our States, GR 4. Silver Burdett (Primary Social Studies Series) Families And Their Needs. (Anderson) (c1966) l28p. L. W. Singer Your Community And Mine (c1966) 2d Ed. GR 3 $3.84 iTERMEDIATE/HIGH SCHOOL ENGLISH: Follett (Basic Learnings Program) Learning Your Language/One: Listening, Speaking, Reading, Writing. (Herber) (c1964) $3.93 (6 booklets, teacher's guide). Book 1. Conflict and courage; 2. Escape To Danger; 3. Folk Tales and Folk Songs; 4. Victory and Defeat; 5. On The Lighter Side. 6. Family and Friends. JR. HIGH. Success In Language/A: Listening, Speaking, Reading, Writing. SR. HIGH (8 booklets, teacher's guide.) (c1964) (Tincher, et al) Ginn and Company (General Programmed Teaching Corp.) Programmed text: The Changing City. (140 frames.) (c1964) $1.12 GR7up Harcourt, Brace and World.(Halliburton & Pelkonen) (c1966) New Worlds of Literature. 447p. JR. & SR. HIGH H~per and Row. (Althea Gibson) Edited by Edw. Fitzgerald. I Always Wanted To Be Somebody. (c1958) Pap (c1965) PAGENO="0583" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 575 D. C. Heath (Heavey and Stewart) Teen-Age Tales. Books A, B, C. 2d Edit. (c1966) 248p. ea. (teacher's manual available for each book) New York City Board of Education. Live Stories. V.1-4 (c1965) $1.00 ea. 2l5p. GR 8-12 paperback. (reprints from magazines) Silver-Burdette (c1965) Call Them Heroes. Books 1-4 paperback 80p. $.36 ea. (NOTE: The following are samples of materials designed for poorer readers with a teen-ager interest level.) Great Society Press (E. Norwich, New York) Springboards. (c1965) 40 pamphlets, 4pg. ea. @ $ . 10 ea. 3-6 GR reading level. Follett (Vocational Reading Series) (Lerner & Moller) (c1965) 96p. $.84each. The Millers and Willie B.; Butcher, Baker, Chef. The Delso Sisters, Beauticians. Marie Perrone, Practical Nurse. John Leveron, Auto Mechanic. See also: Turner-Livingston Communication Series (for JR- SR HIGH) 3 booklets - 48p $ .75 workbooks. (GR 4-5 Reading level) READINGS IN SOCIAL STUDIES: Follett (Basic Learnings Program) (Abramowitz) (c1964) Teacher's guide. American History Study Lessons. Study Lessons--In Our Nation's History. Study Lessons on the Documents of Freedom: The Decla- ration of Independence, The Constitution, The Bill of Rights. World History Study Lessons. Houghton Mifflin (Life In America series) (Wade, editor)(c1965) The Negro In American Life; Selected Readings.$1. 40 pap. McGraw-Hill - Webster Div. (Americans All series)(Clemons, The American Negro. (c1965) 138 p. et al) Our Citizens From The Carribbean. Our Oriental Americans. Latin-Americans From The Southwest. Scott, Foresman (Problems In American History Series)(Cuban) The Negro In America. (c1964) $1.80 PAGENO="0584" 576 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES PART V A LIST OF DISTINGUISHED CHILDREN'S BOOKS (PUBLISHED IN 1964-1965) HAVING INTERCULTURAL INTEREST. All titles in the following list have been examined and found to have special merit for any children's book collection. The effort was made to select only those titles which received outstanding reviews from the major book-reviewing sources. The reviews located for each book are listed in the margin; the date and page number are given for convenience in checking. It should be noted that ten of the thirty-four titles described were listed in the "Notable Children's Books" list of 1965 se- lected by the Children's Services editor of the Book Evaluation Committee of the American Library Association. Annotations were taken from the Library of Congress publi- cation, "Children's Books 1964" and "Children's Books 1965". This is an annual list of books for preschool through junior high school age compiled by Virginia Haviland, Head of the Children's Book Section, Library of Congress, and Lois B. Watt, Chief of the Education Materials Center, Office of Education, U. S. De- partment of Health, Education and Welfare, with the assistance of a committee of school and public librarians from the Washington metrqolitan area. All of the following titles were listed in one of these annual lists. The Library of Congress card no. is given at the end of the bibliographic inforniation; the grade level is included at the end of the annotation; prices quoted are for the library ed. when available; *** indicates an award winning book and/or a Notable Children's Books selection. For purposes of brevity--the follow- ing abbreviations were assigned the review media cited: BCCB.. . BULL. OF THE CENTER FOR CHILDREN'S BOOKS. HB HORN BOOK SR SATURDAY REVIEW NYT . .. . NEW YORK TIMES BOOK REVIEW SECTION ALAB.. . AMERICAN LIBRARY ASS'N. BOOK LIST SSW ... . SUNDAY "STAR" WASHINGTON CE CHILDHOOD EDUCATION U LIBRARY JOURNAL (Incorporating School Lib. Journal) HTB ... . HERALD TRIBUNE BOOKWEEK SPL ... . SEATI'LE PUBLIC LIBRARY BBR... . BOOKS FOR BEGINNING READERS (Nat'l Council of Teachers of English) DCPL.. . DIST. OF COLUMBIA PUBLIC LIBRARY PW PUBLISHER'S WEEKLY RLHR.. . READING LADDERS FOR HUMAN RELATIONS, 19G3 CSM. .. . CHRISTIAN SCIENCE MONITOR. PAGENO="0585" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 577 For other books having intercultural interest with earlier publication dates--reference may be made to the New York Public Library publication, "Books About Negro Life For Children" (Rev. 1963), compiled by Augusta Baker, Coordinator of Children's Services, New York Public Library. PICTURE-STORY BOOKS (ALL AGES) HB ALAB PW 1O/64~p. 10/5/64-p. 6/29/64-p. 496 216 73 U 9/15/64-p. 113 SPL 9/64 DCPL 11/7/64-p. 1 FIFE. Dale BCCB 7/8/65-p. 160 NYT 9/5/65-p. 20 ALAB 7/15/65 - p. 1063 (recommended for a small library) U 6/15/65 - p. 2884 (*) SPL 6/65-p. 7 THE ADVENTURES OF SPIDER; WEST AFRICAN FOLK TALES. Illus.by Jerry Pinkney. Boston, Little, Brown, 1964. 58p $2.95 64-13975. "Six Anansi tales, heard in Liberia and Ghana, show how Spider got his shape and habits. Retold simply and printed in large type for easy reading. (GR 3-5)" WHO'S IN CHARGE OF LINCOLN? Illus. by Paul Galdone. New York. Coward- McCann, 1965. 61p. $2.86 65-13286. "A series of swiftly moving and funny events carries a likeable little boy named Lincoln all the way from New York City to Washington, D. C. and safely home again--in an unexpected, plausible chain of circumstances. (GR 2-4)" WHISTLE FOR WILLIE. Illus. by author. New York, Viking, 1964. 33p. $3.04 64-13595 "Peter (of THE SNOWY DAY) learns to whistle so that he can call his dog. Collage pictures in unusual colors are full of de- tails of childlike play in the city. (Pre. -GR 1)" ARKHURST, Joyce C. KEATS, Ezra Jack BCCB HB ALAB NYT U SPL DCPL 11/64 - p. 10/64 - p. 10/15/64 - p. 9/13/64 - p. 9/15/64 - p. 10/64 - p. 11/7/64 - p. 37 490 219 34 108 (*) 13 8 PAGENO="0586" 578 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES RETCHIE, Barbara 4/64 - p.129 4/64-p. 12 5/1/64 - p. 12 (recom- mended for small library) SR 5/16/64 - p. 834 HB 6/64-p. 280 TO CATCH A MONGOOSE. Bi- lingual edition; French trans- lation by Marie Byrne. illus. by Earl Thollander. Berkeley, Calif., Parnassus Press, 1963. 61p. $3.75 63-18902. "On the island of Martinque where a mongoose can be a pest or a pet, Henri and his sister Josephine solve a problem in basic economics along with one in Human Relations. Handsome- ly illustrated with bamboo-pen sketches and color paintings. (All ages). FICTION FOR THE YOUNGER GROUP BAWDEN, Nina JIB 8/65 -p. 385 ALAB 10/15/65- p. 218 (recommended for a small library). BRADLEY, Duane 4/65 2/65-p. 49 4/15/65 - p. 801 (recommended for a small library) U 11/15/64-p. 4636 SPL 11/64-p. 2 ~ CARISON, Natalie S. NCB 1965 (Notable Children's Books) BCCB 10/65-p.29 NYT 9/l2/65-p.30 ALAB 9/15/65- p.92 (recom- mended for small library) SPL 9/65 -p. 6 THREE ON THE RUN. Illus. by Wendy North. Phila., Lippin- cott, 1965. 224 p. $3.50 65-13430. "Fleeing out of London, two children help the son of an African chief to escape from some warring relatives who seek to exploit him.(Gr 4-6) MEETING WITH A STRANGER. Illus. by E. Harper Johnson. Phila., Lippincott, 1964. 128 p. $3.69 64-11450 "In Ethiopia young Teffera, helping an American sheep specialist overcome village suspicion, becomes convinced that people should not shut their eyes to the new knowledge. Handsomely illustrated. (GR 4-6) THE EMPTY SCHOOLHOUSE. Illus. by John Kaufman. New York, Harper & Row, 1965. ll9p $3. 50. 65-11452. "An intensely real story of 10-year-old Lullah and the change in her life and that of her family when school integration comes to their Louisiana town.Depth of charac- BCCB SPL ALAB BCCB HB ALAB PAGENO="0587" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 579 terization balances simple, though moving, treatment of problem. (GR 3-6). Books) BCCB 12/65-p.59 HB 12/65-p.616 ALAB 12/1/65 - p.360 (recom- mended for small library) SPL 1/66-p.3 STEVENSON. William BCCB 3/66 -p.121 ALAB 11/15/65-p.333 (recommended for the small library) A CERTAIN SMALL SHEPHERD. illus. by William Pene Du Bois. New York, Holt, Rinehart and Winston, 1965. 48p. $3.27. 65-176 04. "A quiet and poignant tale of a small mute boy in Appa- lachia and the miracle wrought by his faith and joy in Christmas. Illustrations intensify the reality and impact of the story.(Al1 ages) MISSISSIPPI POSSUM. Illus. by John Schoenherr. Boston, Little, Brown, 1964. 4lp. $3.00 64- 13984. "Caught by the Mississippi River in floodtime,a frightened raccoon is befriended by Rose Mary and her family. Vivid black-and-brown illustra- tions give added dimension to this quiet story. (GR 2-4)" THE SPIDER PLANT. Drawings by Wendy Watson. New York, Atheneum, 1965. l54p. $3.25 65-10476. "A quiet, simply told story of a young Puerto Rican girl in New York City; lonely and homesick, she made her love for growing things the key to new friendships and ac- ceptance in a strange land. (~R 3-5) THE BUSHBABIES. Illus. by Victor Ambrus., Boston, Houghton Mifflin, 1965. 278p. $3.50 65-22509. "All the magical beauty and ap- peal of primitive Africa is here in the story of a young girl's journey to save her bushbaby. pet. (GR 4-7) CAUDILL, Rebecca NCB 1965 (Notable Children's BCCB HB ALAB SPL ALAB U SPL MILES, Miska 7/8/65 - p.166 6/65 - p. 274 9/15/65-p. 100 4/65-p. 11 SPEEVACK, Yetta 5/15/65 - p. 926 3/15/65 -p.1553 4/65-p. 14 PAGENO="0588" 580 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES STOLZ, Mary Runner-up for the Newberry Award 1966. Notable Childrens Books 1965. BCCB 11/65 - p.50 HB 10/65 - p.503 ALAB 10/15/65 - p.222 (recommended for the small library.) SPL 12/65 - p. 10 THE NOONDAY FRIENDS. New York, Harper & Row, 1965. 182 p. $3.50. 65-20257 "A story of Franny, whose hu- miliations because of poverty are offset by her relationships with a small beloved brother and a large Puerto Rican family. Set in New York City. (GR 4-7)" FICTION FOR THE OLDER GROUP *** BAKER, Betty Notable Children's Books 1965 BCCB 6/65-p. 141 HB 4/65-p. 174 NYT 7/1/ 65-p. 34 ALAB 6/15/65 - p. 995(recom- mended for small library) SSW 4/18/65 U 3/15/65 - p. 1546 ~ BONHAM, Frank Notable Children's Books 1965 BCCB 10/65-p. 27 HB 10/65 - p. 505 NYT 9/5/65-p. 20 ALAB 11/15/65-p. 327 SSW 9/5/65 SPL 9/65-p. 4 WALK THE WORLD'S RIM. New York, Harper & Row, 1965. 168 p. $2.95 65-11458 "Of Esteban, the Negro slave who traveled with Cabeza de Vaca in 1527 from Cuba to Mexi- co and there gave his life -- `the wisest, bravest man there ever was.' (GR 7-9)." DURANGO STREET. New York, Dutton, 1965. 190 p. $3.75 65-21273. "A novel of gang warfare in the `sad,boisterous, and often violent' jungle of a big city reveals why Rufus feels he must belong to the Moors and how he comes at length to see a way out. A strong and credible story, based on actual cases. (GR 7-up). CLASSMATES BY REQUEST. New York, Morrow, 1964. 187 p. $3.25 64-19430 "Carla, who persuades two other seniors to transfer to the town's new high school for Negroes, and Ellen, leader among the Negro girls, learn that communication channels be- tween the races must be among the first problems solved in in- tergroup relations. (GR 7-8)." BCCB HB ALAB PW U COLMAN, Hilda 1/65-p. 71 10/64-p. 504 11/1/64-p. 264 8/10/64-p. 60 12/15/64 - p.sOlS PAGENO="0589" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 581 GRAHAM, Lorenz B. BCCB 5/65-p.129 ALAB 5/15/65 - p. 922(recom- mended for small library) U 5/15/65-p.2418 (*) SPL 4/65-p. 6 ~ HENTOFF, Nat Notable Children's Books 1965 $pring Book Award - Herald Tribune. BCCB 6/65 HTBW 5/9/65 U 5/15/65 SPL 5/65 CSM 6/24/65 NORTH TOWN. New York, Crowell, 1965, 220 p. $3.95 65-12503 "A sequel to South Town which stands alone--the convincing story of any boy in a strange community; for Dave ~Mlliams, the problems of newness are complicated by his color. (GR 7 and up)." JAZZ COUNTRY. New York, Harper & Row, 1965. 146 p. $2.92 65-12612 "A vivid picture of the driving quest for creative expression in a 16-year-old jazz trumpeter who tries to win acceptance by Negro musicians. (GR 8-up)." HUNT, Irene _________ ACROSS FIVE APRILS. Chicago, Follett, 1964. 223p. $3.95 Runner-up, Newberry Award 1964.64-17209. "A moving story, BCCB 7/8/64 - p. 171 based on family records, of the HB 6/64 - p. 291 (highly impact of the Civil War on an recommended) Illinois family--with two sons NYT 12/6/64 - p. 52 and a cousin fighting for the ALAB 7/1/64 - p. 1002 Union, one son for the South, and (recommended for young Jethro shouldering the small library) burdens of the farm. (GR 7-up)." SSW 6/29/64 CE 11/64-p. 150 NEVILLE, Emily C. Notable Children's Books 1965 BCCB 5/65 - p.133 HB 6/65 - p.285(highly recommended) NYT 4/25/65 - p. 26 ALAB 6/15/65 (recommended for small library) BERRIES GOODMAN. New York Harper & Row, 1965. 178 p. $2.92 65-14485 "In a typical New York suburb, real estate covenants and racial prejudices effectively stop a growing friendship between Bertrand Goodman and Sidney Fine. Believable and challenging. (GR 5-8)." - p. 150 -p. 5 -p.2418 (~C*) -p. 9 PAGENO="0590" 582 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES PETRY, Ann BCCB 1/65 p. 78 HB 2/65-p. 65 NYT 12/6/64-p. 52 ALAB 12/1/64-p. 349 SSW 12/6/64 SPL 10/64-p. 16 PW 10/5/64-p. 75 (highly recommended) SPRAGUE, Gretchen HB 6/65 - p. 285 U 4/65 - p. 2038 NYT 5/9 - p. 3, pt. 2 TREVINO, Elizabeth de Newberry Award winner, 1965 Notable Children's Books, 1965 BCCB 12/65-p. 70 JIB 10/65-p.3O7 NYT 8/22/65 - p. 18 U 10/1/65 -(recommended for small library) TITUBA OF SALEM VILLAGE. New York, Thomas Y. Crowell, 1964. 254p. $3.75 64-20691.. "Of mature interest, this is the biographical story of a Negro slave from Barbados who in Salem, Mass., was tried for witchcraft in 1692. A strong picture of mounting mass hysteria. (GR 8-up)." A QUESTION OF HARMONY. New York, Dodd, Mead, 1965 27lp. $3.25 65-13511 "A high-school story in which Jeanne's playing as a cellist with Dave, a pianist, and Mel, an outstanding Negro athlete and violinist, leads to a "sit-in" hotel situation and other prob- lems clearly presented. (GR 7-9) I, JUAN DE PAREJA. New York Farrar, Straus & Giroux, 1965. 180 p. $3.25 65-19330. "As slave of the painter Velas- quez, Juan de Pareja traveled to Italy, met notable people of the period and lived at the court. of Philip IV of Spain, until he proved he was an artist himself and was freed by his master. (GR 6-9)." NON-FICTION FOR THE YOUNGER GROUP PERKINS, Carol ~ and Marlin JIB 4/65-p.180 U 2/15/65 - p. 964 (*) I SAW YOU FROM AFAR: A VISIT TO THE BUSHMEN OF THE KALAHARI DESERT. New York, Atheneum, 1965. 56 p. $3.25 65-10479. "The director of the St. Louis Zoo and his wife describe the life and customs of Bushmen whom they came to know and admire in South Africa. Many beautiful photographs .(GR 4-6)" PAGENO="0591" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 583 NIGERIAN PIONEER, THE STORY OF MARY SLESSOR. Illus . by Jacqueline Tomes. New York, Morrow, 1964. 189 p. $2.95 64-15170 "The adventures of a forceful woman who left Scotland in 1876 for a career in Africa. (GR 5-7)" NON-FICTION FOR THE OLDER GROUP HB 6/64 - p. 296 (highly recommend) LAB 7/15/64 - p. 1044(recom- mended for small library) PL 5/64-p. 11 J 5/15/64-p.2229 (*) ______________ ISHI, LAST OF HIS TRIBE. Drawings by Ruth Robbins. Berkeley, Calif. Parnassus Press, 1964. 2llp; $3.87 64-19401. "A poetic and significant interpretation of the YaM Indian way of life. Ishi, who in childhood survived his tribe's massacre by California gold-seekers and alone in adult-* hood took the road he believed led to death, became the protege of an anthropologist. Drawings evoke the symbolism of the Yahi world. (GR 6-up)." _____________ A LIGHT IN THE DARK: THE LIFE OF SAMUEL GRIDLEY HOWE. New York, Thomas Y. Crowell, 1964. 239 p. $3.50 64-16533. "Howe's lifetime of humanitarian efforts included anti-slavery reform, education of the mentally retarded and work for the blind. (GR 7-8)." HB NYT SPL SYME, Ronald 12/64 - p.624 1/10/65 - p. 20 9/64 HOFFMAN1 Edwin D. PATHWAYS TO FREEDOM. Boston, Houghton, Mifflin, 1964 213 p. $3.75 64-10723 "Significant scenes from Ameri- can history spotlight individuals who helped to win nine basic human rights." KROEBER, Theodora ~CCB 11/64-p. 38 [B 12/64 - p. 622 LLAB 11/1/64-p. 262 PL 12/64-p. 11 :B MELTZER, Milton l2/64-p.623 YT 11/22/64-p. 48 LAB 12/15/64 - p.395 J 9/15/64 - p.144 (*) PL 12/64-p. 14 CPL 11/ 7/64-p. 11 PAGENO="0592" 584 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES Notable Children's Books 1965 BCCB 2/66 -p. 102 ALAB 1/1/66 - p. 451 IN THEIR OWN WORDS, A HISTORY OF THE AMERICAN NEGRO, 1619-1865. New York, Thomas Y. Crowell, 1964. 195 p. $4.95 64-22541. "The first of two volumes of documents by and about Negroes, this spans the years that led to the Civil War. Each piece is briefly introduced, includes pic- tures and has sources given. (GR 6-up)" IN THEIR OWN WORDS: A HISTORY OF THE AMERICAN NEGRO, 1865-1916. New York, Crowell, 1965. 182 p. $4.95 65-23778. "The second of Meltzer's two collections of source materials about the Negro this one contains firsthand ex- pressions of reaction to Recon- struction and provides valuable background to today's civil rights struggle. (GR 8-up)" TONGUE OF FLAME:THE LIFE OF LYDIA MARIA CHILD. New York, Crowell, 1965. 210 p. $3.95 65-14903. "A sharply revealing picture of the `lady writer' in anti-slavery circles of Boston and New York who pioneered in anti-slavery publishing and also, earlier, wrote for children. (GR 7-up)" MELTZ ER, Milton, ed. HB 12/64-p.623 ALAB 1/15/65-p.483 LI 9/15/64-p.3496 (*) SPL 12/64-p. 14 M1~TT7.F.W Milton HB 6/65-p. 291 NYT 7/18/65 - p. 22 ALAB 10/1/65 - p. 162 U 5/15/65 p. 117 (*) SPL BCCB 5/65-p. 13. 5/65-p. 135 HB 6/65 - p. 292 ALAB SPL 10/1/65 - p. 5/65-p. 162 16 ROBINSON, John R. & Alfred DUCKETT. BREAKTHROUGH TO THE BIG LEAGUE: THE STORY OF JACKIE ROBINSON. New York Harper& Row, 1964. l78p. $2.92 64-19719. "The plain-speaking autobiog- raphy of the first Negro to play baseball in the major leagues. (GR 5-8)" PAGENO="0593" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 585 STERLING, Dorothy & QUARLES, Benjamin ALAB Pt. 1, 1966 p. 525, 533 BOOKS ON THE ARTS LIFT EVERY VOICE:THE LIVES OF BOOKER T. WASRINGTON~, W.E.B. DU BOIS, MARY CHURCH TERRELL, AND JAMES WELDON JOHNSON. Illus. by Ernest Crichlow. Garden City, N. Y. Doubleday, 1965. 116 p. $2.95 (Pap., $1.45) 65-17237. "Four great Negroes who strove to open doors for their people-- through education, writing, or- ganization, and participation in political affairs. (GR 7-9)" DIETZ, Elizabeth, and OLATUNJI, Michael B. ALAB 7/1/65 - p. 1028 (recommended for the small library) MUSICAL INSTRUMENTS OF AFRICA; THEIR NATURE, USE AND PLACE IN THE LIFE OF A DEEPLY MUSICAL PEOPLE. Illus. by Richard M. Powers. lisp. New York, J.Day, 1965. $5.95 65-13733/MN. "For young people interested in making their own music--and even their own instruments-- this fully illustrated study shows how native African instruments are made and used. Includes two songs with words and melo- dy and a long-playing record of African music recorded in Africa by Cohn M. Turnbull. (GR 6-up)" GLUBOK, Shirley Notable Children's Books 1965 BCCB 2/66 - p. 98 ALAB 12/1/65 - p. 362 (recommended for the small library.) SPL 1/66 - p. 7 THE ART OF AFRICA. Design- ed by Gerard Nook. Special photography by Alfred H. Tama- rin. New York, Harper & Row, 1965. 48p. $3.99 65-21016. "Photographs of art objects im- portant to daily life and a text discussing African folkways to- gether present an important picture. (GR 4-8)" 71-368 0 - 66 - 38 PAGENO="0594" 586 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES MISSISSIPPI STATE TEXTBOOK PURCHASING BOARD, JACKSON, Miss. TEXTBOOKS (a) The Mississippi textbook law provides that "The books herein provided by the Board shall be distributed and loaned free of cost to the children of the free public schools of the State, and all other schools located in the State which maintain educational standards equivalent to the standards established by the State Department of Education for the State s~hooIs. "Teachers shall permit all pupils in all grades of any public school to carry to their homes, for home study, the free textbooks loaned to them, and to carry to their homes, for home study, all other regular textbooks used in the public schools of the state whether they be free textbooks or not." This excerpt from the Mississippi textbook law, we feel, expressly states the position of our school system with regard to textbooks. (b) Textbooks are provided for the school children of Mississippi through a biennial legislative appropriation. This appropriation is based on Average Daily Attendance in all schools of the State. Adequate funds have never avail- aide to supply textbooks as needed. A request for $6,000,000.00 was made for the 1966-68 biennium, but the State Legislature could not anticipate enough revenue to grant this; therefore, the 1966-68 biennial appropriation is $4,400,000.00 giving an average of $3.60 per pupil. (c) Textbooks are selected by Rating Committees of 7 members each who study the books in their various fields. The Mississippi textbook law provides for the Governor to appoint 4 of these 7 members and the State Superintendent of Education to appoint 3. They carefully screen the textbooks submitted by the various publishing companies and make their recommendations to the Mis- sissippi State Textbook Purchasing Board which adopts and contracts for the highest rated books. Books are purchased with funds as already outlined. The Textbook Board as authorized by law has set up its plan whereby the county superintendent of education and separate district superintendents have charge of assignment and distribution of books. Yearly allocations are made to the various county and district superintendents based on Average Daily Attendance. These superintendents in turn apportion their allotments to the various schools under their supervision. Some base this on a per pupil quota while others build their programs from year to year by purchasing sets of textbooks. (d) (e) (f) Since our office handles only textbook shipments based on the State legislative appropriation, we do not have information (1) as to how widely federal assistance has been used to increase the supply of textbooks in our state (2) on anticipated continued needs for this kind of support nor (3) propor- tion of federal funds in total school budgets for textbooks. PAGENO="0595" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 587 [School Library Bulletin] Published by the Bureau of Libraries, Board of Education, 110 LIvingston Street, Brooklyn 1, New York, In the Interest of school libraries and the reading of êood books. FOCUS ON ONE AMERICA Using Books for Better Human Relations It was six years ago, in February and March, 1960, that the School Library Bulletin published- its original bibliography on "Focus On One America." In October~November, 1962, and, again, in October- November, 1964, supplements to this original bibliography were presented. `During this six years, a num- ber of the books have gone out of print and new books have been published. Therefore, this current bibliog- raphy is published. It is a complete revision of the three former lists and extends through four regular numbers of the School Library Bulletin, October, 1965-February, 1966. The purpose of this bibliography was stated in the Introduction to the original one. We quote: "Books do not take the place of first-hand acquaintances but they can extend our knowledge of others. They can give us a picture of how another family lives and grows up, what special foods they like, what holidays they cele- brate, and in what kinds of homes they live. "Reading about a boy or girl from a strange land or from a family very different from our own, often brings that boy or girl very close to us. We see he laughs as we do and is hurt by the same things which hurt us, that he has to learn to assume responsibility or has to give up something he wants very much, just as we often do. "With this book friend, it does not matter that his house is bigger than ours, and more splendid, or, on the other hand, the poorest house we have ever seen. If he is a likeable character, we are fond of him for his own sake. "We may even be able to be fond of him if be is not a likeable character, because we can understand, frost the book, just what makes him disagreeable. We may see that he is not understood by a mother who is too tired and sick to have much patience with him. Or that his father wants him to follow a career the father never had the opportunity to follow, while the boy is not at all meant for that career. We may see him as a new boy in a strange school where he is taunted for his strange accent and his odd clothes. Because we now know him, personally, we can see the situation from his side - "These are the opportunities books offer us. They help us to break down what are called `stereotypes,' just as knowing our neighbors well helps us to break down any `stereotypes' we may have of them. If we think of all boys and girls of one religious group, or of one na- tionality, or of one economic group as always acting in the same way, always being the same kind of person, always doing the same kind of thing, then we are thinking of them as `stereotypes'-one charactir can stand as an - example for the whole group. But once we meet one of these people in a real book, either in a true story about his life or in a fiction story book, we know that he is an individual. He stands out as a personality against a background made up of many other individuals, not just as the symbol of a particular group. "The books in the following list will bring close to you the boys and girls and men and women who help to make up America. They come from all kinds of homes and all kinds of backgrounds." PAGENO="0596" -~ ~. ~ ~ ~ ~ ~ m~4 ~h ~ ;~ ~ ~ ~p~i ~ !~~c E ~ ~ ~ gI~ ~ ~ ~ ~ ! ;~ ~ ~ ~ ~ ~ ~ ~ 4 : U ~ ~ ~ ~11tli I ~ ~ ~ ~ ~ -~ ~ ~ ~ I ~f1~ ~ ~ ~ r~j uk ~ ~ ~1 ~ ~r ~ ~ ~ -~ Z ~ }~ J~ ~ .1* ~ ~ ~!4~P~ ~ !~ d ~ ~ I ~ ; ~ I~1 ~ ~ ~ 0 0~ ~Tj 0 C) 0 0 0 PAGENO="0597" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 589 71-00-183 Brown. Keiku's Birthday. 1954 The hindergarten class of the United Nations School welcomes a new arrival from Japan. 71.30.012 Bulls. Bonito. 1961 A Mexican orphan comes to California to live with an uncle and his family. This is the story of how a ga-eat artist changes that orphan's life. 71.32-028 Bulla. Indian Hill. 1963 A Navajo hey and his family move from an In- dian reservation to an apartment in the city. Kee and his mother find it difficult to adjust, hut father helps when he says, `We must make friends. Then we will feel at home here." 71.27.062 Bulls. Johnny Hong of Chinatown. 1952 When the story begins, Johnny Hong knows no children of his own age. Then he finds new friends who help him celebrate his birthday. 71.39-010 Carr. Borgkild of Brooklyn. 1951 A Norwegian girl in New York City Is involved with two sets of relatives. She iinsily achieves her dmire to live in Brooklyn where her Nor. wegian.Amerlcan friends make her feel at home. New Csudlll. Certain Small Shepherd. 1965 Jamie, whose mother died when he was born, can not speak. He looks forward tu being a small shepherd in the school Ckristmss play, but the performance is cancelled by a blinsard. A young Negro couple is given refuge and a baby is' born. Christmas morning Jamb puts oa his cmtume and offers the baby a gift-verbally. 71.12.028 Cavanna. Jenny Kimura. 1964 From Tokyo, sixteen.year.old ,Tenay Kimura Smitk comm to Ksnsas City to meet her Ameri- can grandmotkcr. Jcany Is kuct by prs'judioe, but meets a boy of Japanese descent In Cape Cod who helps her to decide that she would like to spend her college years Is the United States. 71.48.044 Christopher. Baseball Flykawk. 1963 Chico Homes joins the neighborhood baseball team hoping to make new friends. His ability to swim rather than his prowess in baseball wino him friends in his new neighborhood. 71.48.058 Christopher. Wing T Fullback. 1960 Bernie Horello, sos of Italian immigrants, is newcomer to the high school on the "better ride of town." He loses an important football game but wins the respect of his fellow players. 71.32.040 Clark. Medicine Man's Daughter. 1913 Iri this beautifully written story, Tall Girl's father is teaching her to continue his work as a Medicine Man for the Navajos. When she sees 71.55.110 Cl k. Pam's Miracle. 1962 Elderly Pierre and young Paco are the only sur- vivors of a blissard which wipes out a small French settlement is the mountains of New Mexico. When the "Old One" dIes, Pam must learn the ways of the Spanish family with whom he lives. Grade Cone. Promise Is a PromIse. 1064 Ruthy Morgen becomes involved in family prepa- rations for her thirteen-year'old brother's Bar Mitnvah. Her Jewish heritage becomes more mean- ingful to her as well as to her Christian friends and neighbors. K-I 71-45.018 Copeland. Meet Miki Takimo. 1963 2.4 A first grade Japanese boy in a New York school nerds grandparents for his class's International party. He "adopts" five in a delightful manner. New Cux. Trouble at Second Base. 1966 6.9 Jose Csnsino and Aki Matson are membern of a suuthern California high school baseball team. Prejudice from a boy who has been thrown off the team takes an active form when Jose's Saint 2-4 Bernard is dog-napped. All ends well when the dog Is returned and the boys work together to win the championship. Crayder. Cathy and Lisette. 1164 6.9 Lisette, an exchange student from France, comm to high school is the United Staten and lives 5.8 with Cathy Stevens. The girls dislike each ether and it takes a freak accident to turn the tide. 71.00.328 D'Aolulre. Nils. 1948 1.4 A Norwegian-American boy fights those who call him a oisuy when he wears long, embroidered stockings to school. 71.61.055 Dc Angel. Bright April. 1946 4-6 A little Negro girl belongs to a Brownie Scout Troop in Germantown, Pennsylvania. She repre. nents her group at a regional supper party and rclebrntes her tenth birthday on the same day, 4-6 71-48.075 Decker. Hit and Run. 1949 7.9 Tb ca-rare problems for both a "farm team" play- er and the first Negro in major league baxebsil. 71.27-lOt Doss. A Brother the Sine of Me. 1957 3.6 Dunny, the oldest child of the "hands.around- the world family," gets kin desire for a brother 7,9 just his sine. 71.32.049 Duncan. Season of the Two-Heart. 1964 7- Called Martha by the family she works for, Natochu Weehoty goes to school in Albuquerque, New Mexico. Her beautiful singing voice helps bridge the worlds of her Pueblo Indian family 2-8 and her white school friends. 71.39.022 Eickelkerger, Bronko. 1915 5-7 A Pulish boy comes to America to lice with his mother whom he had not seen since a Warsaw bombing separated tkem eight yearn before. His fears make it difficult for him to adjust to a free country. 6.9 71.45.020 Eutes. Hundred Dresues. 1944 1.7 A fifth grade claus eemes to appreciate s Polish- Americas classmate after teasing her about the onr hundred dresses else mid abe owned. 71.61.070 Faulkner. Melinda-s Happy Summer. 1949 1.5 Melinda-, the little Negro girl whu won a medal for bravery in Mclissdy'e Medul, gum to White Clover Farm as a good-will ambassador from her 3-6 Boston church. 71.39.023 Felt. Rosu-Too.Littie. 1910 Pee-M.d A library card of her own means growing up to Rosa, a little Puerto Rican girl in New York. Perseverance and family cooperation bring her 6-9 the coveted card. 71-61-229 Fife. Who's in Charge of Lincoln? 1065 1.5 Although careful arrangements have been made to care fur Lincoln while his mother is in the hospital, the plans go awry. The mischiecous 6-9 Negro boy leaves New York for Washington, seen the White H ussr and has sn adventorous twenty-four hours before returning home. 71-59.029 Friedman. Sundae with Judy. 1940 4-6 Judy, who lives on New York's West Side, helpo a Chinese-Americas girl knuav that she really "hclocgs" in America. 4-1 71.40-103 Gardner. Sal Fisher at Girl Scoot Camp. 1959 2.7 Sal has fun, adventure, and new experiences at an inter-racial Girl Scout camp. This is a sequel to Sal Fisher's Fly-Up Yrur. 71-52-082 Gartman. Kensil Takes Over. 1964 8- Kenuil Drake finds it difficult to he like other members of her clever, good-looking, wealthy 2-li family. Her feelings 0f inadequacy are helped by the needs of her new high school classmate Avelina Montejo, a Cuban refugee. 71-55.274 Gates. Bloc Willow. 1940 0-8 26 Jasey Larkin is the daughter of a migratory worker who becomes friendly with a Mexican girl in California, The author kersrlf has called this hook "a little grape of wrath." 71.27-364 Graham. North Town. 1965 6- Beeauur of the bigotry and hatred in South Town, the Williams family moves North. In the first uchool David has ever attended with both white and Negro students, he tads thca-c are still major problems to be met. 71-17-382 Grnham. South Town. 1958 6. David Williams, a sixteen-year-old Negro buy living with his hard-working family in the South longs to become a doctor. Trouble with a group of white people causes them to leave and seek a krttoe way of life Is the North. flora No. Ga-ode lIss,s No. 75.30.058 Brenoer. Barto Takes the Subway. 1961 1-4 75.27.990 His first New York subway ride is a real adven- ture for Barto. By means of photographs we follow this small Puerto Rican boy and his sister through the excitement and happiness of his experience. 71.61.029 Bureb, Skinny. 1964 Skinny, an eleven -year-old orphan is given a place to stay by Miss Bessie who owns a smsil hotel in Georgia In the mid-l930's. Shinny feels closer to Roman, a Negro Miss Bessie bailed out of the chain gang, than anybody else. 71.61-226 Caelsos. Empty Sckoolhuuoe. 1965 Lullak Royall is happy to hear that the pa- rochial schools in Louisiana are to be desegre- gated, beenose she wants to go to St. Joneph'n with her best friend whu Is white. The courage exhibited by the ton-year-old Negro girl In the face of violence Inspires adults. 71.41.015 Cloutler. Many Names of Lee Lu. 1960 His first day in the third grade of an American school is a warm experience furs newly-arrived Chinese boy. 71.32.041 Coatsworth. The Cave. 1958 Jim, a Navajo Indian boy, conquers his fear of the canyon and saves his flock of sheep. 71-61.047 Cobb. Swimming Pool. 1957 When his Negro friend Preston is refused ad- mittance to thr swimming pool, Benjy forms a club to raise money for a near pool. The boys decide to help nomccnr with the en oocy and then the people of Mayvillr krcomr involved. 71.52-040 Cohen. Portrait of Dcborah. 1961 `1.10 Having from Chicago's sooth side to a north shore suboa-b causes a talented Jewish girl to forfeit hca- chance of winning a piano scholar- ship. Rca-romance with Steve Randall, her en- counter with anti-Semitism and her musical am- bitions all play a part In her growing up. PAGENO="0598" 590 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES Grade JtCflt Nc. lOose No. 71-39-031 Hall. World io * City Block. 1960 3-5 A of nc-year-old New York boy learns about the contributions of people of different cultural back- grounds while delivering bread from his father's babsc~ 71-61-094 llawblonoo. Dance, Dance, Amy-Chant 1964 2-4 Stories of their childhood In Japan are told by their grandparents to Amy and Susie. The girls take part In the Japanese festival and learn more about the heritage that Is theirs. 71.27-149 Heidersladt. Lois Says Aloha. 1963 6-9 Lola Tecamuto Is a Hawaiian girl whose anceutry is Japanese, Polynesian and Yanhee. The main- landers and islanders don't bare thr nssnr con- cept of an American, 71-46-120 Neuman. City High Fire. 1964 6-9 Mike Harrigan, a newly traoufrrrrd ntadrot. finds a friend and teammate In Pedro Marlincn. The Puerto Rleas boy and Mike work hard and overcosse many handicaps to help their team win the city basketball championshIp. New Mcumaa. Hillbilly Hurler. 1966 6-9 The New York Suburbans play major league baseball When they sIgn up Otcy Higgins of Hog Hollow, Arkansas, they become entangled in an auuortmrnt of hillbilly relatives. 71-49-112 Neuman. Little Loagse Champs. 1953 1-0 The manager of a Little League baueball team tries to get boys of vacied backgrounds to work together before they can become championship material. 71-52-093 Hinchman. Torchlight. 1965 An American family with a teen-age daughter provides a home for a displaced nineteen-year-old Hungarian frerdum fighter. His adjustment in helped by Cindy's lore. 71-30-620 Hunt. Ladycabe Farm. 1952 4-6 A Negro family buyu a farm home aod after many hardships wins arrcplanrc is the neighbor- hood. 71.27.170 luh-Kisher. Joel Lu the Youngest. 1954 Grandpa Mendoc.a tells fascinating tales about heroes of Jewish and American histocy to eight- year-old Joel who Is trying to overcome being the youngest of four. 71.41-036 Jackson. Anchor Man. 1947 The only Negro In the school finally is able to show his classmates how easily they can work together. 71-61-116 Jacboon. Call Me Charley. 1945 Charley Is twelve yearn old and the only Negro in his school. He wins a season ticket for the swimming pool but isn't allowed to swim there. 71.61.117 Jackuon. Charley Starts from Scratch. 1956 7.9 Charley gets a job on the boardwalk at Atlantic City in spite of racial prejudice. New Kcating. Mr. Chu. 1965 2-7 Johnny, a young orphan with bright red hale, visits Mr. Chu very often in the latter'a home which is above his nhup in Chinatown, New Yoeh. Mr. Chu introduces the boy to Chinese tradition and then decides that Johnny will live with him. 71.01-210 Keats. Snowy Day. 1962 K-S Only the pIctures show that Peter is a Negro child, and the teat describes his play in the 71.01-211 Keats. Whiutlr fur Willie. 1964 K-2 In thin sequel to A Snowy Day. Peter learns to whistle fur his dog. 71-01-Ill Keats and Cherr. My Dog In Lout! 1959 Pee-M.d Spanisb-npealdeg Juanito 1mm bin bclcved dog after arriving in New Yerk from Puerto Rico. How people in many sections of the city help him ocarob for it mabm an engaging story, 71-18-345 KnIght and Garner. Word of Honor. 1964 6-9 Rusty Mattes's father dies, leaving him the main- agement of a run-down farm once fasaouu for breeding thoroughbred horses. An unattractive elderly Mexican, Padre Garns,. is Invaluable In helping Rusty, but his motives are questionable. The mystery Is cleared up and the ending is a happy one. 71-24-062 Krumgold , . . And Now Miguel. 1953 Miguel's longing to prove himself a man In satis- fied as he works on the sheep-raising farm near Taos, New Mexim. 71-27-102 Kromgold. Onion John. 1959 5.0 Twelve-year-old Andy befriends European-born Onion John, the vegetable peddler and odd-jobs man who frequents the dump. Their wonderful relationship affects the boy, his father, and the businessmen of the town. New Lancaster. Mlebiko. 1965 3-5 Michiko, a little Japanese girl and her new classmates in Brooklyn Heights share a delight- ful surprise in the Japanese tea house of the Hotonical Garden. 71-55-428 Lenshi. San Francisco Boy. 1955 4-6 When Felix Wong and his sister move from a small village to Chinatown, San Francisco, they find it difficult to adjust to the excitement of tty hfe. 71-27-215 Lennki. Shoe-Fly Girl 1963 4-8 The world of Susanna Fisher, one of nine Asaiah - children in a hard~woekiag family, In contrasted to that of Betty Ferguuon, "Shun-Fly's" school friend, 71-55-428 Lenski. We Live in the City, 1954 3-li This Is a contrast of the ways of life followed by several families In the same neighborhood of a large city. 71-31-076 Lewis. Malluwccn Kangaroo. 1964 2-8 Jeffrey'a mother makes him a hangarso suit for the school Halloween party, but a stuck nipper makes it very warm for Jeff. Only the illustra- tionn show that this is * Negro family. 71-30-030 Lewis. Summer Adventure- 1962 3-6 A young Negro farm boy loves wild creatures and starts a am of hia awn. 71-39-057 Le'tviton. Candita's Choice. 1919 4.6 This sympathetic stacy of Candito'a first months in New York City erecala the warmth 0f Puerto Rican family life, and the problems to be faced in the big city. 71.29-038 Lewiton. Rachel and Herman. 1957 4-6 An immigrant Jewish family must adjust after moving from their crowded tenement to a better neighborhood, 71-39-039 Lewiton. That Bad CarIes. 5864 CurIos Mirnfiorcn is a cheerful ten-year-old boy newly arrived from Puerto Rico. He delivers groceries and finds himself in trouble because be does not understand why it In wrong to "borrow" a carriage or bicycle. A sympathetic teacher bclpa Caries adjust to New Yorhero' Ideas of good and bad. 71.27-200 Lexau. Benjie. 1964 1-4 Benjic, * very shy Negro boy, lives with his grandmother. When she lanes her precious ear- rings, Senile searches everywhere foe them. When he finally locates the earringa, he has lost his bashfulness. 17 71-12-355 Leans, I Should Rave Stayed in lied! 1961 K.3 Sam's day starts all wrong when he puts on the wrong suit and arrives late at school The lllus- tratinns show an Integrated school and beginning readers will Identify with the children. 7141-014 Lsxau, Jose's Cheintmas Secret. 1963 4-7 Jam Is determined to earn the money to buy his widowed mother a warm blanket. This ten-year-- old Puerto Rican boy helps bring the spirit of Christmas to his fondly, shivering in their first - New York winter. 71-27-207 Lcxau Macla. 1964 K.4 Maria, a little Puerto Rican girl, wants a doll. Her grandmother's gift of an elegant heirloom Ia much too beautiful to play with. Mama and Papa sell the fragile china dull and Maria gets her dearest wish on her birthday. 71-55-431 Lladqslat. Golden Name Day. 1915 4-6 Nancy spends a year In a Swedish-American bomc where every occasion calls foe'a celebration and Nancy finally gets a name day all her own. New Malksn. Through the Wall. 1962 6-9 Mansi flees Kant Berlin at the urging of his dying mother. Me is taken to New York City where he innocently becomes involved with juvenile delinqurots. In the final pages there in hope for the reunion of this twelve-year-old with his missing father. 71-61.142 Marshall. Julie's Heritage. 1557 7-9 Julie derides to face prejudice against Negroes in high school She uses a fine ninging vcirc to bring her listeners together. Martin. Little Brown Men. 1960 1-i In an attempt to find his pet brown hen, a little Negro boy finds some friendly neighbors. 71-30-033 71-27-124 Martin. No, No, Ronina, 1964 Ronina can not understand why her brothero Carlo and Luigi are allowed on papa's fishing boat, but girls on heard are considered bad lurk. She surprises everyone when she manages to go to sea. 71-55-470 Martin. Hire Bowl Pet. 1062 54 AhJimwantaapct,andhisfamilyeonscntsif he can find one small enough to fit into a rice bowl lie roams through San Franeiuns disnatis- fled with turtles, crickets and goldfinhes. After performing a good dcesl, he is rewarded with a poppy that just fits into his bowl 71-15491 Means. Shuttered Windows. 1828 7.9 An orphaned Negro girl from the North who has graduated from an excellent high school goes to live with relatives on the North Carolina coast and is shocked by tbe underprivileged school and living conditions she aeon there. 7- 2-6 7-9 1-3 7149-862 MIles. Feast en Sallivan Street. 1963 3.5 Michael 4. Lucas family participates In the Festa of Saint Anthony, but be has us part In New York City's yearly celebration. Re finds his first real job and becomes past of the feast on Sullivan Street. PAGENO="0599" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 591 4-7 ~ 71-56-112 Sorensen. Plain Girl. 1955 5-7 Esther, a ten-year-old Amish girl, questions her family's may of life after she cetera public school, but learns to accept the beat of the old traditiooa and the new ways, too. 71-39-052 Speevacb. Spider Plant. 1965 4.6 Carmen is sure that nsoeing to Noes York City is not a good Idea. She misses the trees, flowers, and friends In Poerto Rico. When the family mores uptown, a spider plant and a Girl Scout play help change her attitude. 71.03.151 Stanley. It's Nice to Be LIttle. 1969 FreE-I A amall picture book tello young ehildress about the adoantages of being little. Only the illuotra- tiona indicate that rhildren of various ethnic groups ore playing together, 71.45-062 Sterlicg. Mary Jane. 1959 Mary Jane lu one of two Negro junior high ots- deoto to be ens-oiled in a newly Integrated southern school. She lu ronOdent that her sehool,nateu will like her and lo usprepared for the antagonism, prejudice, and ignorance nbc encounters on her first day in school. 71-56-175 Uchida. Mik and the Prowler. 1960 4.6 Ten-yrar-old Mib jumps at the chasce to care for Mrs. Whipple's cats while she Is away. Tanleko, who arrives from Japan to stay with Mik's family, proves that girls can be helpful when things go wrong, Nose Vogel. Hello Henry. 1965 Fcc-K-I Two small boyn named Henry play together in a aupernsachct. One in Negro, as abown in the illustrationa which are very appealing. 71.32.127 Waltrip. Quiet Boy. 1961 0-7 A courageous Navojo boy proves tc his grand- father that the white man's ways are not all bad when agreat blissard comes. He flies with the government pilots, pointing not the homes of the Indians. New Whitney. Sees-ct of the Emerald Star. 1964 5-8 A thread of myatery runs through the stoop of Robin Ward and her friendu on Staten Inland who fight prejudice agalnut a Jewish family. 72.61.213 Whitney. Willow Hill. 1947 7-9 High school teen agers try to nolvr the peoblemu faring a community when a group of Negro workees settle In their area. Shotwell. Rmsenelt Grady. 1963 A courageous, dignified Negro family who are migrant workers must move constantly. Moose- velt, their nine.year-old non, longs for a perman- cot home where he can go to school regularly. Mama and Roosevelt conspire to achieve their endo. Silverman. Hymle's Fiddle. 1960 2-4 This story of a small boy who dreams of becoming a genius on the violin brings out the speslal at' mosphere of New York City's Lower East Side. Simon, Best Friend. 1964 4"! Jenny Jason Is hurt be- cause her best friend has moved and acquired a snobbish new best friend. Jenny torus to Ruth Kap- lan and Betty Lee whose families help Jenny under. stand how wonderful It is to be able to have many different hindu of friendo. item No. ..~ ~ Grade hess No. 71.18.350 StIles. Mississippi Possum. 1965 2.4 71.27.287 A timid, gray possum escapes the flood and Is be- friended In a tent by Rose Mary, a young Neges girl, and her family. When the waters recede, the animal returns to the home of his humas friends, New Neville. Berries Goodman. 1965 1-8 Berries Goodman's best friend Is sidney Fine, the only Jewish boy in their Westchester schooL The y are separated by anti-Semitism In this be- lievable atory told In a natoral, humorous man- ner by Berries himself. 71.24.078 Newell. Cap for Mary Ellis. 1953 The adjustments of two girls who are the first Negroes in an all white nursing school. 71-18-155 Newman. Shipwrenked Dog. 1963 8'S Carlos, a young Portuguese orphan, comm to live with his snob In a New England fishing village. A shipwrecked puppy and Its friendly owner help him to overcome his loneliness. 71-27-291 71-56-021 Newman. Yellow Silk for May Lee. 1961 4-6 Ten-year-old May Lee naves the money to buy yellow silk for her first grown-up dress. She brings honor to her Chinese family in San Francisco with bee unselfish use of the silk. 71-27-240 Nielsen. Because of Sheila. 1964 5-9 Sheila Warren engineers the move of her family from a grimy mill town In England to a lovely farm in the state of Washington. She finds that life here is not Ideal, and cock member of the family most work at learning to belong. 71-27.245 Noefiret. Hand-Me-Down House. 1962 Jabie Is a scorn-year-old Negro boy who makes friends with the elderly white lady living nest door. He makes it easier for his family to adjust to their new home In a racially changing neigh- borhood. 71.48.222 Olson. Ballkawks. 1960 A New Yorker becomes basketball coach In a provincial Oregon town. Me fights local prej- udice against twu of his players, one of whom Is a Chinese-American. 71.48-223 Olsun. Tall One. 1956 6-9 An understanding coach helps Miles, a boy seven feet tall, and Billy, the only Negro on the team, to gain acceptance. They kelp win the state cham. plunshlp for their high school basketball team. 71-02-Oil Ormsby. Twenty-One Chlldeen. 1957 K-I Emalina can't speak English when she comes to first grade, but her nlass finds It fun is help her while they learn Spanish words. 1-8 Nrw Stsaehnn. Where Were You That Year? 1965 7- Polly Masterson joins the Students Non-Violent Coordinating Committee In Mississippi to register Negroes. She and her boy friend encounter imprisonment, fear and difficult living conditions. The story Is patterned after actual experiences. New Sutton. Weed Walk. 1965 6.9 A groop of high school students in a small Losg Island community reflects the values of their families when they learn that a Negro family is to move Into the neighborhood. 71:18.274 Tarry and Ets. My Dog Rinty. 1946 4.6 Rinty, considered a nuisance in Harlem, proves himself an extremely useful rat-catcher and brings Pied-Piper fame to David, his young owner. 71-34.058 Taylor. All-of-a-Kind Family. 1951 5-8 Although they have little money, five little Jewish girlu aod their parents find life rich and satisfy- ing in New York's Lower East Side. More All- of-a-Kind Family and All-of-a-Kind Family Up- Cows are sequels. 71-48-256 Tunis. All American. 1942 64' High school students meet a challenge when a team-mate is refused the right to play on their team benaune he is a Negro. An exciting football otory. New Ormsby. What's Wrong with Julio? 1965 2-4 Jails's nlassmates talk to one another in English asd Spanish, but Julio sits silently. He wIll not be part of the school party until his new friends find out that he is lonely foe his family, far away, and help him make a bog distance tele- phone call, New Palmer. Snow Storm before Christmas. 1-3 Eddie and Jason have fun selecting Ckrlstssas presents and paying for them out nil their sav- ings. The lllssteations show that the boys and their closely-knit family are Negroes. 71-61-167 Politi. Boat for Peppi. 1910 2-4 The Blessing of the Boats Is described In this gaily illustrated story about Sicilian-American fisher folk in a California town. 71-12-148 Pundt. Spring Comm First to the Willows. 1963 7-9 The daughter of Alsatian immigeanto, Anna finds conflicting values when her family moves to fashionable Wmtohmtee. She wins her place in high school, but alus finds that bee father's philosophy is the solid hind upon which she can rely. 71-02-106 Randall. Fun for Chris, 1956 K-I Ynung Chein and his little Negro friend Toby ihareasandplle happily untii Jimmy questions their friendship. 71-61-233 Rydberg. Dark of the Cave, 1365 4-6 Ronnie Grant Is blind when the new family moves In next door. After his operation, Ronnie knows for auec that his best friend, Garth, Is Negro, although he had guessed long ago. The knowledge makes no difference. 71-48-239 Sandmel. All on the Team. 1959 4-6 Eli Cohen and Terry Parsons are neighbors with a common love of baseball. Their friendship en- riches their famiSes through learning about each other's customs and religion. 71-89.048 Sawyer. Roller Skates. 1936 5-7 This Is the story of Lucinda's year in New York City, A tomboy on coller skates, this ten-year- old girl makes friends with many different kinds nil people. New Scott. Big Cowboy Western. 1961 14 Martin and his family live In an urban housing development. For his fifth birthday the little Negro boy receives a cowboy outfit, hut It takes Mr. AreIoo, the fruit and vegetable man, and his hsroe to nsahe Martin feel like Big Cowboy Western. 71-02-206 Bela. Katy, lie Good! 1962 1-4 In this sequel to Wonderful Nice, Katy, a young Amisk girl, comes to visit Alinon in her New York City penthouse apartment. PAGENO="0600" 592 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES Stein No. ______________________________ Ness Wier. Easy Does It 1915 The Reese family moves into an all.white neigh. borhood, and even though Mr. Reese is a college' trained engineer, the community boycotts the family. Thin disturbs eleven-year-old Chip Wood- man mba tires nest door and wools to be the Reese boy's friend. 71.61-214 Wies-. I.oner. 1963 A lonely, starring migrant orphan is given nheltcr by Boao, a woman sheepherder. She ru.llo the boy David and in his struggle to live up to the Biblical name, he heroically bills a bear. No longer a `loner," hcio accepted in themmonunity. 71.18.350 Wier. Rumptydoolers. 1964 A spoiled fifteen-year-old becomes part of another world when he lives on a sheep ranch in Arizona. An Anotralian and a half-breed Indian give him seer values to lobe back to the private academy he attends. 71-02-474 Will and Nicola.s. Four-Leaf Clover. 1959 Mark and Peter base adrentoees with a mess bull, an old horse and a batting gent while searching for a lucky four-leaf clover. The full. page illuotraticns give the only indication that one of the boys is Negro. 71-45-074 Young. Across the Tracks. 1920 Pretty Betty Oohca, third generation Mexican- American high school nenicr, tries to aclsiere better understanding between the Meoican and "Angim' ntudentu in a small California town. 71-56-251 Young. Goodbye Amigoo. 1963 Cathy's high school Spanish claus works for a recreation renter for the Mmiean migratory workers on her father's ranch. A labor strike creates a nituatics in oshich she svioheo both sides could svio. 71.03-1831 Zincr. Counting Carnival. 1962 Children of different races are pictured in thin * counting book. On each page another youngster joins hiu friends on the front steps. Elementary sod Junior `Ugh School Non-Fiction Item No. 63.01-000 Bontemps. Story of the Negro. 2951 A history of the Negro with much emphasis on his role in contemporary American life, 71.00-232 Bock. Wrlrcme Child. 5163 Kim, a ycong Koreac girl, in adopted by an Aeseriran family. Macy beautiful photographs reveal hoes the shy orphan becomes a happy Americao citinen. 70.10.022 Clark. In My Mother's Houur. 1841 Life of the Southwest Indiuns is described by the children themselves, with colorful illustrations. 71-12.070 Clark. Little Indian Basket-Maker. 1957 A small Papogo Indian girl who lives in 01cc Southwest is the subject of this beautifully Il- lustrated book. 75.00.291 Clifford. Your Face Is a Picture. 1963 Beautifol photographs of children of different races and ethnic backgrounds illustrate the simple text which tells young children that although we look different, we all have the name feelings 70.24-008 Coy. Americans. 1918 Row sons and women of many muntries struggled to build America. 65.49.006 Evans. All about Us. 1947 An application of genetics to the question of race in an effort to break down prejodices. 65-49-007 Evans. People Are Important, 1952 "We arc all people-differing frem each other In many ways. Yet we are all alike because each of us is no important." This is the hey to the autboe'o philosophy. 63.32.000 Fisher. Fair World for All. 1954 An interpretatics of the Universal Declaration of Human Rights presented Is terms of the every' day experiences of young people. New Goldman. Civil Rights. 1965 The American Negro's struggle fur equal cppor- tonities is clearly told and well illustrated with photographs. 63.05.062 Hoghm and Meltner. Pictorial History of the Negro 4- is America. New rev, sot. 1913 Illustrations from wocdcoto, prints, engravings and photographs cover the history of the Amen. can Negro. 63.01.005 Johnston. Together in America. 1515 6-9 The eontribotiun of the Negro is woven into this history of the United States. From the arrival of the first African with Colocsbos to the passage nf the Civil Rights Bill in 1914, the Negroes who helped build America arc presented with honesty, clarity and compassion. 60.25.090 HeBroson. Picture-Poetry Book. 1941 Pre.K'6 Each poem is preceded by a picture and the il- lustrations show many Negro children among the others. f5~'sd4~ flees No- - Gs'ada 5.7 70.18-053 MeNeer, American Indian Story. 1963 5- - Beautiful lithographs illustrate this colorful book which tells the story of the American Indian, his origIns, his life and arts. New SHare. Story of the American Negro. 1965 5.9 Beautiful photographs enhance this effective Ida- 6-9 tory of the American Negro. 63.75-030 Rollins. Christmas Gif'. 1963 2.7 Christmas stories, poems and songs written by and about Negroes, are included is this anthology. 62.12.000 Shlppen. Passage to America. 1900 7.9 A sureey of the difforest groups who have mme to America-their backgrounds, contributions, and the blending of thrir ways. New Showers. Your Skin and Mice. 1965 1-6 A clear explanation of the useful purposes our 1'S shin nerves. The illustrations show shin coloro yellow, brown and white and the text says that all skis has the same functions. 63-01.001 Sloan. American Negs'o. 1965 6.9 The history of the American Negro is presented 7,9 chronologically and factually. It is useful as a brief, handy reference book. 63.01.004 Swift. North Star Shining. 1847 6. Story of she Asescrican Negro in verse. Stirring 6.-s and inspiring, with beautiful foll.poge lithcgraphs by Lyod Ward. 70.18-074 Thomysco. Getting is Knou' Amrrirso Indians 4.7 Today. 1965 The eninture of old and new ways of today'a Indians is ohown through visits to the Yaszies, K.2 -. an Indian family in a modern housing project built by the Navajo bike. Elementary and Junior High School Biography item No. Grade 69-61-012 Angel. To the Top of the World. 1164 6.9 This biography of Robert Peaey and his Negro compassion Matthew Benson, includes detailed descriptions of their early expeditions and the final assault on the North Pole, New lleraotain. Leonard Bernstein; Making Muale, 1965 5-8 K.s Here, in a nioter'n ntory, the reader learns how Leonard Bernstein became Ameelca'a first native- boro, home-trained conductor of a major sym- phony. 69-60-135 Sontempu. Famous Negro Athletes. 1964 5- Hero are ntorim of those Negro Americas 2-4 athletes who have excelled in the fields of boxing, baseball, track, tennis, basketball, and football. 69.65.416 Clayton. Martin Luther King. 1964 4.9 This biography of the winner of the 1164 14 Nobel Peace Prize tells the story of the Negro leader who has sever faltered in his belief In "peaceful resolution." 69.64.116 Epstein. George Waohisgton Carcec. 1960 3-5 K-I The emphasis is this biography is on the boy' hood of George Washington Carver, the famosa Negro scientist. New Faber. Enrica Fermi. 1966 5-8 The physicist who made the first atomic explosion possible came to the Ualtod States when Mss- eolini's attitudes threatened Fermi's Jewish wife. 6-9 He won the Congressiosal Medal of Honor for his contributions to nuclear knowledge. 00.64-245 Gould. That Dsnbar Buy. 1918 `2. The story of Paul Lawrence Dusbar America's 5-0 famous Negro poet. 69.64-117 Graham and Lipseomb. Dr. George Washington 7-9 Carver. 1944 An oststandisg biography of the great Negro orientist. 60.60.064 Hughes. Famous American Negroes. 1954 4- The life stories of famous American Negro poets, scientists, educators, and statesmen. I,eadecn is many other fields are also included in ehroso- 5-8 logical order, 69.60.006 Hughes. Famous Negro Music Makers 1055 6- The contributions of Negroes to cue coustey'a music-from spirituals in the home to Marian Anderson at the Metropolitan, 5- 69-64-005 Juduos. City Neighbor: The Story of Jane Ad- 0.9 dams. 1951 The biography of a famous social workee who founded Hull House. New Klein. Jim Brows, the Running Book. 1965 6- A great all-around Negro athlete, Jimmy Brown is most famous for his achievements in foothalt 69.64.470 Merriam, Voice of Liberty, 1959 6-9 Emma Lasarun, whose famous poem in engraved on the pedestal of the Statue of Ls'herty, fought foe the welfare of immigrants and the establish- ment of a Jewish nation is Palestine. 69-61.031 Miller. Joe Louis: Americas. 1951 6-9 A simply told story of an American Negro who rose from poverty to fame and fortune 69.65433 Roblnoon and Dsckett. Breakthrough to the Big 6. I,eagse. 1065 In addition to telling the story of his years with the Dodgero as the first Negro player In major league baseball, Jackie Robinson speaks foeth an cIvil rights. Grade 6-0 PAGENO="0601" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 593 Rollins. Famous Assseelean Negro Poets. 1965 The cultural heritage of the Negro in apremi through the work of twelve American Negro poets whose biographies are in thin volume. Also included are a few poems by each. 69.60.110 Rollins. They Showed the Way. 1964 6- Short biographies of forty Negroes who led the way in their varioxo fields. Their taient and perseverance have shown other gifted Negroes the road to achievement. 69.66.207 Shapiro. Jackie Robinson of the Brooklyn Dodgers. 7.9 1957 A spectrcslnr baseball player, Jackie Robinson accepted the responsibility of his pioneering role as the first Negro Os play In the major leagues. 69.60.145 Sterling and Quarles. Lift Every Voice. 1965 5' Accurate and exciting biographies of four Negro cadres who hnve significantly influenced the status of the Negro in America: Booker T. Washington, WEB. Doliois, Mary Church Terrell, and James Weldon Johnson. 69.60.146 Sterling Publishing Company. Picture Book of 6.8 Famous Immigrants. 1962 DuPont, Pulitzer, and Belafonte are a few of the immigrants whose biographies are in this collec. 60.64.128 Stevenson. George Carver, Boy Scientint. 1944 4.6 Biography in story form of the nhy boy, born in olavery, who fights for an education and becomes a great ocientiot. Nose Tersian and licoagh. Jimmy Brown Story. 1964 6. All.Amrrican in 1956 at Syracuse, thin Negro star, now professional, has earned three of football's highest honors in three successIve years. 69.64.129 White. George Washington Carver. 1913 6.9 A Negro scientist, whose work changed the economy of the South, also made contributions as as educator. 69.64.266 Wise. Albert Einstein. 1960 6. A biography of the famous scientist who con- tinued to serve mankind after anti-Semitism forced him to take refuge in the United States. High School Fiction Archibald. Outfield Orphan. 1961 Benjie Sadler, as oversensitive Negro baseball player, overcomes his own prejudices and returns to the big league to help win a pennant. 55649.3 Balch. Runaways. 1963 MS. A refugee from a World War II concentration camp, Jan looks forward to freedom on an Idaho ranch. He breaks the law snhnowingly and eons away to the nearby mountains. Here, defending the horses he loom, he proves his own bravery to himself. 55649.35 Baldwin. Go Tell It on the Mountain. 1953 HI. This is the story of a day in the life of aeveral members of a Harlem fundamentalist church. The central figure is John Grimes, a fourteen. year.old boy. 56866.65 55689.2 Blantos. Hold Fast to Your Dreams. 1955 HO. A Negro girl, determined to become a ballet dancer, Is made aware of the special obstacles she mill face. New Bonham. Durango Street. 1965 HI. Rufus Henry Is a seventeeo.year.old Negro 00 563 parole who is trapped by events into joining a gang. Told with brntal realism, this as a con- vincing account of young adults Is a Los Angeles slum neighborhood. 55741.7 Butters. Masquerade. 1961 MS. Four freshman girls living in the dormitory of a Philadelphia art school face a decision when Cara, a Negro girl passing as white, is forced to leave the dormitory. Lis and Penny leave with her but their problems follow them. 55774.2 Chandler. Ladder to the Shy. 1961 HI. 56577 A Negro boy and bin family move to a Massa. chssetto farm from a near -by city. They find problems with their neighbors is addition to the problems of farm life. 55797.79 Colman. Classmates by Request. 1964 MS. A group of high school seniors headed by Carla Monroe decides to speed Integration by transfer. 56586.? ring to River High where ali students ace Negro. The friendship between Carla and a beautiful Negro girl, Ellen Randall, survives situations which cause misunderstandings. 55797.8 Colman. Girl from Puerto RIco. 1961 MS. A realistic picture of sehat It means to be a Pserto Rican girl is New York. The hurts are helped a little by the friendship of as Ameri. can boy and his aunt. 56607.5 55835.55 Con. Tall on the Court. 1064 H.S. Awkward, poor Samuel Boone from the Tennessee Mountains plays basketball at college. He fesdn with Peter who is wealthy and pleasure-loving, hst whose height creates problems for him similar to Sam's. 55850 DahL HomecomIng. 1960 MS. A second generation Norwegian girl resents her mother's insistence on retaining the Old World 50883.4 Do Lecuw. Barred Road. Rev. ed 1964 U.S. A sensitive story of a young Negro girl who faces group prejudice and through her courageous stand helps to modify it. Grad. Emery. Tradition. 1946 MS. Stacy Kennedy braves the prejudices of her schoolmates by befriending a new family of Japanese. 55974.91 Faulkner. Intruder in the Dust. 1940 MI. Lucas Beaschamp, a dignified elderly Negro, is charged with murder and held In a Mississippi jail. Evidence to prove his innocence Is gathered by two oiuteen.year.old boys, one white, one Negro, and an elderly spinster of an aristo- cratic family. 56022.7 Friermood. Whispering Willows. 1064 HI. Tess Tromper is an orphan who helps her uncle with his job as carotaber of a cemetery in a small Indiana town. The Washingtons, a large Negro family living nearby, give her the love and understanding she has missed. 56136.56 Hentoff. Jazz Country. 1965 MS. When Tom Curtis chooses a career overacollege education, he joins the world of jas musicians. He becomes involved with the prOblests of kin Nrgro friends and findu it difficult to leave them whcn he enrolls at Amherst College. 56146.3 Hill. Catch a Brass Canary. 1964 MS. Miguel, a teen.age Puerto Rican boy is a page in an Upper West Side branch of the public library. Here he encounters hostility and In. dillrrence and is tempted to return to the gang. Through him we see the changes that can occur when people face up to thrir prejudices. 56256.8 Lee. To Kill a Mockingbird. 1960 HI. The antl.Negro feelings of a small Alabama town are pictured through the eyes of as eight. ycar.old child, daughter of the town's leading Sf263.5 Lewitos. Elizabeth and the Yousg Stranger. 1061 U.S. Elizabeth's new high school classmate is a young Hungarian refugee, but her father disapproves of their friendship. The snobbery of her New Ecglund friends contribute further to her prob~ 56274.5 Livant. Song fur Pamela. 1963 MI. At Chishoim Choir College is New Jersey, a southern girl adjusts to dormitory life and m- tablisbes a relationship with Gissy, a Negro girl from South Carolina. 56832.1 Maddox. Abel's Daughter. 1960 MI. Abel Loftis, a Negro grocer, and his daughter Serena become friendly with Molly Demarest, an army wife who comes to live In the southern town of Ckinhaplsk during World War II. 56354.501 Maule. Quarterback. 1962 MS. Brad Thomas Is a quarterback on a professional football team. His teammates include a lonnly wealthy boy, a whitc southerner, and a Negro who wants to go to medical school. 56310.5 Means. Reach for a Itar. 1057 RI. A suvel of freshman life, remance and new friendships Is set against the bachgrosnd of the large Negro campus of Fish University. Miller. Kirstl. 3064 MS. The Jsnnola family came from Finland to atort a new life is the Idaho Valley. Sixteen-year-old Kirsti and Tom Kincald, a neighbor, brave both families' dlspleaasre when they want to macry. Murphy. The Pond. 1964 U.S. In a backwood section of Virginia, Joey and his dog frequent the magic world of the pond. Mere, the fosrteen.year.old mahm a good friend of Mr. lies, a Negro fifty years older than Joey, hut a contemporary in spirit. Santalo. Wind Dies at Sunrise. 1061 M.S. Delia Kingsley takes a job at a resort hotel and is shocked when her friends, the Roseno, are turned away because they are Jewish. She rooms with Jan Rosen at college nest year nsd each learns much about the other. Smith. Tree Grows In Brooklyn. 1947 MI. Williamsburg, Brooklyn Is the setting where Francis Nolan grows up. This Is the story of Frasele sad her helghbochood of Irish, Italian, and Jewish immlge~.als. Sprague. Question of Harmony. 1965 RI. Jeanne Blahe, Dave Carpenter and Mel John. son, a Negro boy, form a chamber music trio and become good friends during their senior year in high schooL They become Involved Is larger Issues such as civil rights for Negroes, and Mel's need for a college scholarship, Stols. Who Wants Music en Monday? 1963 RB. The Dunne children are candid about the gap betweeo them and their parents. Vincent, away at rollcgr, has two roommates, one English, one Negro. Relationships are honestly and realisti- cally plctsrrd. 56614.5 Strachon. Cabins with Wisdow Boxes. 1964 U.S. Hnhah Indians did sot own bsslsesses In Nrah Bay, Waohlsgton nod the community thought Mrs. Robertson would fail. Seventeen-year-old Mona helps her moth er succeed with the Totem Pole Motel. 56665 Tufts. Super's Daughter. 1953 U.S. Story of a Csech DP family Is New York and especially of seventeen.year'old Men. It.oesa No. 69.60.144 Grade Item No. 4$~ 55967 Ileens No. 55611.2 Grade U.S. PAGENO="0602" 594 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 50312.8 Durham and Jones. Negro Cowboys. 1965 83.8. The story of some of the cowboys who helped build the west 50243.83 Zpstetn and Forster. Some of My Best Friends.. 1962 H.S. The discrimination against Jewn lo the United States has assumed patterns and practices that snake it unitoely American. The ease histories are fully told and antl.Semltiam Is analyzed in an attempt to combat and eradicate It here. 83807 Flelscbmsn. Lets Be Human. 1960 83.8. Anecdotes and essays about race relations, civil liberties, unions, and Immigration are treated with a light touch and stress the progress being made. 50111.4 Franklin, From Slavery to Freedom. lOSt 83.8. Written by a historian, this is a coonpralssnalvs chronicle of th. history of the Aaerissn Nosre. 53652215 Hughes. Lansuton Hughes Reader. 1908 83.8. Thirty ysaos of the soother's work In this volume Include short stories, essays, plays, poems, and speeches about Negroes. 51689 Hughes. New Negro Poets-U.S.A. 1964 83.5. Thirty-seven postwar Negro poets are represented In this anthology. Traditional themes are still pursued, but there Is much more personal poetry Included In this volume. 50243.87 Humphrey. Integration va, Segregation. 1964 ItS. Hubert Humphrey baa edited this collection of articles and statements covering the most sig- nificant aspects of the problems of school do' segregation and Integration. 50514.2 Isaacs. New World of Negro AmerIcans. 1963 H.S. A study of the ways in which world affairs have an Impact on Negro Americans. New Jobnson. Call Me Neighbor, Call Me Friend. 1960 83.8. When the first Negro family bought a home In a white community on the south aide of Chicago, the new Lutheran minIster knew that he had to act. By writing to his neighbors and parishlo- oem and by mobilizing the best elements of the white and the Negro population, be united the community. 56502 Kennedy. Nation of ImmIgrants. 1964 83.5. First written in 1958 when John F. Kennedy was espousing forward steps In immigration legislation, this book tells what the Immigrant has done for America-a nation of immigrants. 10145.88 KillIan and Grlgg. Racial Crisis In AmerIca. 1964 83.5. Using a group of community studies, the authors show that only token victories for the Negro have been won so far. They believe that only the threat of violence posed by Interracial conflict Will bring Negroes and whites Into meaningful sggotlstion. 50516 KIng. Stride toward Freedom. 1958 Here Is the fail seeesnt of the first successful non.vlolsnt resIstance of Alabama Nogroes. IisnaNo. -~ - - Grade 50313.6 Fraaler. Negro In the United States. 1957 H.S. This survey of the social changes experienced by the American Negro Is written by a distin- guished Negro sociologist New Friedman. Southern Juotlcc 1961 H.S. Nineteen lawyers with flrot.hand experience in handling civil rights cases In the South today give accounts of how the law Is turned against those who are seeking Its protection. New Gay. Jews In America 1965 H.S. From the first group of Sephardic Jews who arrived in New York to the postwar survivors of the concentration camps, little known Infor- mation about the Jews and their impact on America Is presented In a very readable manner. 50329.1 Glazer and Moynihan. Beyond the Melting Pot. 1963 HI. Much research went Into this study of the Ne- groes, Puerto Ricans, Jews, Italians, and Irish In New York City. The expectations that a melt- ing pot process would fuse the population barr not been realized. 50313.7 Golden. Mr. Kennedy and the Negroes. 1964 83.5. The civil rights movement and John F. Ken- nedy's involvement In it are anslyacd. Appendix locludes two Important addresses by the 15th President and his brother, the former Attorney General. 54172.6 Golden. Only In America. 1950 MS. Anecdotal observations of Jews, Negroes, poli- ticians, and the old East Side of New York. 50243.85 Handlin. Fire-Bell In the NIght 1964 H.S. Our racial attitudes are analyzed and the reasons are given for many of the diltlculties which arlze In the painful struggle for equal opportunity. 10300.0 Handlin. Newcomers. 1919 HI. The author examines the Negro and Puerto Rican problem In New York In the light of other Immigrants who have achieved satisfactory adjustments. 50290.7 Handlin. Race and Nationality In American Life. 1957 83.5. A searching and enlightening study of race re- lations by a profesoor of history at Harvard. New Hansberry. The Movement; Documentary of a Struggle for Equality. 1964 HR. Beautiful photographs and a text by playwright Lorraine Hansberry are combined to depict to- day's struggle of the Negro for equality. 13754.11 Mansherry. Raisin In the Sun (Play). 1959 MS. A middle-class Negro family comes Into money and faces universal problems. 50143.86 Hentof. New Equality. 1964 H.S. An attempt to explain, especially to whites, how the Negroes feel In their struggle for equal. ity. Discusses housing and school Integration, the successes and failures. 53(59.9 Hill. Soon, One Morning. 1963 H.S. The subtitle New Writing by A,nerlconn Negroes, 1940-196Z indicates the Inclusion of such authors as James Baldwin. Paul Vesey, Richard Wright and Languton Hughes. The collection Includes essays, fiction and poetry. High School Non-Rctios liens No. Goode 50309.49 Allen. Negro in New York. 1964 MS. The status of the Negro Sn the development of New York State and biographies of notable Now York City Negroes are included in this book. 50243.73 Baldwin. Fire Next TIme. 1963 KS. Two important euuays about race relations In the United States today with a section on thr Black Muslim Movement 5010Db Baldwin. Nobody Knows My Name. 1061 H.S. Highly personal, thmc essays deal with relations between the Negro and thc white man, both In the United States and abroad. 55288 Baruch. Glass House of Prejudice. 1046 H.S. Using atones of real people, the author shown the symptoms of hate and Ito causes. 50180.001 Bates. Long Shadow of Little Rock. 1962 83.0. The leader of the Negro Integrationioto. Daisy Bates, tells what It was like to face the full fury of the South trying to protect Its way of life In Littlo Stock In September 1957. 10244.2 Belfrage. Freedom Summer. 1965 MS. Sally Belfrage In a young, white Northerner who worked devotedly for civil eIghts In Mississippi during the summer of 1364. This Is a personal account of the cosragc of the young people living through the terror of an extreme situation. 536(6 Bontemps. American Negro Poetry. 1963 83.5. Among the fifty-sin poets whom work is In. cluded in this collection arc Paul Laurence Dun- bar, Richard Wright and La Rot Jones. 50300.8 Bonteonps. 100 Years of Negro Freedom. 1961 H.S. The struggle of the Negro is traced through the Ours and pornonslities of leadem from Senator Pinchbach to Mactin Luther King. New Bowen. Struggle Within: 19(1 MS. Comprehensive and objective, this book explores in depth the problem of the Negro American. Mr. Bowes presents as many olden of the ques. tion as possible and sheds light on the fears and misconceptions that he believes underlie the con- serrative's attitudes. 50243.8 Brink and Harris. Negro Revolution In America. 1964 H.S. Based on the survey of Negro opinion made by Ncwsoeek Magazine, a picture emerges telling what has triggered the present revolt agaInst disrnimisation. 50311.1 Butcher. Negro ix American Culture. 1957 MS. The Negro's role In American socirty and culture and his contributions to musie, danre, painting, poetry, fiction and drama are discuased. 50319.5 Cain. Winding Road to Freedom. 19(5 MS. The American Negro's perseverance in his quest for equality Is recorded here. New Clark. Dark Ghetto. 19(5 ILl. The author, a Negro social psychologist, presents the effects of Harlem ghettoes on those who live there and on society as a whole. Included see suggestions for workable solutions. 00244.2 Clark. Negro Protest. 1961 83.8, Verbatim conversations between Negro psycholo- gist Kenneth Clark and James Baldwin, Martin Luther King and Malcolm X reveal three very different points of view. New Dobbs. Who Speaks for the South? 1964 83.5. Today's explosive Issues In the South are square' ly faced and the reasons for the disparate points of view of the Yankee and the Southerner are brought Into focus. 50279.2 DiBard. One Man's Stand for Froedom. 19(3 MS. A collection of the Supreme Court opinions of Mr. Justice Black who struggled to secure those basic freedoms gusranteed by the Bill of Rights. 51312 Dorman. We Shall Overcome. 1964 MS. A reporter watched the revolution of 1)62-63 unfold, and his book gives an eyewitness report of this crucial year In the fight for civil rights. 50312.5 Dover, American Negro Art. 1060 KS. With more pictures than text, the work of mazy American Negro paInters and sculptors Is pie. aented. Some were photographed especially for this book. PAGENO="0603" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 595 Wuodson and Wesley. Negro In Our History. 1062 H.S. The history of the United States has been In. fluenced by the presence of the Negro. The tenth edition of this book tells the story with some new material added. 50829 Woodson and Wesley. Negro Makers of History. MS. 1958 An account of the Negro from his African origin to the present, now In Ito fifth edition. 50120.01 Year. Pictorial History of the American Negro. MS. 1961 A wealth of picture material Iliustrates this story of the Negro In America. Young. Negro Firsts In Sports. 1068 MS. American sports have provided an access to eqnailty for Negroes. Thin Is the story of how Negroes came onto the sports scene and con. tabs the records attained by Negro athletes. Ems. Southern MystIque. 1964 MS. An analysis of Northern and Southern attitudes from the Declaration of Independence to the present day. High School Bkgraphy Adams. Great Negroes, Past and Present. 1961 MS. Short biographies of over 150 outstanding Ne.. groes. Illustrations, source notes, and an extensive bibliography add to the book's value. Anderson. My Lord, What a Morning 1956 MS Marian Anderson tells of her long stroggle to become a concert singer. Bennett. What Manner of Man; Martin Luther MS. ICing. Jr. 1964 The senior editor of Ebony Maganine writes a comprehensive biography of Martin Luther King. As a former college classmate of Dr. King, he Is In an excellent position to write an authorita. tive book. Brown. Off My Chest 1964 MS. Jimmy Brown, the Negro fullback of the Cleve- land Browns. tells of his rise in football. In this biography be also makes observations about bigotry that s.re pertinent to today's racial crisis. 64685.8 Campanelia. Its Good to Be Alive. 1959 MB. Biography of a famous ballplayer who Is now con~ fined to a wheelchair. Cavanah. We Came to America. 1914 MS. Firsthand accounto by some well known Im. migrants who csme to the country to snake new lives for themselves. Covello. Heart Is the Teacher. 1950 ES. This biography of a dsvet.d twbsr and principal in the New York City school system who worked with children of many different backgrounds. Davis. Yes I Can. 1065 H.S. Sammy Davis Jr. is one of the foremost entertain. ers In America today. Tbls Is his story of how be reached the top. Dons. Family Nobody Wanted. 1954 MS. Story of a minister and kin wife who adopted a donen children from completely different racial backgrounds. Grade Thompson. Negro Leederibip Class. 1061 MS. The results of a sindy focused on New Orleans dsring the yeses 194042, this report by a so. ciologist gives a frank picture of the Negro leader, and the conflicting forces which face him. Von Hoffman. Mississippi Notebook. 1064 M.8. Chicago Daily News reporter Nicholas Von Hoffman records the turbulent events of the summer of 1064. Westin. Freedom Nowl 1964 MS. A collection of writings covering the history of the civil rights struggle and discrimination in law enforcement, education, housing, and employ. floss No. Grad hem No. 50148.9 KIng. Why We Can't Wait 1964 MS. 50816.1 Why the Negro is dissatisfied with ths progress In the fight for his atlll.denled rights. Discusses non.violent protects, today's leaders, and outlines the developments that may be anticipated. 101201.5 Konvltu. Century of Civil RIghts. 1961 MS. New A clear analysis and appraisal of civil rights legislation, cases, and decisions assembled by a Cornell University professor of law. 18719.6 Laurents. West Side Story (Play). 1957 ES. New The struggle between two rival teen.sge gangs ends in trsgedy for Maria, a Puerto Rican girl, and Tony, a member of one of the gangs. 50281.4 Lowls. Portrait of a Decade. 1964 ES. From the day the Supreme Court ruled that 10810 segregation In public schools was unconotitotional, a dllmate was created encouraging Negroes to protest against injustice. Anthony Lewin depicts the evento of the poet ten yearn In the hattie for civil righto. Compiled from the daily reports of the New York Times. 50101 McWilliams. Brothers under tke Shin. 1951 MS. Problems faced by our minority groups: Indians. Mexicans. Chinese, Puerto Ricaon, and the effect Intolerance has on our national llfe. New Hayernon. Two Blocks Apart. 1060 ES. Juan Gonnales and Peter Quinn live only two blocks from one another but their lives are worids apart. The author records talks with these two 10120.1 neventeen.yesr.old New Yorkers and the contrast between tbenu Is strihing. 50281.45 Mendelson.. Discrimination. 1961 MS. A rfloumfl of the two.year study by the United States Commission on Civil Rights. Objectively 58104.1 written, this book shows the total Impact of discrimination and Includes recommendations for combating It. New Musmanno. Story of the Italians in AmerIca. 1965 MS. Tke problems of immigrants in a strange land sre faced with frankness and the contributions of Italian Immigrante to America are reviewed. 50184 Newman. Freedom Reader. 1965 ES. A collection of materials on civil rig)oto and civil liberties in America, Including commentaries of 0441 I eminent lawyers, political scientists, and govern. ment officials. 10243.01 Peck. Freedom Bide. 1061 MS. The author's Involvement in the non'violent action ~ to end segregation in the South. 16303.4 Pinani. Italian In America. 1917 MS. The story of the Italian In America illustrates how the Interplay of cultures contributes to the strength of the United States. New Postal. Encyclopedia of Jews In Sports. 1965 HO. The stereotype of the Jew as a physical weakling Is repudiated In this meticulously documented sod well-illustrated volume. Arranged by sport, the achievements of Jewish athletes, both smateur and 5462 professbonsl. are recorded. 50104.5 Rand. Puerto ItIcans. 1958 MS. A newspaper reporter writes a sympathetic ac. count of our newest minority group. 60311.1 Bedding. Lonesome Road. 1968 MS. Interesting aspects of Negro hIstory are revealed in little known episodes that are included in 501996 10241.71 Rlscl,In. Promised City. 1061 HO. New York City faces social problems of urban development as told through the experiences of Ito Jewish renidents. A scholarly Investigation 04670.0 of the effects of the migration of the Jews of Enutero Europe. 68019 Rosten. Education of Myman Kaplan. 1017 M.S. Stories of the hilarious happenings In Mr. Park. New bill's English clam for foreigners. The Return of Roman Kaplan Is a continuation of the class nituation. 10204.7 Shannon. American Irish. 1068 H.S.~ 04688 The contributions of the Irish Immigrants to American social history are told In colorful detail. 10141.911 Shapiro and Sullivan. Race Riots; New York ES.' 64077.76 1964. 1964 Two veteran reporters have written the minute. by~mlnute story of what actoslly happened during the six but days of 1964 when race riots hit New York City. 60143.954 Shogan and Craig. Detroit Race Riot 1064 ES. 64755.2 The full story of one of the worst race riots Is American history. The authors have Investigated Detroit's race.troubled past, seeking a reason for the riot in the summer of 1043. 60248.015 Sllberman. Crisis in Black and White. 1964 ES. 65076.6 A bold ecpboration of the problem of finding ways to restore the Negro to dignity. Unless the Negroes achieve political and economic power. the author believes they will be unable to move 15014.1 Into the mainstream of American life. 10148.96 Silver. Mississippi: The Cloned Society. 1064 HO. Written by a Mississippian who is a historian, James Silver witnessed the long night of riot °~ 10214 September 10, 1962 at the University of Miasis.. sippi. He Includ evessia that led up to that night and letters written after It. Eaton. Trumpeter's Tale. 1055 HO. Louis (Satcbmo) Armstrong was born in a New Orleans slum In 1900. HIs mastery of the trumpet and kin buoyant spirit helped him to overcome hardships in his rise to fame as a jann musician. Gibson. I Always Wanted to Be Somebody. 1058 HO. Called the "Jackie Robinson of Tennis," Althea Gibson tells her story from her youth in Harlem to her satisfaction In becoming the tennis cham. pbon, world.renowned. Graham. Booker T. Wasbiogton: Educator of Hand, MS. Head and Heart. 1965 Biography of the founder of Tuskegee Institute. Handlin. Al Smith and His America. 1968 MS. Biography with an exce lent account of the problems of the Irish immigrant group of New York's East Side. Henderson. Negro in Sports. 1940 ES. A survey of the Negroes, professional and amateur, who have distinguished themselves In sports. PAGENO="0604" 596 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 54832.8 Mono. La Guardia. 1959 Story of the American incIting pot which pro. duced the "Little Flower.' 53425.1 Hays. Born to Play Ball. 1955 ES. A lournalistio account of a popular bail player's life. 54783.5 Miller. Abdoolo. 1963 ES, Matthew Menoon, a Negro who accompanied Peary to the North Pole, learned the language of the Eskisaos and, because of his great courage, be- came their hero, 54917 Papashvily. Anything Can Happen. 1941 MS. Arriving in New York, penniless but optimistic, this immigrant from Russia becomes a successful inventor. Piers No. Grade 54604.7 Peare. Mary McLeod Sethune. 1951 ES. A great Negro leader overcame southern proj. odice and built an industrial school for her people. 10324.1 RIchardson. Great American Negroes. 1956 ES. Short biographical nketches of American Negroes who achieved success despite handicaps. 54833.9 Rodman. Fiorcllo La Guardia. 1962 ES. The "Little Flower's" contribution to the multi- tudes of different people living in New York City at the time he was Mayor. 54844.4 Same. White Mother. 1957 ES. The true story of Veanie and Mingo Bennett, seven.year-old Negro twins, orphaned and strug- gling in a hostile world. Chance led them to a gentle white woman In their small Florida town and through her they learned the meaning of "mother." 54997.3 Saund. Congressman from India. 1960 MS. Autobiography of the first US. Congresnman of Asian estosetion and his inapisvsg esreer. Save. I Sea~ to the Stones. 1963 E.S. The memories of Jimmy Savo's childhood are vividly told in this autobiography of the famous remcdiao. The son of itsliae, immigrants, Jimmy was resented by the Irish and Germao boys in his Bronx neighborhood. Sons. Nisei Daughter. 1913 ES. Life in an Idaho detention cas9p during Worid War II and a visit to Japan make this Japanese MS. girl appreciate her dual heritage. 54604.9 Sterse. Mary McLeod Sethune. 1957 ES. The inspirational story of the girl who rose from slavery to found a college and become a friend to the nation's leaders. New Wiener. Ex.Prodigy. 1953 ES. Norbert Wiener, the world.renowoed mathema- tician was the son of a Jewish immigrant from Poland who became a Harvard professor. Nor. bert later pioneered the development of the digital computer. 15088.5 Wisblec. Penny from Heaven. 1941 ES. This is an autobiographical portrayal of the struggle 0f an immigrant boy in New York City. ES 10089 Weog. Fifth Chinese Daughter. 1910 ES. A self.portrait of a Chinese-American girl who became an artist despite family opposition. hiss No. Grsdm 14998.69 Hirshberg. Sill Russell of the Boston Celtim. 1963 ES. A motherless, sensitive Negro boy overcomes many obstacles to win a colege baskethall scholarship. This biography of Sill Russell teSs how he be- came one of the greatest centers who ever played the game. 54639.00 Molt. George Washington Carver. 1941 ES. Story of the homeless little Negro boy who over~ came numerous obstacles in life to become one of America's greatest scientisto. 54604.6 Melt. Mary MeI.eod Sethune. 1964 ES. A csrefslly researched biography of the proud, forceful Negro woman who founded Sethune- Cookssan College and the National Council of Negro Women. The early years of her life in the South are vividly detailed. 54498.1 Hughes. Famous Negro Heroes 0f America. 1058 ES. Sixteen biographies of outstanding Negroes. In. eluded are such personalities as Harriet Tnbman, Boric Miller, Crispus Attucbs and Enleban. 54925.7 Kern. Yesterday's Child. 1962 ES. The only child of a Jewish physician relives the problems of her Chicago girlhood. 14630 Kugelmass. Ralph J. Buosche: Fighter for Peace. ES. 14997.4 1962 The stature of the man emerges in this biography of a contemporary American diplomat. 14934 Lipman. Maybe I'll Pitch Forever. 1962 ES. "Satchel" Paige is a baseball player who helped 11026.5 break the color barrier in the major leagues. 14940.4 Patterson. Victory over Myself. 1962 Teachers and schoels arc very important to this shy child who later becomes a heavyweight champion. PAGENO="0605" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 597 [Taken from "Education Code"-State of California-1965, vol. 1] CHAPTER 2. ELEMENTARY TEXTBOOKS ARTICLE 1. ADOPTION "Elementary schools" defined 9301. The term "elementary schools" as used in this chapter (commencing with Section 9301) includes all public schools, except junior high schools, in which instruction is given in the first to the eighth grades, inclusive, or in any one or more of such grades. Cross Reference: For provisions for free texts for pupils, see Constitution Art. IX, Sec. 7. Adoption of tecotbooks, supplementary teetbooks, and teachers' manuals 9302. The State'Board of Education shall adopt one or more basic textbooks in each of the subjects prescribed for the elementary schools by Section 7604 of this code, except in art and in foreign language. The board may adopt a single textbook covering two or more of these subjects. The board may adopt other textbooks, supplementary textbooks, and teachers' manuals for use in the ele- mentary schools. The board may adopt teachers' manuals for use in the kinder- garten schools. The board shall determine the grade or grades for which each basic textbook, other textbook, supplementary textbooks, and teachers' manual is adopted. The board shall determine the period for which each basic textbook, other text- book, supplementary textbook, and teachers' manual is adopted, which period shall not be less than four years nor more than eight years. After an original adoption period has expired, the board may extend the adoption period of such books for not less than one year nor more than four years. Nothing in this section shall be construed as prohibiting the governing board of any school district, or any county library from ordering and purchasing such supplementary textbooks as are required. (Amended by Stats. 1963, Oh. 1051.) Cross Reference: For special classes, see Secs. 5801-5802. For textbooks to be used in elementary joint district, see Sec. 2097. ~peciflcations for teetbooks 9303. The State Curriculum Commission shall recommend to the State Board of Education, specifications for textbooks for uniform use in the schools of the State so that the textbooks adopted shall conform to the minimum standard for courses of study. Cross Reference: For general provisions relating to State Curriculum Com- mission, see Sec. 7501 et seq. Curriculum commission recommendations 9304. The State Curriculum Commission may also study the textbooks sub- mitted to the State Board of Education for adoption and make recommendations thereon to the State Board of Education. The State Curriculum Commission shall give preference to California-produced books of equal or superior merit. The State Curriculum Commission may, without at the time furnishing vouch- ers and itemized statements, draw from funds appropriated for publishing, pur- chasing and shipping free textbooks a sum not to exceed ten thousand dollars ($10,000). Th~ sum shall be used as a revolving fund for the purpose of having manuscripts of proposed textbooks prepared. Cross Reference: For general provisions relating to State Curriculum Commis- sion, see Sec. 7501 et seq. Public hearing 9305. The State Board of Education shall give the State Curriculum Com- mission a public hearing before making any adoption of textbooks for use in the elementary schools of the State. Public inspection 9306. Before final adoption of a textbook, it shall be made available for public inspection for 30 days in not less than 10 public libraries as directed by the State Board of Education. PAGENO="0606" 598 BOOKS FOR SCHOOLS AN]) TREATMENT OP MINORITIES ARTICLE 5. DISTRIBUTION OF TEXTBOOKS Supply and distribution 9501. The Superintendent of Public Instruction shall maintain a supply of state textbooks and distribute them to the school districts and county superin- tendents of schools in conformity with the provisions of this code and with the rules, regulations and resolutions of the State Board of Education made pursuant thereto. Cross Reference: For distribution of textbooks, see 5 California Administra- tive Code Sec. 44.1. For distribution, see Constitution Art. IX, Sec. 7. Charges 9502. No charge shall be made to any school district or county superintendent of schools for state textbooks or teachers' manuals to be used in grades one through eight of the public schools, nor shall~ any charge be made to any pupil or teacher for the use of such textbooks or teachers' manuals. Cross Reference: For physical education manual, see See. 8152. For public safety manual, see Sec. 8002. For ownership of and responsibility for state textbooks, see 5 California Ad- ministrative Code Sees. 43-44. [Taken from "Constlthtlon of the State of California and of the United States and Related Documents," 1965] STATE AND COUNTY BOARDS OF EDUCATION-FREE TEXTBOOKS SEC. 7. The Legislature shall provide for the appointment or election of a State board of education, and said board shall provide, compile, or cause to be com- piled, and adopt, a uniform series of textbooks for use in the day and evening elementary schools throughout the State. The State board may cause such text- books, when adopted, to be printed and published by the superintendent of State printing, at the State Printing Office; and wherever and however such textbooks may be printed and published, they shall be furnished and distributed by the State free of cost or any charge whatever, to all children attending the day and evening elementary schools of the State, under such conditions as the Legis- lature shall prescribe. The textbooks, so adopted, shall continue in use not less than four years, without any change or alteration whatsoever which will re- quire or necessitate the furnishing of new books to such pupils, and said State board shall perform such other duties as may be prescribed by law. The Legis- lature shall provide for a board of education in each county in the State. The county superintendents and the county boards of education shall have control of the examination of teachers and the granting of teachers' certificates within their respective jurisdictions. [As amended November 5, 1912.] PAGENO="0607" i4~c Oc~ew~e4i o~ Sa99edeed P~oced~e4 ~ 1/tet~od4o6~ TEXTBOOK SELECTION THE UNIVERSITY OF THE STATE OF NEW YORK/THE STATE EDUCATION DEPARTMENT/BUREAU OF ELEMENTARY CURRICULUM DEVELOPMENT/ALBANY, NEW YORK 12224 599 PAGENO="0608" 600 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES AN OVERVIEW OF SUGGESTED PROCEDURES FOR. IMPROVING METHODS OF TEXTBOOK SELECFION PAGENO="0609" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 601 THE UNIVERSITY OF THE STATE OF NEW YORK Regents, of the University (with years when terms expire) Edgar W. Couper, A.B., LL.D., L.H.D., Chancellor, Binghamton, 1968 Thad L. Collum, C.E., Vice Chancellor, Syracuse, 1967 Alexander J. Allan, Jr., LL. D., Litt.D., Troy, 1978 Charles W. Millard, Jr., A.B., LL.D., Buffalo, 1973 Everett J. Penny, B.C.S., .D.C.S., White Plains, 197& Carl H. Pforzheimer, Jr., A.B., M.B.A., D. C.S., Purchase, 1972 Edward M. M. Warburg, B. S., L.H.D., New York, 1975 JosephW. McGovern, A.B., LL.B., L.H.D., LL.D., New York, 1969 Joseph T. King, A.B., LL.B., Queens, 1977 Joseph C. Indelicato, M.D., Brooklyn, 1974 Mrs. Helen B. Power, A. B., Litt .D., Rochester, 1976 Francis W. McGinley, B.S., LL.B., Glens Falls, 1979 George D. Weinstein, LL.B., Hempstead, 1981 MaxJ. Rubin, LL.B., L.H.D., New York, 1980 Kenneth B. Clark, A.B., M.S., Ph.D., New York, 1971 President of the University and Commissioner of Education James E. Allen, Jr. Deputy Commissioner of Education Ewald B. Nyquist Associate Commissioner for Elementary, Secondary and Continuing Education Walter Crewson Assistant Commissioner for Instructional Services (General Education) Warren W. Knox Director, Curriculum DevelopTient Center William E. Young Director, Division of General Education James C. Eadie Chief, Bureau of Elementary Curriculum Development Robert H. Johnstone Chief, Bureau of School Library Services Frank A. Stevens 1-3680-6639 PAGENO="0610" 602 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES FORE1~)PJ) This publication has taken forni as the culmination of an idea advanced by Dr. Warren W. Knox, Assistant Coninis- sioner for Instructional Services (General Education), for providing assistance to schools in improving local methods of textbook selection. A joint effort by the Bureau of School Library Services and the Bureau of Elementary Curri- culum Development resulted from the original idea advanced by Dr. Knox. Peter A. Martin, who is responsible for curriculum aspects of Title II ESEA, developed and organized this manual. Many individuals have assisted and advised the department during the period of preparation. We should like to thank the administration and teache of Mahonasen Central School for peniiitting us to photograp a typical selection coninittee in action. The teachers photographed included: Harry R. Bain, Mary M. Congiano, Dorothy Foster, Barbara Thunin, and Michael Zollo. The cooperation of Barton Williams, assistant superintendent of schools, and James March, elementary principal, was especially helpful. We are indebted to Gordon E. Van Hooft, Chief, Bureau of Secondary Curriculum Development, for reviewing this manuscript. JAMES C. EADIE WILLIAM E. YOUNG Director, Division of Director, Curriculum General Education Development Center FRANK A. STEVENS ROBERT H. JOHNSIONE Chief, Bureau of School Chief, Bureau of Elementary Library Services Curriculum Development PAGENO="0611" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 603 PREFACE Improvement of classroom instruction for all children in all subject areas constitutes a primary goal of the New York State Education Department. At present, as in the past, the textbook remains as the most important single tool utilized by classroom teachers for instructional purposes. Today, we have the blessing and the complication of a wide choice of excellent textbooks. It follows logically that school board members together with their professional staff have responsibility for selecting only the best available material. This publication presents a concise, suggested frame- work for developing local textbook selection procedures. It is designed to serve as a base from which local districts may "blast off" in developing their own written policy based on an intimate knowledge of local need. Fmployed in this manner, it should provide a valuable addition to the refer- ence library of those charged with the important task of textbook selection. WALTER CREWSON Associate Commissioner for Elementary, Secondary and Continuing Education PAGENO="0612" 604 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES TEXTBOOK SELECTION PROCEDURE BOARD OF EDUCATION (LEGAL RESPONSIBILITY) POLICY FOPMATION SUPERINTENDENT SELECTION COM~ITFEE (MEMBERSHIP) COMMIUEE OPERATION RESEARCH REPORTS - RECOMMENDATIONS FINAL SELECTION PROCEDURE (INTERACTION) PROVISION FOR. SYSTEMATIC REVIEW PAGENO="0613" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 605 Textbook History and Devel~9pment The textbook remains today, as it has over the years, the single most important tool utilized by teachers for the purpose of instructional development. The basic textbook provides a common body of subject matter material organized in a manner designed to facilitate instruction. If the history of textbook development is examined, we find tremen- dous change based on new methodology, content, ideas, philosophy, and the demands of an ever -changing world. Hornbooks constructed in the shape of a paddle and samplers used in dame's school were among the forerunners of our modern textbooks. These usually contained the alphabet, numerals, and sometimes religious verses. From this humble beginning, the next step was materials produced by the local printer. This material was produced to supplement income, and quality materials were the exception. The books used in the early schools remained English in origin to a major degree. The most popular American textbook resulted from the dissatisfaction of Noah Webster, a teacher in the Goshen Classical School. The materials produced by Noah Webster were divided into three parts including a speller, grammar and a reader. The speller was published in 1783 and emerged as the famous Webster's Blue Book. This Webster speller was destined to become the largest selling textbook of all time. ~extbook selection at this stage in history was a relatively easy task. Choice was mainly a question of availability. Several factors emerged in education that gave further impetus to the development of textbook materials. With the expansion of free education, the problem of increased enrol- ments emerged. Pupils began to leave the multilevel single :lassroom for separate grades and rooms. School districts ecame more complex and the trend toward more PAGENO="0614" 606 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES uniform textbook material accelerated. In 1818 Philadelphia became the first city to make free textbooks available to all students. As other cities and states followed this example, more interest developed in producing improved text- book materials. This trend toward the availability of a wider variety of instructional materials intensified the need for more specific selection procedures. These early procedures were often subjective and mechanical in nature involving decisions largely administrative in scope. Teacher judgments and opinions played a minor role in the selection procedure. Schools continued to increase in size, and curriculum expansion became more pronounced. Publishers developed mor effective methods of research to remain abreast of this dynamic growth. Great progress in content, methodology, teacher education, facilities, and technology have led to the demand for textbook materials designed to meet the chal lenge of inquisitive minds. Selection procedures need regular review if optimum use is to be made of the almost endless variety of educational materials available today. Administrators are involving teachers, librarians, subject- matter specialists, and other interested parties in the process of textbook selection. More school systems are developing written criteria for textbook selections designe to facilitate intelligent selection based on individual school and local pupil needs. Teachers today, with greater depth of training, are encouraged to move from the older accepted concept of one basic textbook as constituting a course of study. We find teachers using several textbooks plus a wide variety of supplemental materials. Students are encouraged to explore and to do research in many areas usin a wide range of materials. Progress has been made to the point where curriculum development determines textbook se- lection and not textbooks the curriculum. Selection proce- dures must provide for continued review and study if full advantage is to be taken of the new educational materials in various stages of development. PAGENO="0615" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 607 Board of Education The local board of education is charged with the legal responsibility for textbook selection. In practice, many boards have delegated this responsibility to their superin- tendent. In larger districts, an assistant superintendent in charge of instructional materials may be assigned this responsibility. Final responsibility for textbook adoptions is of course retained by the local board of education which acts upon the recommendation of the superintendent. His recommendation follows the completion of the study by the textbook selection committee. The local board, representing as it does a broad cross section of the community, is in a unique position in terms of understanding local needs. The local board decision on textbook adoption thus has a firm, dual basis in legal responsibility and community empathy. §~p~rintendent of Schools The superintendent is a key person in the total process of textbook selection. He is in a position through contacts with principals, supervisors, teachers, and parents to be aware of weak instructional areas within the school system. Too often, textbooks which constitute a major instructional tool have been selected and remain in use until obsolete or out-of-print. The superintendent, in his official capacity, is able to address the problem of textbook change in terms of the needs of an ever-changing, dynamic society. He will have responsibility for choosing the committee to serve employing criteria as enumerated. The guidelines developed for selection procedures will be the result of preliminary planning involving the superintendent and his staff. Specific guidelines need to be established for text- book selection based on local need in terms of the school population. Additional criteria will be necessary in specific subject matter areas. PAGENO="0616" 608 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES The superintendent, functioning as an instructional leader, will facilitate the development of this specific content criteria. As with all tasks assigned to a committee, a tentative progress schedule should be developed with the superinten- dent. This action will serve two purposes. First, it assures that continued study is being carried out by the committee in terms of desired goals. Second, adequate arrangements may be made to provide committee members the time necessary for a competent job. The superintendent is able to arrange the budgetary support to provide the facilities, materials, and other resources necessary for the committee to function efficiently. The final role of the superintendent will be one involving communication with and recommendation to the board of education. He will meet with the committee chair- man and also meet with the committee as a whole. The in- formation he receives will be communicated to the board of education as a form of progress report. Reactions and suggestions will then be taken back to the committee. lVhen the point of decision is reached, the official recommenda- tion for a final board decision will be made by the super- intendent of schools. The superintendent' s role in the total textbook selection process may be described at various times as initiating, facilitating, and culminating. He is the key to an efficient textbook selection program. PAGENO="0617" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 609 Selection Committee The most important action taken in textbook selection normally rests with the selection committee. This committee will find its strength in terms of the strengths of the in- dividual members of the group. For this reason, great care must be exercised in committee selection. The schoolsuper- intendent, in consultation with his administrative staff, is the logical person to appoint the members of this committee. In terms of selecting members of this committee the superintendent will be guided by a variety of pertinent criteria Consideration of desirable characteristics of committee members will. usually begin with teaching exper- ience and demonstrated competence. Such teachers will be able to approach the matter of textbook selection with the background desirable for an enlightened choice. Their ap- proach will not be based solely on the mechanical selection of books, but rather, on a more meaningful approach based on familiarity with the basic course of study, local student needs, and materials currently in use. The experienced teacher does not tend to be dominated by other members of the committee regardless of predetermined notions posses- sed by other committee members. Teachers are naturally in- terested in studies within their own areas of teaching com- petence. Members should want to serve on a particular com- mittee, and be willing to give of the time and effort neces- sary for enlightened selection in terms of course of study and local needs. A selection committee will normally include a school administrator and may include subject matter specialists, librarians and other interested community representatives. At this point, the possibility of an administrator dom- mating the committee should be considered. This will not happen if the administrator understands that his function is one of facilitating decision making and is not one of directive leadership. Some consideration could be given to having the. chairman serve as a non-voting member of the com- mittee. An administrator is ideally qualified to serve as PAGENO="0618" 610 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES chairman because of his experience in dealing with people involved in all areas of the total school program. In ad- dition, the administrator is in a better position to obtain the clerical and other help necessary for an adequate study. He could also function as liaison with the superintendent of schools. Committee size is important in terms of facilitating decision making. The committee should be large enough so individual study assignments will not be overwhelming. Yet the committee must be small enough so agreement is possible and decisions may be reached. In an average school system, a committee of from five to nine would seem suitable. Local conditions in terms of student and community needs may make a. committee of different size more desirable. The competen cy of the individual members of the committee is more im- portant than size in arriving at valid selective judgments. How this committee may function to arrive at definite rec- ommendations will be considered as a separate entity from committee selection. - - PAGENO="0619" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 611 Selection Committee Operation The textbook selection committee, once appointed and assigned a specific task, should set up a schedule and plan of operation. This action will be facilitated by having a tentative schedule of meeting dates developed in conjunction with the superintendent of schools. So the committee may be made aware of the vast amount of material available in a particular subject area, certain steps may be taken by the committee chairman. Publishers should be notified that a change in textbooks is contem- plated. A simple form giving such information as subject and grade level involved may be devised for this purpose. Publishers should be requested to send sample copies of textbooks they feel may meet the needs of the school dis- trict within the specific content area being considered. A listing of major textbook publishers may be found in the latest directory produced by the Association of Educational Salesmen of New York State. Provision for a file of publisher's catalog in a central location is advisable when committees are examining textbooks periodically. This file should be kept current if it is to have maximum value. Once a file system has been established, it takes a minimum amount of time to keep it current. In addition, profes- sional journals should be available with their many excel- lent reviews of new materials. Another valuable tool is Textbooks in Print, a catalog published by the R. R. Bowker ~à~ñpany which gives a comprehensive listing of published materials by subject areas from all publishers. Opinions may also be solicited from other local districts using different textbooks of recent selection. The first committee meeting will concern itself with the problem of organization in terms of specific functions. A chairman should be elected if one has not been designated by the superintendent of schools. By tradition, committee chairmen have been administrators for the reasons already considered under committee membership. A recorder is neces- sary to take the minutes of each meeting. If possible, a member of the secretarial staff should be made available to the committee for recording the proceedings. PAGENO="0620" 612 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES The professional members of the committee are then left free to concentrate on their major task of selection. The minutes should be duplicated, and corrections made by the committee members. A brief form of the minutes should be developed and should be available to all interested staff members. A note may be appended to the short forms of the minutes inviting comments from all interested persons. When decisions are reached, they then represent the result of contributions of the total staff. It is extremely important that committee meetings be open and not be construed in any way as secret or exclusive. The committee will want to devote some time to a revie and discussion of the course of study the textbook will be chosen to implement. By having experienced teachers chosen for the committee, familiarity with curriculum in terms of local needs may be assumed. However, it will still be of value for experienced teachers to redefine desired values and outcomes in terms of State and local curriculum guides before beginning actual consideration of textbooks. The committee may also decide to call in resource consultants from the State Education Department and/or subject matter specialists from institutions of higher education. New ap- proaches may be explored by making use of the particular talents of these resource people. When sample copies of textbooks arrive, members of the committee will want to examine them in terms of criteria similar to that suggested in the selection criteria section of this booklet. Additions or deletions may be made to these criteria in terms of local conditions or special subject matter requirements. Individual members may report back to the group on their findings after examining sample textbooks. The examination of a number of books may also serve as a quasi in-service program for committee members, Through this interaction of reports and discussions, a pat- tern should emerge where a small number of books may be considered for more careful study. If this number can be reduced to five or less, the time for further intensive study has arrived. PAGENO="0621" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 613 Committee members may wish to utilize materials from a particular book with their own classes. Other teachers may also be invited to make use of these materials. It could be advantageous for a class to have an opportunity to use a particular set of books while completing a unit of work. While this is taking place, the publisher's representa- tive should have an opportunity to meet with the committee and with the individual teachers using his materials. A minimum of one hour of presentation followed by a question period would seem advisable. To give less time defeats the purpose of such a meeting. For this reason, the presenta- tion is suggested when the number of textbooks being con- sidered has been reduced to a reasonable number. The pub- lisher' s representative will be able to appraise the com- mittee of the philosophy and academic approach of his material. He may wish to bring research consultants, charts, or other audio-visual material for his presentation. Any unique features of the series may also be explained to the committee members at this time. All interested personnel should be invited to listen to these presentations. After the formal presentation and answer period, individual committee members may wish to continue discussing the text- book material that has been presented. This is one signifi- cant advantage of having a single presentation at a scheduled meeting. Members of the committee are able to concentrate all of their energies on one set of materials at a time. It is doubtful that any positive purpose would be served by having more than one publisher's presentation at any one meeting. With this background information plus committee research, opinions of resource persons and other classroom teachers, the committee will continue to eliminate text- books until a final choice is possible. A written report explaining the reasons for the com- mittee arriving at the final choice should be presented to the superintendent. He will undoubtedly expect to meet with the committee as their decision is explored in depth. PAGENO="0622" 614 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES If the superintendent is in agreement with the committee, there remains one mere step to complete the process of selection. The superintendent may wish to have the com- mittee meet with the board of education, and then present his recommendation. He may wish to distribute a written document developed by the committee and then give his recommendation. In either instance, his is the final recommendation with formal approval by the board of educa- tion signifying the successful conclusion of the committee effort. At this point, a series of follow-up meetings could be planned to continuously evaluate the material chosen. A tentative date may also be set when further revision will be considered. The selection committee may then be discharged with its assignment completed. PAGENO="0623" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 615 General Selection Criteria The following general criteria may be applied to text- books in all subject areas. It is suggested that local districts develop additional specific criteria, where needed, based on an intimate knowledge of local conditions and student needs. Content - Is the content accurate and in agreement with the latest research available? Does the content relate to the course of study developed by the local district consistent with current guides and curriculum handbooks in New York State? Is the material presented in an interest- ing manner with a minimum amount of extraneous material? Is the material presented in such a way that students are led to think out solu- tions and not merely to memorize facts? Is the content suitable in tenns of reading level and vocabulary control for those students who will utilize it as a tool of instruction? Are charts, maps and tables accurate and presented in a clear and concise manner? Are questions presented in such a manner that they will be understood by students? Furthennore, are the reasons for asking the question clear? Author - Do the authors and/or consultants have teaching experience on the particular level and in the subj ect area being considered? PAGENO="0624" 616 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES Do the authors and consultants have an educational background that qualifies them to write in the content field involved? Do the authors represent a philosophy of education that is compatible with the philosophy of the local school district? Date of - Publication Treatment of - Sensitive Areas Is the textbook being considered up-to- date, and does it have a recent copyrigh date? Any book with a copyright date more than five years old should be examined very carefully. Does the presence of a recent copyright date signify the incorporation of the latest findings in methodology and technology? Is a recent copyright date the result o a real change, or a cursory or minor revision of materials from former editions. Does the author develop the role of minority groups in a manner that reflec the latest findings of scholarly research? Has the integrity of content been res - pected where the author develops the ro of minority groups? Are stereotypes avoided in terms of racial, religious and ethnic background Is the textbook non-sectarian in nature PAGENO="0625" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 617 Where differences of opinions may exist, which have basis in interpreta- tion, does the author treat all sides of the issue fairly and objectively? Physical - Is the binding substantial in terms Characteristics of the amount of rough handling the book may be subjected to by children? Does the book lie flat when open on a desk? Is the paper of good quality affording maximum opacity? Is the type suitable for the grade level being considered in terms of the period of visual development? Is there adequate spacing between words and lines to make reading easy? Are illustrations pleasing, colorful, and well located on a page? Do the illustrations reflect the multi- ethnic character of our society? Teaching Aids - Is the teacher's manual written in such a manner as to explain completely the objectives of individual lessons, units, and sections? 71-368 0 - 66 - 40 PAGENO="0626" 618 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES Teachiflg Aids - Are directions provided for the teacher tenns of overall aims and objectives? Are references listed for teachers and students in such a manner as to be of maximum use? Have references been kept up to date? Does the book have accompanying audio- visual aids including records, film strips, films, tapes, charts and over- head transparencies? If appropriate, are workbooks challenging for the student and do they reinforce major concepts presented by the textbook? In addition, are workbooks easily cor- rected by the teacher employing the standard key? Are workbook materials so organized that student weaknesses in particular areas may be identified? Are appropriate testing materials available to the teacher for an adequate standardized program? Do clear, concise, unit summaries rein- force important learnings? Are interesting activites suggested that will challenge youngsters to do further research in meaningful areas? Have subject indexes been included so specific material may be easily located by students? Does the glossary give easily understood definitions of more difficult words employed by the author? PAGENO="0627" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 619 Is an attempt made by the publisher to keep content material current by the issuance of supplementary bulletins? In Conclusion - If considered desirable, the selection criteria discussed may be set up in the form of a scOre sheet for each textbook being considered. Individual districts may also wish to add to or delete items in this listing in terms of local conditions. PAGENO="0628" 620 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES NEW MEXICO FEDERATION OF TEACHERS, Albuquerque, N. Mes'., October 8, 1966. Hon. ADAM CLAYTON POWELL, House of Representatives, Washington, D.C. Sm: The Executive Council of the New Mexico Federation of Teachers pro- tests the disclaimer made by Tito Valdez, Director of the Textbook Division, New Mexico State Department of Education, prior to his testimony before the House Education and Labor Committee on August 31. At this hearing, which concerned the treatment of minority groups in textbooks, Valdez said, "People of the state are either happy or they have been silently unhappy about the books the kids are studying. . . . There are no complaints." We also protest the support given this statement in a press release by officials of the New Mexico Education Association which stated that there had been no complaints in regard to minority groups. We wish to point out that parents of Spanish-American or Indian students who themselves are deficient in English, are hardly likely to be the vocal type of parents who would express organized protest over textbook selection. This hardly means that there is no deficiency. Dropout figures would also seem to be a valuable indicator of discontent in the schools. New Mexico has the highest number of students per capita and the second highest dropout rate in the nation. As shown by the June 1, 1966 report from the Southwestern Cooperative Educational Laboratories, racial minorities con- stitute the majority of these dropouts. Based on a population of 444,503 New Mexico residents presently 16 years and over, 27% of the Indians and 6% of the Spanish-Americans had no schooling whatsoever; this compares to 4% of all races combined. Ninety percent of the Indians and 82% of the Spanish-Americans had not gone beyond the eighth grade, whereas the figure for all races combined is 12%. Only 9% of the Spanish-Americans and 13% of the Indians completed high school; 24% of all races combined completed high school. Although sepa- rate figures were not available on the Negro, we believe that this minority would also show up substantially in dropout statistics. It is clear that these figures are in some ways out of date since they do not reflect possible advances in the last decade or so, but all indications suggest that the trend remains the same. Educators in the State of New Mexico cannot remain complacent. These shocking figures are true, and they remain true. There are a number of possible causes for the high dropout rate among minority groups. Certainly the failure of New Mexico to adopt a policy of using integrated textbooks is of prime fin- portance. The NMFT brings to your attention the fact that the NMEA view is in direct contradiction to that of its parent organization, the National Education Asso- ciation, which in a recent report on racial minorities in the southwest entitled, "The Invisible Minority," pointed out the tragic feelings of inferiority in a Spanish-American schoolgirL "I am a Mexican. No matter what I attempt to do, my dark skin always makes me feel I will fail." The report offered as a possible solution the use of integrated textbooks and bilingual teaching methods, which would help the minority groups adapt to the dominant Anglo culture, while encouraging pride in their native traditions. We are appalled that NMEA and state administrators take such a complacent view of minority education. We are concerned that culturally dinadvantaged minorities in New Mexico, which represent a larger percentage of the population than in most southwestern states, are given virtually no recognition in school text- books. Unless a more realistic approach is taken by the state education admin- istrators and the NMEA, the situation could become a disgrace of such proportion that much needed federal funds would be withdrawn. Yours very truly, THORD C. NILSON, President. PAGENO="0629" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 621 (Mr. H. C. Quarles, Director, Division of Textbooks, South Carolina Department of Education Submitted the Following Material) TEXTBOOK ADOPTION REGULATIONS FOR THE FREE PUBLIC SCHOOLS OF SOUTH CAROLINA APPROVED BY THE SOUTH CAROLINA STATE BOARD OF EDUCATION, DECEMBER 18, 1964 Issued by State Department of Education, Jesse T. Anderson, State Superintendent of Education, Columbia, S.C., 1964 To Establish The Method For Adopting Textbooks For The Free Public Schools Of South Carolina; To Create The Textbooks Ad- visory Committee; To Provide For The Appointment of Special Committees To Evaluate And Rate Textbooks; And To Promulgate Such Rules And Regulations As Are Necessary To Carry Out The Provisions Thereof. SECTION 1. Pursuant to Section 21-505, the State Board of Education shall have the responsibility and duty to adopt the textbooks used for inStructioB in the free public schools of South Carolina subject to the provisions of the sections that follow. SECTION 2. The State Board of Education shall appoint, with recommenda- tion of the State Superintendent of Education, a Textbook and Curriculum Ad- visory Committee. The Committee shall consist of 14 members; 8 members who are actively engaged in school work either administratively or supervisory, at least one from each congressional district; 1 lay citizen preferably a former member of the State Board of Education; 5 members from the stags of the state educational agencies having responsibilities in the curriculum and text- book fields including the Director of the Division of Instruction, the Director of the State School Book Commission and preferably a representative of ETV. There shall be at least two nominees for committee membership from each con- gressional district. Four of the appointed members shall be appointed for a term of two years, five shall be appointed for a term of four years. Thereafter, the term of all appointed members shall be four years. The recommendations by the State Superintendent of Education shall include the suggestion of a Chairman, Vice-Chairman and Secretary. The Committee has the power to organize itself. The duties of the Advisory Committee shall be to study continually the cur- riculum and textbook and make recommendations to the State Board of Educa- tion in subject fields in which textbook adoptions are needed to meet new pro- grams of study; to replace textbooks on which contracts are expiring; to make recommendations in regard to exercising options in existing contracts; to make recommendation in regard to renegotiating expiring contracts; to recommend to the State Board of Education the number of books it considers desirable in each area of the curriculum being considered for textbook adoption. The committee shall give careful attention to new and improved methods of present- ing instructional materials. The committee is authorized and directed to secure the assistance and advice of. any consultants deemed proper. Special considera- tion should be given to consultants from the Sta.te Department of Education, colleges and universities of South Carolina~. The Textbook and Curriculum Advisory Committee shall meet annually at the call of the Chairman. Additional meetings, when necessary, may be held at the call of the Chairman, a majority of its members, or on request from the State Board of Education. Provided, however, that the State Board of Educa- tion reserves the right to limit the number of official meetings this committee may hold in one school year. The Textbook and Curriculum Advisory Committee shall report to the State Board of Education not later than May of each year in regard to the necessity of textbook adoptions to be made during the following school year. The Com- mittee may make curriculum reports when in its judgment such reports are deemed advisable. SECTIoN 3. The State Board of Education shall examine the recommendations of the Textbook and Curriculum Advisory Committee and in its discretion determine the fields in which textbook adoptions will be made, if any. The State Board of Education shall, through its Administrative Officer, make infor- mation relative to the adoptions available to publishers and school administrators by mail, not later than June 30 preceding the adoption date in November. It shall also make due arrangements for an official announcement not later than PAGENO="0630" 622 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES September 1. This announcement shall be sent to all publishing companies registered with the Administrative Officer of the Board, and a notice shall be given by legal advertisement in at least one daily newspaper in the State of South Carolina in accordance with the general legal requirements. The formal notice by the Administrative Officer of the Board shall make avail- able sample copies of the bid forms to be used by the publishers in submitting textbooks for adoption and a copy of the contract and bond each publisher will be required to execute if its books are adopted. SECTIoN 4. Following the announcement of the State Board of Education of the proposal for textbook adoptions, the State Board of Education shall appoint, with recommendation of the State Superintendent of Education, as soon as prac- tical, an Evaluating and Rating Committee for each major subject field or related subject area in which adoptions are to be made. It is the desire of the Board that a balance be maintained on each evaluating committee between large and small, rural and urban schools. There shall be at least two nominees for each position except that of the State Department of Education. Each committee shall consist of nine members; seven members, one from each congressional district and one at large, who are actively engaged in teaching, in the supervision of teaching, or administration in the public schools, all of whom have had teach- ing experience, special training or supervision in the subject field in which they have been appointed, three of whom shall be full-time classroom teachers; one person who may be a college teacher or layman competent in the fields or subjects under consideration; one representative from the State Department of Education. The recommendations by the State Superintendent of Education shall include the suggestion of a Chairman, Vice-Chairman and Secretary. It shall be the duty of each Evaluating and Rating Committee to rate all text- books offered for adoption and file a written report with the Administrative Officer of the Statae Board of Education. The report shall consist of the com- mittee's evaluations and a list of textbooks which the committee recommends as suitable for adoption. In order to be placed on the recommended list, a textbook must receive affirmative votes from at least two-thirds of the committee members. The number of books to be recommended by the committee in each subject field shall be in accord with instructions from the State Board of Education. If a committee does not find the specified number of books satisfactory, it shall so indicate in its report- If, in the judgment of the committee for some unusual reason, the number is considered inadequate, the reasons shall be carefully detailed in its report. To facilitate efficient and competent evaluations by the committee, the State Board of Education shall furnish the committee with detailed instructions per- taining to its duties, textbooks evaluating guide materials, etc., and the time schedule necessary in order for the State Board of Education to complete its work in an orderly fashion. It shall be the duty of the State Superintendent of Education to serve as co-ordinator and liaison between the State Board of Education and the Committees. Publishers shall be required to furnish a brief to each committee member for all textbooks being offered for adoption. The brief shall include a common reading level of the text material and level of difficulty. The Committee shall hold hearings allowing adeqaute time for each publisher's oral presentation pro- vided, however, there shall be at least 30 days between the final date for sub- mitting briefs and the dates of hearings. After the original hearings, there shall be no communications between the representatives of the textbook pub- lishers and the committee members except as may be requested by the committee. The committee is authorized and directed to secure the assistance and advice of any consutlants deemed proper. Special consideration should be given to consultants from the State Department of Education, colleges and universities of South Carolina. It is, further, authorized to request and secure necessary cler- ical services from the State Department of Education. Textbooks shall not be recommended by the Evaluating and Rating Committee and the State Board of Education shall not adopt textbooks that fail to meet the South Carolina Official Minimum Manufacturing Standards and Specifi- cations. Provided, however, the State Board of Education reserves the right to waiver minor deviations and technicalities and in each case the publisher shall be responsible for showing cause why the minor deviations or tehcmcalitieS cannot be met. Copies of the Official Minimum Manufacturing Standards and Specifi- cations will be made available to the publishers with the official call for bids. In the event an Evaluating and Rating Committee cannot submit a report that is acceptable to the State Board of Education, the said committee may be dis- PAGENO="0631" * BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 623 solved and a new committee appointed in the same manner as the original committee. Each Evaluating and Rating Committee shall be dissolved as soon as the State Board of Education completes the adoption in the `subject field for which it was appointed. SECTION 5. The School Book Commission is hereby directed to cooperate fully with the State Board of Education, the Textbook and Curriculum Advisory Committee and the Textbcxk Evaluating and Rating Committees in determining whether or not textbooks offered for adoption meet the South Carolina Minimum Manufacturing `Standards and Specifications for textbooks. The Commission shall furnish a list of textbooks offered for adoption which, in its judgment, fail to meet the Minimum Manufacturing Standards and Specifications and list in detail the deviations it finds prior to the rating by the evaluating committees. SECTION 6. The Evaluating and Rating Committees may recommend and the State Board of Education may adopt textbooks in manuscript. Provided, how- ever, any contract awarded for textbooks in manuscript form shall be subject to final approval of the State Board of Education and the Evaluating and Rating Committees as to the final wording, format, illustrations and captions, and physi- cal construction. Any Evaluating and Rating Committee for subject matter adopted in manuscript form shall not be discharged until final action has been taken by the State Board of Education on the completed text. SECTION 7. It shall be the duty of the State Board of Education to adopt not less than 3 nor more `than 5 books or series of books in each subject field if so many books have `been recommended by the Evaluating and Rating Committees. However, prior provision notwithstanding, the State Board of Education is not required to adopt any books recommended by the Committees that in the judgment of the State Board of Education are unsatisfactory. The State Board of Educa- tion may adopt a number of books or series of books exceeding `the original in- structions to the Evaluating and Rating Committees if so recommended by the Evaluating and Rating Committee and the State Board of Education `concurs in the recommendation. SECTION 8. `Substitutions of new copyrights for textbooks under contracts will be allowed only with written permission as specified below. (1) Any publisher desiring to substitute a later copyright of an adopted text- book with minor changes that can be used interchangeable in the same classroom without confusion may make application to the State Superintendent of Educa- tion. The publishers shall submit 4 samples of the edition under contract, 4 samples of the edition it proposes to substitute and 4 complete lists of changes between the two editions. If, after consultation with the Division of Instruction, the State Superintendent of Education concludes that the two editions can `be used interchangeably in the same classroom without confusion, he is authorized to grant permission to substi'tute the new edition. All substitutions made under this provision shall be reported to `the State Board of Education and approved by the Director of `the State School Book Commission as to the construction of the book but not its contents. (2) Any publisher desiring to substitute a later copyright of an adopted text- book that is so different from the original text that it cannot be used interchange- ably in the same classroom without confusion must make application to the `State Board of Education and agree to take up all copies of the old text books in use in the public schools of South Carolina and allow an exchange rate to the state or school equal to any equity they have in the used books. The State Board of Education shall examine the publishers request and if, in its judgment, there is sufficient merit to warrant further consideration the State Board of Education `shall create an Evaluating and Rating Committee as provided under Section 4. After receiving the report of the Committee, the State Board of Education will determine whether `or not the substitution will be allowed. (3) Provided, however, that in all substitutions allowed prices shall not exceed the price named in the original contract. SECTIoN 9. All original contracts shall be for a period of four years and con- tain a clause providing that at the option of the State Board of Education the contracts may be extended for two additional years at no increase in price. At the expiration of a ,contract between the state `and the publisher of any textbook, the State Board of Education, upon the recommendations of the Text- book and Curriculum Advisory Committee and upon.satisfactory agreement being had with such publisher, may renegotiate the contract for such textbook or later edition thereo'f for a period not to exceed two years without any increase in price. PAGENO="0632" 624 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES SEc'rIoN 10. The Attorney General of the State of South Carolina shall approve all contracts to be entered into between the state and the publishers and shall approve the bond to be filed by each contract publisher. Such bond shall be placed in the custody of the State Treasurer. SECTION 11. All members of the Textbook and Curriculum Advisory Commit- tee and of the Evaluating and Rating Committees except ex-officio members of full-time employees of the State of South Carolina shall be paid the regular per diem and expenses as are members of other boards or agencies of South Carolina as prescribed by law. SECTIoN 12. Any school, desiring to teach an elective course that has been approved by the State Board of Education where, due to the volume, a formal adoption has not been made, may make application to the State Department of Education for the approval of the book which the school proposes to use. The State Superintendent of Education, after consultation with his staff, may approve the text if it is found to be satisfactory. It is it not found to be satisfactory, the matter shall be taken up with the school involved, recommendations made and a suitable text shall be agreed upon between the school and the State Depart- ment of Education. All texts so approved under this provision shall be reported to the State Board of Education in writing within 90 days with a description of the circumstances which make the action advisable. These texts are subject to State Board approval. SECTIoN 13. Nothing contained in these regulations shall be construed or interpreted to restrict the authority of local schools to conduct experimental programs and the use of non-adopted material therein as provided in the current elementary and secondary school standards. Under no circumstances shall this section be used as a vehicle to circumvent state textbook adoptions. All textbooks approved under this provision shall be reported to the State Board of Education. SECTION 14. Any bidder or publisher submitting textbooks to the state for adoption shall on or before the day bids are received register in the office of the State Superintendent of Education the names, home addresses ~f all agents or employees of any kind or persons retained for legal or other services to whom there is being paid or there will be paid any salary, commission or royalty for representing the bidder or publisher. This registered list shall be kept open for inspection by the public and copies of it shall be made available to members of the State Board of Education, the Textbook ançl Curriculum Advisory Commit- tee and the Textbook Evaluating and Rating Committees. The failure of any bidder or publisher to register the names, home addresses of all agents of any kind as herein specified shall be deemed as sufficient cause for summary rejection of the ibid or proposal of such.bidder or publisher. Srxa'IoN 15. All contracts shall provide that, if any person who furnishes adopted textbooks in the state shall sell the same textbooks or cause them to be sold or offer them for sale to any other person, state or State Board of Education for a price less than that which this state has contracted to pay for such text- books, such lower prices shall automatically become the price of such textbooks in this state and that the content of the textbook shall be considered and not the title in investigating such prices. The State Board of Education shall make the necessary investigations as to the prices of such textbooks so sold to other per- sons, schools, states or State Board of Education. SECTION 16. It shall be unlawful for any teacher of a school supported in whole or in part from the pu~bIic school funds of this state, any trustee of any such school or any other school officer or employee to become an active or silent agent of any school book publisher or be in anywise pecuniarily interested in the introduction of any school book into any school in this state. Any person violating any of the provisions hereof shall be guilty of a misdemeanor. Provided, however, the terms of this section shall not apply to encyclopedia sales by teachers and prin- cipals during the months they are not actively engaged in teaching. SECTION 17. Any of all Rules and Regulations which may be in conflict with the provisions of this regulation are hereby declared null and void. PAGENO="0633" RULES AND REGULATIONS OF THE STATE SCHOOL BOOK COMMISSION Approved March 9, 1955 Issued by STATE SCHOOL BOOK COMMISSION J. D. Robison, Director COLUMBIA, SOUTH CAROLINA 625 PAGENO="0634" 626 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES STATE SCHOOL BOOK COMMISSION OF SOUTH CAROLINA His EXCELLENCY, GOVERNOR GEORGE BELL TIMMERMAN, JR., COLUMBIA, S. C . Chairman, ez-officio JEssE T. ANDERSON Vice-Chairman, ez-offlcio State Superintendent of Education, Columbia, S. C. HORACE J. CROUCH Chairman - County Superintendent of Education, Barnwell, S. C. J. F. WHATLEY Member County Superintendent of Education, Greenville, S. C. G. CREIGHTON FRAMPTON Member County Superintendent of Education, Charleston, S. C. R. D. SCHRODER Member State Board of Education, Yonges Island, S. C. J. D. ROBISON Member Director and Executive Secretary, Columbia, S. C. PAGENO="0635" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 627 School Book Commission, State ADOPTED BY THE SOUTH CAROLINA STATE SCHOOL BOOK COMMISSION Pursuant to § 21-479, 5. C. Code of 1952 (Filed Secretary of State's Office March 15, 1955) Rules and Regulations to replace Rules and Regulations of April 21, 1937 and July 27, 1939 ARTICLE I-BOOKS. SEcTIoN 1. Adopted Books.-The State School Book Commission shall provide for use in the public schools only such books as are regularly adopted by the State Board of Education and duly con- tracted for with the Publishers. SEcTIoN 2. Property of the State.-All books issued to schools and depositories by the State School Book Commission shall be the property of the State. Rental paid to the Commission shall not be considered as a payment toward the purchase of books, except as provided in Article IV, Section 4, in regard to damaged or lost books. SEcTIoN 3. Consigned to Schools and Depositories.-Books is- sued to schools and depositories shall be consigned to them by the Commission for a minimum period of three years. Each title must be used three years before a change can be made. (State Board of Education Ruling.) SEcTIoN 4. Workbooks and Paper Bound Books.-Workbooks, paper bound books and such other books that, in the judgment of the Commission, are not sufficiently durable to withstand use for more than one year shall not be prov.ided on a rental basis. Such books shall be sold outright to ~ the contract retail price less 10 per cent if books are paid for within 60 days from opening of school or date of invoice (whichever is later). ARTICLE Il-DISTRIBUTION SEcTIoN 1. Central Textbook Depository (State Depository).- All books shall be secured from Publishers and distributed by the State School Book Commission through the Central Textbook Dc- PAGENO="0636" 628 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES pository, as required by contract between the State Board of Edu- cation and the Publishers. Szc'rION 2. Distribution to Schools.-The County Board of Edu- cation of each counly, with the agreement of the Commission, shall determine the system of distribution within each county. The system agreed upon shall determine the agency from which the individual schools of the county shall secure their books. (a) County Depositories: A county Depository may be established through which all books in the county may be distributed. Such Depository may, however, supply books to only those districts desiring to secure them from the Depository. This shall be determined by the County Board and the Trustees of the several districts. (b) District Depositories: The Board of Trustees may establish a district depository through which all books in the district may be distributed. The district depository may secure books di- rectly from the School Book Commission. (c) School Depositories: The Board of Trustees may authorize schools within the district to act as depositories. Books may be secured directly from the School Book Commission. ARTICLE 111-CUSTODIANS AND RESPONSIBILITIES SEcTIoN 1. County Depository.-The County Board of Educa- tion shall be the legal Custodian of all books requisitioned by the County Depository. The Board shall be responsible for all books issued by the Depository to the individual districts regularly operating under the Depository. SEcTIoN 2. District Depositories.-The Board of Trustees of each District and School Depositories shall be the legal custodians of all books issued to the schools within the district. It shall be re- sponsible to the source from which books were secured. SEcTIoN 3. Adniinistration.-County Boards of Education and Boards of Trustees may appoint such agents as they deem necessary in the discharge of their duties. Such appointment shall not relieve the County Board or Trustees of their legal responsibilities. PAGENO="0637" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 629 ARTICLE IV-PRICES SEcTION 1. Rental Prices.-Books shall be rented to pupils for the entire school year for one-third of the contract retail price except that all Readers shall be rented for one-fourth of the contract price. SEcTIoN 2. Sale of Books.-Only new books that have not prev- iously been rented may be sold to pupils. Such sales shall be at con- tract retail prices. Used books may be sold only in case of unreason- able abuse or damage, as provided in Article IV, Section 4. SEcTIoN 3. PrIces Listed on Fornis.-All record forms furnished by the Commission shall show the contract retail price and yearly rental price of books listed thereon. SEcTIoN 4. Lost Books.-Parents or guardians shall be required to pay for books lost and the pupil and parent(s) and/or guardian(s) shall be denied further benefits of the South Carolina Rental Text- book Law until this requirement is fully complied with. The following schedule shall be followed in determining amounts to be charged for lost books: (a) For books issued to a pupil: The remaining balance between the cost of the book and the amount of rental previously paid but, a minimum charge of 25%, irrespective of the number of years the book has been used, will be collected. (b) If the length of service of books can not be determined, an average price, based on actual value of books in the state, will be assessed. (c) Books destroyed by fire in school buildings or private homes will be replaced free, provided official of the school shall fur- nish a certified list of books destroyed. SEcTIoN 5. Daniaged Books.-Parents and/or guardians shall be required to pay a fine for books damaged or in any way abused beyond reasonable wear and tear. The amount to be charged in such cases shall be determined by the agent in charge of books and shall in no case exceed the amount of charge applicable had the books been lost, provided that the pupil may have the option of paying the fine or purchasing the book according to the schedule in Section 4, above. SECTIoN 6. Deposits on Books.-No Board or agent thereof shall be allowed to require a pupil to make a money deposit to secure the return of books. PAGENO="0638" 630 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES SECTION 7. Rental Must be Paid in Advance.-No book shall be issued to a pupil until the rental fee has been paid in full. SECTION 8. Price Changes.-The Director of the School Book Commission shall notify all schools and depositories of changes in contract retail and/or rental prices. ARTICLE V-REQUISITIONING BOOKS SECTION 1. Time for Requisitioning.-At the close of school each year, or as soon thereafter as possible, the Board or it's agent shall determine the number of additional copies needed for the approaching year. Consideration shall be given to the number of usable copies already on hand, anticipated enrollment for the coming year, and such other factors as would increase or decrease the number of books rented. As soon as this has been determined, the agent shall im- mediately make requisition to the School Book Commission. SECTION 2. Requisitioning from School Book Commission.-All requisitions made to the School Book Commission shall be on regular requisition forms supplied by the Commission and shall be approved by the County Superintendent of Education before being forwarded to the Commission. SEcnoN 3. Accounts Must Be Settled.-No requisition for ad- ditional books shalt be approved for any Depository until the De- pository has settled in full with the Commission all prior year's indebtedness and submitted such reports as may be required by the Director of the School Book Commission at the close of school. Books being replaced by newly adopted books must be returned before any new books can be shipped. (See Article I, Section 3.) ARTICLE VI-SURPLUS BOOKS SEcTIoN 1. Definition.-Surplus books are such books as may be in the possession of a school or Depository that have not been used during the school year and definitely will not be used thereafter. Surplus books may include such classifications as: (1) worn-out worthless books, (2) books that have been replaced by more recent adoptions, (3) good, usable books on hand in excess of normal requirements. PAGENO="0639" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 631 * SECTION 2. Return Surplus.-Surplus books should be returned to the agency from which the school or Depository secures it's books. Proper credit shall be issued to the agent returning such books. SECTION 3. When to Return Books.-Surplus books shall be re- turned, as provided in Section 2, as soon after the opening of school each year as the agent can determine that a surplus is on hand. Worn- out books shall be returned each year at the close of school. SECTION 4. List Books Returned.-Agents returning books shall list them on forms supplied by the Commission and shall follow the instructions printed thereon in regard to packing, labeling, method of shipment, etc. SECTION 5. No Local Dispasition.-No Depository may dispose of books, whether worn-out or otherwise, except upon specific au- thorization of the Director of the School Book Commission. SECTION 6. Imperfect Books.-Imperfect books shall be returned to the agency from which received, and exchanged for good books or credit, as may be desired by the agency returning such books. ARTICLE VU-CARE OF BOOKS SECTION 1. Responsible Parties.-The County Board of Educa- tion and/or Board of Trustees shall be responsible for the proper care of books issued to their Depository. SECTION 2. Inspection.-Books shall be subject at any time to inspection by authorized agents of the County Board of Education, Board of Trustees, or the State School Book Commission. It shall be the duty of each teacher to frequently inspect the books issued to her pupils and to encourage the proper care and handling of books. SECTION 3. Reports.-All parties responsible for books shall make such reports to the Director of the School Book Commission as the Director may, from time to time, require relative to the Condition of books. SECTION 4. Book Covers.-All books shall be covered with book covers furnished by the School Book Commission, as long as such covers are available from the Commission. Covers shall be furnished by the Commission without charge for use on state-owned textbooks, only. PAGENO="0640" 632 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES SEcTIoN 5. Stamping Books.-When books are issued to pupils, but not before, they shall be stamped "Property of South Carolina, Year ...., No. . . ." on the inside of the back binding and also at the top of page 30. Rubber stamps for this purpose shall be furnished by the Commission. It is important that new books shall not be stamped until issued to pupils. SECTION 6. Identification.-The names of pupils or teachers shall be written on the covers of books. Schools and Depositories may in addition use a suitable numbering system or other means of identifi- cation, provided that such will not impair handling books should they be transferred for use elsewhere. SEcTION 7. Marki~ng.-Pupils shall not mark books, paste labels in them, or in any way force the bindings. See Article IV, Section 4, for penalties for any loss, abuse or damage beyond reasonable wear and tear. SECTION 8. Storage.-County Boards of Education and Boards of Trustees shall provide secure places for the storage of books for such time as they are not rented to pupils. Places of storage should be clean, dry, well arranged and free of rats and insects. If such space is not available, schools operating under a Depository may return their books to the Depository and be receipted therefor. Care must be taken to see that books do not mold while in storage. SECTION 9. Books Handled by Children with Contagious Dis- eases-Books handled by children suffering from contagious dis- eases, such as scarlet fever, diphtheria, etc. shall be burned by the local agent, provided such destruction has been recommended by the physician attending the child. The local agent shall provide the Director of the School Book Commission with a list of the books and a statement in writing from the physician recommending destruction of the books. The account of the school shall be given credit by the School Book Commission. ARTICLE Vill-RECORDS SECTIoN 1. General.-All parties responsible for books shall keep an accurate record of the number of books received and returned. This record shall show at all times the number of books for which the school or Depository is responsible. Each school or Depository shall also keep an accurate record of rental and other fees collected PAGENO="0641" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 633 from pupils and the amount of such funds remitted to the proper authority. SEcTIoN 2. Invoicing of Textbooks. - Rental Units securing books directly from the School Book Commission shall order books as provided in Article V, Section 2. Each shipment o*~ books shall be accompanied by an invoice executed in triplicate. The original copy shall be sent to the School Book Commission, the second copy retained by the Central Depository and the third copy sent to the Depository requisitioning books. Upon receipt of the shipment, the Depository agent shall check the number of books received against the invoice covering the shipment. If errors are found between the number of books received and the number of books invoiced, an immediate report of discrepancies should be made to the Commission. The third copy shall be kept by the Depository for it's files. SEcTION 3. Transfer of Books.-Each transfer of books fromone rental unit to another shall be accompanied by an invoice which shall show the name of the school or Depository transferring the books, the name of the school or Depository receiving them and the number of each title transferred. Such invoice shall be executed in duplicate and signed by both the delivering and receiving agents. The original shall be retained by the party delivering books and the duplicate by the party receiving the books. SEcTION 4. Distribution Within the School.-In each schools books may be distributed directly to the pupils from a central book room, or delivered from the book room to each teacher for re-issue to the pupils in her room. All used books of each title shall be issued before any new books of the same title `are issued. The Commission shall provide forms for recording books issued by the agent to each teacher, if such a system is used. SEcTIoN 5. Issued to Pupils.-A record shall be kept for all of the books issued to each pupil during the year and shall be kept on forms provided for this purpose by the Commission. Such forms shall include all information considered necessary. SECTION 6. Books Returned by Pupils.-Books shall be turned in by the pupils at the close of school each year, or when the pupil withdraws from school. Books completed before the end of the year shall be turned in when completed. Books turned in before the end of the school year shall be kept separate~d from books not used during the current school year. 71-368 0 - 66 -41 PAGENO="0642" 634 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES SECTION 7. Fztnds.-Rental and other Collections of funds from pupils shall be remitted to the agency from which books are secured at the end of the second month, fifth month and at the end of school. Proper receipt shall be issued by the receiving agent to the agent remitting. D~positories shall keep such records as will show the amount of collections from each of the districts operating under them. Textbook custodians are warned not to keep funds collected from rentals in insecure places. The School Book Commission is not re- sponsible for lost or stolen money. SECTION 8. Reports.-Boards or their agents shall promptly furnish the Director of the School Book Commission such reports as he may, from time to time, consider necessary. SECTION 9. Transfer Pupils.-A pupil transferring from one school to another in the State Rental System shall return his books to the agent of the school he is leaving. The agent shall properly receipt the pupil for the return of his books and, in addition, give him a "Pupil's Transfer Slip" indicating thereon the amount of rental paid by that pupil in his school. (No paper bound material shall be included in this amount.) This transfer slip, when presented at the second school, shall entitle the pupil, without charge, to books with a rental value of the amount shown on the slip. (Transfer credits cannot be used in payment for paper bound material.) If the rental on books issued at the second school exceeds the credit value of the slip, the pupil shall pay the difference. No refund shall be made, however, if the entire credit value of the slip is not used at the second school. Transfer Slips from any public school system in the state are acceptable. The agent of the second school shall submit the transfer slip to the same authority to whom his rental collections are remitted for the credit of his account. SECTION 10. Rental Ref unds.-A pupil moving out of the state, or to another school, within the state not connected with the State Rental System, shall be entitled to a refund of one-half of the rentals paid during the year, provided he leaves school before the second semester begins, or before February 1st, if the school does not operate on the semester plan. Such refunds shall be made by the Director of the School Book Commission and not by the local school or Deposi- tory agent. The agent of the school shall certify to the Director the amount of rental paid by the pupil and the date of his withdrawal from school. PAGENO="0643" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 635 AItTICLE IX-LIBRARY BOOKS SECTION 1. Ordering Library Books.-Schools, ordering Library books through the School Book Commission, shall use the order blanks provided by the School Book Commission. The order shall be made in duplicate and all information, indicated on order blank, shall be furnished. If all information is not furnished, the order will be returned to the sender. SECTION 2. Selection of Library Books.-No library books, that do not appear on the library lists prepared by the State Library Committee, can be shipped by the School Book Commission. SECTION 3. Payinent.-Payment for library books may be made as follows: (a) Cash with order. (b) Cash on demand after books are delivered. (c) Three payment plan: 1/3 cash with order, 1/3 at the end of the first year, and 1/3 at the end of second year.. A charge of 3~/2 % interest shall be paid on unpaid balance. When the three payment plan is used, the trustees and County Superin- tendent of Education must sign the special order blank fur- nished by the School Book Commission. (d) If payment is not made by the first day of July, immediately following receipt of library books, no further shipment of library books or textbooks will be approved until payment is made. ARTICLE X-COMPLAINTS AND INTERPRETATION SEcTIoN 1. Coniplaints.-Complaints in regard to the textbook and library book service shall be made to the Director of the School Book Commission. SECTION 2. Interpretation-The State School Book Commission shall interpret these regulations both as to the meanings of words and substance of thought, and shall make changes or additions from time to time as conditions may warrant. PAGENO="0644" 636 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES (South Carolina State Department of Education, Library Services, Nancy Jane Day, Supervisor) BOOKS BY OR ABOUT NEGROES COMPILED BY MARTHA JONES AND MARY FRANCES GRIFFIN, PROFECT EVALUATORS FOR TITLE II, E. S. E. A. LIST FOR ELEMENTARY SCHOOLS (All titles are in print and have been taken from acceptable sources. The source number for Title II follows the price.) 300 SOCIAL SCIENCES 394.2 Rollins, Oharlemae Christmas Gifts Follett $3.71 (9) 600 USEFUL ARTS 612 Showers, Paul Your Skin and Mine Crowell $2.95 (18) 920 BIOGRAPHY 920 Dobler, Lavinia Pioneers and Patriots: Sic Negros of Historical Impor- tance Doubleday $2.95 (18) 92 INDIVIDUAL BIOGRAPHY 92 CARVER, GEORGE WASHINGTON Epstein, Samuel George Washington Carver Grossett $1.00 (9) 92 CARVER, GEORGE WASHINGTON Epstein, Samuel George Washington Carver: Negro Scientist Garrard $1.98 (9) 92 CARVER, GEORGE WASHINGTON Stevenson, Augusta George Carver: Boy Scientist Bobbs $1.96 (9) 92 CARVER, GEORGE WASHINGTON White, A. T. George Washington Carver The Story of a Great American Random $1.95 (9) 92 DOUGLASS, FREDERICK Bontemps, Ama Frederick Douglass: Slave- Fighter-Freeman Knopf $3.00 (1) 92 KING, MARTIN LUTHER Clayton, Ed Martin Luther King Prentice $3.50 (9). 92 TUBMAN, HARRIET McGovern, Ann Runaway Slave: The Story of Har- riet Tubman Four Winds $2.50 (18) 92 WASHINGTON, BOOKER T. Patterson, Lithe G. BookerT. Washington Garrard $1.69 (1) 92 WASHINGTON, BOOKER T. Stevenson, Augusta Booker T. Washington: Ambitious Boy Bobbs $2.25 (1) FIG'TION Bacmeister, Rhoda Voices in the Night Bobbs-Merrill $3.25 (18) Baum, Betty Patricia Crosses Town Knopf $3.50 (18) Carlson, Natalie The Empty School House Harper $3.50 (17) Caudill, Rebecca A Certain Small Shepherd Holt $3.50 (18) Faulkner, Georgene Melindy's Medal Messner $2.95 (22) Hunt, Mabel Leigh Ladycake Farm Lippincott $2.82 (13) Kessler, Leonard Here Comes the Strike out Harper $2.19 (18) Lattimore, Eleanor F. Felicia Morrow $2.75 (1) Lattimore, E. F. Jasper Morrow $2.00 (1) Lattimore, E. F. Jeremy's Isle Morrow $2.50 (1) Lattimore, E. F. Junior ~Harcourt $2.95 (1) Miles, Miska Mississiuppi Possum Little $3.00 (18) Palmer, Oandida Snow Storm Before Christmas Lippincott $2.75 (18) EASY Bacmeister, Rhoda The People Downstairs and Other City Stories Coward- McCann $3.75 (18) Beim, Lorraine Two Is a Team Hareourt $2.75 (10) Bontemps, Ama The Fast Sooner Hound Houghton $3.23 (13) Brown, Jeanette?. Ronnie's Wish Friendship ~1.50 (12) Gates, Doris Little Vie Viking $2.50 (9) Keats, Ezra The Snowy Day Viking $3.00 (9) Lexan, Joan I Should Have Stayed in Bed! Harper $2.50 (18) PAGENO="0645" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 637 Scott, Ann Herbert Big Cowboy Western Lothrop $2.95 (18) Selsani, Millicent Tony's Birds Harper $2.19 (13) Shakelforci, Jane My Happy Days Associated Publishers $2.65 (13) Sharpe, Stella Tobe University of North Oarolina $2.75 (13) Shotwell, Louisa Roosevelt Grady World $2.88 (9) Vogel, Ilse-Margret Hello Henry Parents Magazine $2.95 (18) Williamson, Stan The No-Bark Dog Follett $1.00 (9) STORY COLLECTIONS Gruenberg, Sidonie Favorite Stories Old and New Doubleday $4.50 (13) LIST FOR HIGH SCHOOLS (All titles are in pirnt and have been taken from acceptable sources. The source number for Title II follows the price.) 300 SOCIAL SCIENCE 301.4 Bowan, David The Straggle Within: Race Relations in the United States Norton $3.50 (18) 301.4 Meltzer, Milton In Their Own Words Crowell $4.95 (17) 301.45 Brink, William The Negro Revolution in America Simon and Sehu- ter $4.50 (11) Mature 301.45 Lomax, Louis The Negro Revolt Harper $4.50 (11) Mature 301.45 Marrow, Alfred Changing Patterns of Prejudice Chilton $6.95 (11) Mature 323 Schechter, Betty The Peaceable Revolution Houghton $3.75 (8) 323.4 Douglas, William Mr. Lincoln and the Negroes Aitheneum $4.95 (11) Mature 323.4 Sterne, Emma I have a Dream: The Civil Rights Movement Knopf $3.50 (18) 325.2 Bontemps, Ama 100 Years of Negro Freedom Dodd $2,51 (9) 325.2 Hughes, Langston Pictorial History of the Negro in America Crown $5.95 (11) Mature 325.2 Swift, Hildegarde North Star Shining Morrow $3.95 (8) 326 Bontemps, Ama Story of the Negro Knopf $3.95 (12) Mature 326 Buckmaster, Henrietta Flight to Freedom: The Story of the Under- ground Railroad Crowe $3.95 (11) 326 Commager, Henry Steele The Great Proclamation: A Book for Young Americans Bobbs 1960 $2.95 (8) 326 Durham, Philip The Negro Cowboys Dodd $5.00 (18) Mature 326 Hughes, Langston Simple's Uncle Sam Hill and Wang $3.95 (17) Mature 326 Johnston, Johanna Together in America: The Story of Two Races and One Nation Dodd $3.50 (18) 326 McCarthy, Agnes Worth Fighting For: A History of the Negro in the United States During the Civil War and Reconstruction Doubleday $1.45 (18) 326 Robinson, James The Road Without Turning Farrar $3.50 (22) Mature 326 Sterling, Dorothy Forever Free: The Story of the Emancipation Proc- laniation Doubleday $3.50 (8) 326 Woodson, Carter J. Negro Makers of History Associated Publishers $4.50 (9) 373.73 Conant, James Slums and Suburbs McGraw-Hill $2.65 (9) Teachers 600 APPLIED SCIENCE 646.7 Archer, Elsie Let's Face It Lippincott $2.95 (1) 800 LITERATURE 811 Dunbar, Paul Laurence The Complete Poems of Paul Laurence Dunbar Dodd $4.00 (11) 811 Hughes, Langston Selected Poems Knopf $5.00 (11) 811 Hughes, Langston The Dreamkeeper and Other Poems Knopf $2.79 (11) 811 Johnson, James Weldon God's Trombones: Seven Negro Sermons in Verse Viking $3.25 (11) PAGENO="0646" 638 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 811.08 Bontemps, Ama American Negro Poetry Hill and Wang $4.95 (11) 811.08 Bontemps, Ama Golden SUppers: An Anthology of Negro Poetry for Young Readers Harper $3.95 (11) 811.03 Hughes, Langston The Poetry of the Negro 1746-1949 Doubleday $6.50 (11) 811.03 Johnson, James Weldon American Negro Poetry Harcourt $4.50 (11) 812 Hansberry, Lorraine A Raisin in the Sun Random House $3.95 (11) 920 COLLECTIVE BIOGRAPHY 920 Benet, Laura Famous American Poets Dodd $3.50 (11) (Paul Laurence Dunbar) 920 Bolton, Sarah Lives of Poor Boys Who Became Famous Crowell $3.95 (11) (George Washington Carver) 920 Bontemps, Ama Famous Negro Athletes Dodd $3.25 (18) 920 Bontemps, Ama We Have Tomorrow Houghton $3.25 (11) 920 Commager, Henry Stee'e Crusaders for Freedon~ DouNeday $3.50 (11) (Harriet Tubman) 920 Douty, Esther Under the New Roof Rand McNally $4.50 (18) (Richard Allen) 920 Hughes, Langston Famous American Negroes Dodd $3.25 (11) 920 Hug1~es, Langston Famous Negro Heroes of America Dodd $3.00 (1) 920 Hughes, Langston Famous Negro Music Makers Dodd $3.25 (11) 920 Kenworthy, Leonard Twelve Citizens of the World Doubleday $3.95 (4) (Ralph Bunehe) 920 McMillan, Wheeler Fifty Useful Americans Putnam $3.50 (3) (Booker T. Washington) 920 McNeer, Mary Armed With Courage Abingdon $2.50 (4) 820 Meany, Tom Baseball's Greatest Players Grosset $2.60 (11) (Campa- nella, Ro~inson) 920 Meyer, Edith Champions of Peace: Winners of the Nobel Peace Prize Little $3.50 (11) (Ralph Bunche) 920 Nathan, Dorothy Women of Courage Random House $2.28 (18) (Mary McLeod Bethune) 920 Richardson, Ben Great American Negroes Crowell $4.50 (3) 920 Rollins, Oharlemae Hill Famous American Negro Poets Dodd $3.25 (18) 920 Rollins, Charlemae Hill They Showed the Way: Forty American Negro Leaders Crowell $3.00 (8) 920 Sterling, Dorothy Lift Every Voice Doubleday $2.95 (17) 920 Stratton, Madeline Negroes Who Helped. Build America Ginn $2.80 (18) 920 Terkel, Studs Giants of Jazz Crowell $3.50 (11) 920 Verral, Charles Mighty Men of Baseball (Dutton $2.95 (11) 92 INDIVIDUAL BIOGRAPHY 92 ANDERSON, MARIAN My Lord What a Morning Viking $5.00 (11) Mature 92 BETHUNE, MARY MoLEOD Pearce, Catherine Mary McLeod Bet hune Vanguard $3.95 (22) 92 BETHUNE, MARY McLEOD Sterne, Emma Mary McLeed Bethune Knopf $3.79 (12) 92 BROWN, JIMMY Terzian, James T. The Jimmy Brown Story Mess- ner $3.25 (9) 92 BUNOHE, RALPH J. Kugelmass, J. Alvin Ralph J. Bunche Messner $3.25 (11) 92 OAMPANELLA, ROY Its' Good to Be Alive Little, Brown $4.50 (1) 92 CAMPANELLA, ROY Schoor, Gene Roy Campanelia: Man of Courage Putnam $3.50 (1) 92 ~AMPANELLA, ROY Shapiro, M. J. The Roy Canipaneila Story Messner $2.95 (1) 92 cARVER, GEORGE WASHINGTON Bontemps, Ama The Story of George Washington Carver Grosset $2.60 (11) 92 CARVER, GEORGE WASHINGTON Graham, Shirley Dr. George Washington Carver: Scientist Messner $3.25 (11) 92 CARVER, GEORGE WASHINGTON Holt, Rackham George Wash- ington Carver Doubleday $4.95 (11) PAGENO="0647" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 639 92 CARVER, GEORGE WASHINGTON Means, Florence Carver's George: A Biography of George Washington Carver Houghton $3.00 (12) 92 CARVER, GEORGE WASHINGTON White, A. T. George Washington Carver, The Story of A Great American Random 1953 $1.95 (1) 92 DOUGLASS, FREDERICK Bontemps, Ama Frederick Douglass; Slave- Fighter-Freeman Knopf $3.00 (1) 92 DOUGLASS, FREDERICK Graham, Shirley There Was Once a Slave Messner $3.95 (1) 92 DUNBAR, PAUL LAURENCE Gould, Jean That Dunbar Boy: The Story of America's Famous Negro Poet Dodd $3.00 (1) 92 FORTUNE, AMOS Yates, Elizabeth Amos Fortune, Free Man Dutton $3.25 (12) 92 KING, MARTIN LUTHER Clayton, Ed Martin Luther King Prentice $3.50 (9) 92 GIBSON, ALTHEA I Always Wanted to Be Somebody Harper $3.95 (3) 92 MAYS, WILLIE Born To Play Baseball Putnam $3.50 (3) 92 MAYS, WILLIE Schoor, Gene Willie Ma'ys: Modest Champion Put- nam $2.95 (3) 92 MAYS, WILLIE Shapiro, Milton J. The Willie Mays Story Messner $2.95 (1) 92 ROBINSON, JACKIE Breakthrough to the Big League Harper $2.92 (9) 92 ROBINSON, JACKIE Rowan, Carl Wait Till Newt Year; The Life Story of Jackie Robinson Random $4.95 (3) 92 ROBINSON, JACKIE Schoor, Gene Jackie Robinson of the Brooklyn Dodgers Messner $3.25 (3) 92 SMALLS, ROBERT Sterling, Dorothy Captain of the Planter: The Story of Robert Smalls Doubleday $3.50 (12) 92 THURMAN, HOWARD Yates, Elizabeth Howard Thurman: Portrait of a Practical Dreamer Day $4.95 (18) 92 TUBMAN, HARRIET Sterling, Dorothy Freedom Train: The Story of Harriet Tubman Doubleday $3.25 (11) 92 WASHINGTON, BOOKER T. Graham, Shirley Booker T. Washington Messner $3.25 (11) 92 WASHINGTON, BOOKER T. Patterson, Lillie G. Booker T. Wash- ington Garrard $1.69 (1) 92 WASHINGTON, BOOKER T. Up From Slavery Doubleday $3.00 (1) 92 WATERS, ETHEL His Eye Is On the Sparrow Doubleday $4.75 (22) Mature 92 WHEATLEY, PHILLIS Graham, Shirley Story of Phillis Wheatley Messner $2.95 (1) FICTION Allen, Merritt Parmelee Battle Lanterns Longmans $3.75 (8) Bonham, Frank Durango Street Dutton $3.75 (17) Mature Bontemps, Ama Chariot in the Sky: A Story of the Jubilee Singers Winston $2.92 (12) Butters, Dorothy Masquerade Macrae $3.25 (12) Carlson, Natalie The Empty Schoolhouse Harper $3.50 (17) Douglas, Marjory Freedom River Scribner $3.50 (22) Hayes, Florence Skid Houghton $3.25 (12) Hentoff, Nat Jazz Country Harper $2.95 (18) Mature Hughes, Langston Not Without Laughter Knopf $4.50 (22) Mature Kytle, Elizabeth TVillie Mae Knopf $3.50 (3) Lattimore, E. F. Indigo Hill Morrow $2.50 (1) Meadowcroft, Enid By Secret Railway Crowell $3.75 (12) Means, Florence Great Day in the Morning Houghton $3.50 (4) Means, Florence Reach for a Star Houghton $3.00 (12) Means, Florence Shuttered Windows Houghton $3.50 (2) Newell, H. H. Cap for Mary Ellis Harper $3.50 (22) Newell, H. H. Mary Ellis: Student Nurse Harper $3.50 (3) Petry, Ann Tituba of Salem Village Crowell $3.75 (9) Stirling, Dorothy Mary Jane Doubleday $3.27 (12) Swift, Hildegarde Railroad to Freedom: A Story of the Civil TVar Harcourt $3.95 (3) PAGENO="0648" 640 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES (South Carolina State Department of Education, Division of Textbooks) RULES AND REGULATIONS FOR FREE TEXTBOOKS ARTICLE I-FREE BASAL TEXTBOOKS Section 1. Free Basal Textbooks. The State Board of Education has inter- preted "Basal Textbooks" in Grades 1-4, relathe to Act #1025 Of the 1966 General Assembly, to include the following: Spelling-Grades 2, 3 and 4 (Hard Back) English G~rarnmar-Grades 3 and 4 A Basal Reading Skills Program-Including the paper bound pre-primers which shall be considered non-consumable, the primer and first Reader in Grade 1, the first and second level Readers in Grades 2 and 3, and the basal Reader in Grade 4. (Reading Readiness will not be included.) Writing-Writing books are paper bound. However, they should be con- sidered as manuals and non-consumable. They should not be written in. Social Studies-In the event the school selects one of the series with a primer and first book in Grade 1, the combined total shall not exceed 100% of the first grade enrollment. Health Arithmetic: Grades 1 and 2 may use an expendable work-textbook if a school so chooses, in which case no hard back books will be issued. Grades 3 and 4 will use hard back books. Science Music-Music texts shall be provided only to those schools which make pro- vision for a planned course of music instruction. Since no student text is available at the first grade level, each classroom teacher should be furnished the teacher's edition. Section 2. Requisitions. Requisition only those books needed in the regular curriculum. Requisitions shall not exceed the anticipated enrollment for the next school year less the usable locally owned books. Provisions will be made after the first year for a normal working surplus. Section 3. Teachers' Editions. Teachers' editions should be ordered directly from the publisher or publisher's representative. A complete list of publishers and representatives appears on pages 59 and 60 of the booklet, A COMPLETE LIST OF ADOPTED TEXTBOOKS. Section 4. Property of the state. Title to all books issued to the schools and depositories under the Free Textbook Act shall be vested in the state. ARTICLE Il-DISTRIBUTION Section 1. Sourcc. All books procured under the Free Textbook Program shall be ordered from the State Department of Education's Division of Textbooks and orders shall be on current forms furnished by the department. Section 2. Distribution to Schools. The County and/or District Boards of Education shall be legally responsible for the proper custody of all textbooks in its depositories and shall elect from the procedures listed below the system of distribution to be used. (a) County Depositories: A county depository may be established through which all books in the county may be distributed. (b) District Depositories: The Board of Trustees may establish a district depository through which all books in the district may be distributed. (c) School Depositories: The Board of Trustees may authorize schools within the district to act as depositories. The responsible board may designate an agent to operate the depository, main- tain adequate records and make necessary reports. ARTICLE rn-CARE OF BOOKS Section 1. Respoiz~ible Parties. The County Board of Education and/or Dis- trict Board of Education shall be responsible for the proper care of books issued to their depositories or schools. Section 2. Inspection. Books shall be subject at any time to inspection by authorized agents of the County and/or District Boards of Education or the Division of Textbooks, State Department of Education. It shall be the duty of each teacher to inspect frequently the books issued to pupils and to encourage the proper care and handling of books. PAGENO="0649" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 641 Section 3. Book Covers. All books shall be covered with book covers. Covers may be acquired without charge from the Division of Textbooks, State Depart- ment of Education. Section 4. Stamping or Labeling Books. Before books are issued to pupils they shall be stamped "Property of South Carolina, Year ~__, No. " on the inside of the front cover. It is important that new books not be stamped or labeled until issued to pupils. Gummed labels may be used in lieu of stamping books. Rubber stamps or gummed labels are available from the Division of Textbooks. Section 5. Marking. Pupils shall not mark or mutilate books or in any way force the bindings. See Section 8 of this article (III) for penalties for any loss, abuse, or damage beyond reasonable wear. Section 6. Storage. Each school unit shall provide secure places for the storage of books for such time as they are not in use. Places of storage should be clean, dry, well arranged, and free of insects. Care must be taken to see that books do not mold while in storage. Books should not be stored on floors and should be at least one inch from walls or partitions to allow proper ventilation and protection from termites. Section 7. Lost Books. Parents or guardians are required to pay for books lost and the pupil(s), parent(s) and/or guardian(s) shall be denied further benefits of the Free Textbook Law until they comply fully with this requirement. The following schedule shall be followed in determining amounts to be charged for lost books. (a) New books-100% of contract price (b) Books used one year-75% of contract price (c) Books used two years-50% of contract price (d) Books used three or more years-25% of contract price (In the event the number of years a book has been used cannot be determined, the teacher or school official should assess an amount equal to the actual value of the book.) Section 8. Damaged Books. Parents and/or guardians are required to pay for books damaged or in any way abused beyond reasonable wear. The amount to be charged in such cases shall be determined by the agent in charge of books and shall in no case exceed the amount of charge applicable had the books been lost, provided that the pupil may have the option of paying the damage fee or purchasing the book according to the schedule in Section 7 above. Section 9. Deposits on Books. No board or agent thereof shall require a pupil to make a deposit to secure the return of books. ARTICLE IV-BOOK LOSSES ABSORBED BY THE STATE Section 1. Fire Loss. Books destroyed by fire in school buildings or private homes shall not be charged to the individual or school provided the proper official of the school furnishes a certified list of books destroyed. Section 2. Books Handled 1y Children with Contagious Diseases. Books han- dled by children suffering from contagious diseases such as scarlet fever, diph- theria, etc. shall be burned by the local agent provided such destruction has been recommended by the physician attending the child. The local agent shall provide the Division of Textbooks with a certified list of the books destroyed. ARTICLE V-RECORDS Section 1. General. All parties responsible for books shall keep an accurate record of the number of books received and returned. This record shall show at all times the number of books for which the school or depository is respon- sible. Each school or depository shall also keep an accurate record of sales, lost books, and damage fees collected from pupils and the amount of such funds remitted to the Division of Textbooks. Section 2. Invoicing of Te~vtbooks. Each shipment of books to schools and depositories shall be accompanied by an invoice executed in triplicate. The original copy shall be sent to the Division of Textbooks, the second copy retained by the Central Depository, and the third copy sent to the unit requisitioning books. The unit agent shall verify the books received against the invoice. If errors are found between the number of books received and the number of books invoiced, an immediate report of discrepancies shall be made to the Division of Textbooks. The invoice shall be considered correct, unless the Division of Text- books is notified of discrepancies within three weeks from date invoice is received. PAGENO="0650" 642 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES Section 3. Distribution Within the School. Books may be distributed directly to the pupils from a central bookroom, or delivered from the bookroom to each teacher to be issued to the pupils. The Division of Textbooks shall provide forms for recording books issued by agents and teachers. Section 4. Used Books. All used books of each title shall be utilized before any new books of the same title are issued. Section 5. Books Returned by Pupils. Books shall be turned in by the pupils as follows: 1-When the course or book is completed or dropped. 2-When the pupil withdraws from school. 3-At the end of the school year. Section 6. Transfer Pupils. A pupil transferring from one school to another shall return his books to the agent of the school he is leaving. The agent shall indicate on the pupil's transfer records that the books have been returned. This data shall be sufficient evidence for the new school to issue books to the pupil. Such evidence is necessary for the new school to issue books. Section 7. Inventory. Schools shall furnish such inventories and reports as may be required by the Division of Textbooks. ARTICLE VI-INTERPRETATION Section 1. Interpretation. The State Board of Education upon recommenda- tion of the Division of Textbooks shall interpret these regulations both as to the meanings of words and substance of thought, and shall make changes or additions as conditions may warrant. (Material Submitted by Mack Avants, Assistant Superintendent, State Department of Education, Baton Rouge, La.) MEMORANDUM ON TEXTBOOK ADOPTION GENERAL DIRECTIONS TO COMMITTEES 1. Louisiana's children and youth are entitled to the best materials of instruc- tion available. The books selected must support American ideals and must con- tribute to accomplishing the purposes of public education in Louisiana. 2. Textbook adoption committees are charged with the responsibility of repre- senting the schools of Louisiana in the selection of textbooks which are to be used in the schools of the State. It must be kept in mind that the ultimate ob- jective is to select the best textbooks available so that those who use them will receive the maximum benefit. The textbooks selected should be related to the needs of children and youth in the schools of the State. 3. All textbook committee members are obligated to refrain from discussing details of the work in which they are engaged with anyone not officially con- nected with the textbook adoption. There are many reasons why this obligation must be strictly observed. It applien not only during the period in which the books are examined, but thereafter until such time as the State Board of Educa- tion receives and acts upon the recommendations of the textbook committees. 4. A schedule is set up fo hearing the representatives of the publishers. Com- mittees are urged to follow this schedule with as little change as possible. Modifications of the schedule may be made provided all interested parties agree. 5. The chairman of each subject-area committee should advise each publisher's representative to present only the merits of his books. Representatives of pub- lishers will not be permitted to make criticisms of other publishers or their publications. 6. The representative of each publisher is entitled to a fair, impartial, and courteous hearing. After he has had his hearing, all members of the committee should be given an opportunity to question him regarding his offering. 7. After all hearings are completed, the members of the committees will begin the task of examining all textbooks offered. This examination will begin im- mediately following the hearings, and will be continued in the rooms to which the committees have been assigned. All committees are urged to complete this task within a reasonable time. 8. It is suggested that committees may expedite their work in most cases by eliminating the less desirable books. This will enable them to spend the major PAGENO="0651" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 643 part of their time in making a detailed study of the remaining titles which are worthy of serious consideration. 9. In making their selections, committees should be influenced by the educa- tional merit, the quality of print and paper, and the binding of books considered. 10. After the textbooks have been studied and discussed by committee mem- bers, each member will rate at least live textbooks or series of textbooks (unless otherwise advised). This rating should be done independently, and it should be based completely on the opinion of the person doing' the rating. It is not de- sirable for members of the committee to `divulge their ratings of particular books to other committee members who are in the process of arriving at their ratings. Such practice might result in influencing the opinions of other members of the committee. If `committee members wish to amplify ratings or to make written statements or recommendations concerning the adoption in their fields, they may do so. Such statements as they might desire to make should accompany other data submitted. 11. Before any book is finally recommended by the committee, it must be carefully read to make sure that it does not contain statements which are un- American, subversive, or would in any way be injurious to children and youth of Louisiana. This task may be divided among the members of the committee. 12. After individual ratings have `been made by committee members, the chair- man of each group will consolidate these ratings on Form 4, "Summary of Per- centage Ratings of Textbooks." Members of the committee shOuld sigm the summary sheet. 13. When the work of the committee is completed, each committee member will submit a detailed statement of his expenses. This statement must be filed with Mr. A. E. Swanson, 19th Floor of the State Capitol Building. 14. Dr. William F. Beyer, J~r., Assistant Superintendent, Curriculum and Instruction, will serve as general chairman, and chairmen of all committees should submit their recommendations to him immediately upon completion of their work. 15. All members of the staff of the State Department of Education will be available for any help the committees may need. The chairman will be available for consultation on matters of general policy, prices, or other administrative matters relating to the adoption. SPECIFIC DIRECTIONS FOR THE EVALUATION OF TEXTBOOKS For the guidance of the committee in the consideration of textbooks for adop- tion the following suggestions are made: I. Criteria In most instances it is believed that the following criteria should be set up for the evaluation of textbooks under consideration. Should committees find it desirable to set up special criteria to cover points peculiar to the needs in a partic- ular field, they should feel free to do so. Any such additional criteria should, however, be taken up under the main divisions of the general criteria listed below. Authorship 1. What training and experience has the author had that qualified him to write this particular book? 2. Does the author's point of view best serve the present needs? 3. Is the point of view free from dogmatism, bia!s, and is it free from material, statements, or illustrations offensive to our way of life? 4. Does it conform to the trends of theory, practice, and philosophy of public school education in this State? 5. Is the content accurate? Curriculum Needs 1. What purposes or objectives are recognized in this book? 2. Is the relationship between avowed objectives and the choice and arrange- inent of subject matter consistently and definitely established and maintained? 3. Is the material organized in keeping with present concepts of learning? Adaptation to Pupils' Use 1. Is the material so written that it meets the maturity levels and interests of the pupils for whom it was prepared? 2. Is the material well adapted to provide for individual differences among children and classes'? Is the content understandable? Appehling? Is the vo- PAGENO="0652" 644 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES cabulary load controlled, adaptable to its grade level, ete? Are there study helps? 3. Does the arrangement of the various units promote: (a) an understanding of fundamental principles with adequate emphasis upon the development of manipulative skills; (b) consistent and coordinated thought development, study habits, and growth in power to solve problems? Adaptation to Teacher's Use 1. Is the material arranged in convenient units for teaching? Does it have good questions; i.e., challenging, timely, reasonable, intellectually stimulating? 2. Is the subject matter presented in a sequence that is psychologically sound? 3. Are there good summaries, a good index, table of contents, glossary, etc.? Are there challenging chapter headlines, topic headings? 4. Are there suggested readings and interesting student activities? 5. Can the material be efficiently adapted to individual and community interests and needs? Format 1. Is the general apearance of the book artistic and appealing to pupils? 2. Is the book a convenient size? 3. Is the durability of the book insured by high quality of materials and workmanship? 4. Are the illustrative materials in the book attractive, artistic, authentic, and in sensible proportion with the other content of the book? 5. Are the hygienic standards, finish of paper, size of print, and page arrange- ment consistently high? Miscellaneous 1. Is the price reasonable? 2. Is the book recent? (Revision or new product) 3. Has the book been adopted before? 4. Is the publisher reliable? II. Rating procedure 1. Each member of the rating committee will rate each book examined. This rating will be done individually and without consultation with other members of the committee as to their individual ratings. It is essential that this procedure be strictly followed. A sample evaluation sheet is attached hereto (Form 3). 2. The numerical values indicated opposite each category denote the highest possible number of points to be awarded on that particular phase of the publi- cation. These categories are: Highest value Authorship 10 Curriculum needs 20 Adaptation to children's use 30 Adaptation to teacher's use 30 Format Miscellaneous 3. The individual rating sheets will be turned over to the chairmen of the examining committees, who will enter these individual ratings on Form 4, "Sum- mary of Percentage Ratings of Textbooks." The book or series receiving the highest rating will be entered on the first line; the book or series receiving the next highest rating will be entered on the next line, etc. PAGENO="0653" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 645 STATE OF LOUISIANA DEPARTMENT OF EDUCATION EVALUATION FORM FORM 3 (Ta be tilted ~, cy erweer esewseseg ceseseerae Bar each book pseseated tar esaosieetiael DIRECTIONS: Give the numbee of points that you think the book or seeies deserves on eoch of the geerceal categories below, using the ruwbers opposite each dIvision to indrcote the heghest value. Degrees of merit below this top appraisal figure will be indicated. A midpoint wilt represent "good"; zero rating will indicate "poor." F EXAMPLE: it bawls is considered to have "eucellent" authorship, the rating on that point would be 10; if the adaptation to children's use sad,' the rating an that point would be 15; if the formal is "pour," the rating on that terre would be acre. HIGHEST RATING 0 POSSIBLE VALUC or THIn 8001< Authorship 10 Curriculum Needs 20 Adcptation To Children's Use 30 Adaptation To Teacher's Use 30 Format 5 Miscellaneous 5 TOTAL PAGENO="0654" FORM 4-Psrt I STATE OF LOUiSIANA DEPARTMENT OF EDUCATION SUMMARY OF PERCENTAGE RATINGS OF TEXTBOOKS AND RANKING BY INDIVIDUAL_COMMITTEE MEMBERS Ust brIo~ io ordor of rook books or rotod aod Fer000t050 storo of roth. Aoord qoolity poiots or fo((o*s: book or rrries rookod first ~iU rocrior S qoolity poitto; book or 0 rccokrd sooood oiII rocrico 4 poiots; third rook, 3 poiots; foocoh rook, 2 po~rts; cod fifth rook, poior. (Rook oil books orsorirs) w ___________________ _____________ ____________ __L__ hTI 0 03 0 0 0 t~1 0 0 CI) ss~bi~Moob0 PAGENO="0655" DEPARTMENT OF EDUCATION SUMMARY OF COMMITTEE RATINGS OF TEXTBOOKS FORM 4.F~yy II (Ty by filkd *M by Chyiyyy~,) 0 NOTE: ~yy~ yy yyy~yy y~th Iyyg~t yyybyy q~Iity p~i~ts yy by yyykyd yy~ I; byyk yyith sycyyd highyyy y~y,bey q~Iity py,yt~ by yyy~y~ 2; yty~ Fhy by~ky sy~:y~ shy~Id by yyykyd. ____________________ ____________________ - 0 ~J2 0 0 ~I2 0 0 SIGNATURES OF COMyITTE~ MEMBERS PAGENO="0656" 648 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES Material Submitted by E. B. Eller, Assistant Commissioner, Division of Instruction, State Department of Education, Nashville, Tenn.) [Public Chapter No. 180, House Bill No. 10801 PUBLIC ScHooL LAWS OF TENNESSEE (By Fleming Hodges, Cato Ellis, Tom Larkin) AN ACT To provide for the adoption of textbooks for the public schools of Tennessee, grades one through twelve, to create a State Textbook Commission for the administration of this ACT, and to provide regulations governing the duties of said Commission and its powers for the making of contracts and to fix the compensation of its members, and to repeal Chapter 96 of the Public Acts of ii947, the same being Section 2453.25 of Williams' Tennessee Code annotated, and all laws and parts of laws in conflict with this Act SECTION 1. Be it enacted by the General Assembly of the state of Tennessee, That Chapter 96 of the Public Acts of 1947, the same being Section 2453.25 of Williams' Tennessee Code annotated, is hereby repealed. The State Textbook Commission hereinafter created shall succeed to all the duties and powers of the State Board of Education under said Act above repealed. SECTION 2. Be it further enacted, That there is hereby created a State Text- book Commission composed of seven (7) members, six (6) of whom shall be appointed by the Governor prior to July 1, 1951, and after the effective date of this Act. The members of said State Textbook Commission shall be educators of high qualifications who are actually engaged in educational work in the State, and whose educational qualifications shall not be less than graduation from a four-year college with a Bachelor's Degree, and with at least five (5) years of teaching, supervisory, or administrative experience. Two (2) members shall be appointed for a term beginning with the date of appointment and expiring June 30, 1952; two (2) members for a term beginning with the date of appointment and expiring June 30, 1954; two (2) members for a term beginning with the date of appointment and expiring June 30, 1956. The Governor shall fill any vacancy by appointment for an unexpired term. At the expiration of the terms of the first appointees and thereafter, the terms of the members of the State Textbook Commission shall be three years. One member of the State Textbook Commission shall be a County Superintend- ent of Schools; one member shall be a City Superintendent of Schools; one mem- ber shall be a school principal; one member shall be a teacher or supervisor in the lower grades (grades 1 to 3, inclusive) ; one member shall be a teacher or supervisor in the intermediate grades (grades 4 to 8, inclusive); and one mem- ber shall be a teacher or supervisor of upper grade subjects (grades 9 to 12, inclusive). At least one member of said Textbook Commission shall be appointed from East Tennessee, one from Middle Tennessee `and one from West Tennessee. The State Commissioner of Education shall be ex-officio secretary of the Commission, with the right to vote, and he shall serve without additional com- pensation for such service. The appointed members of the State Textbook Com- mission shall have their organization meeting in July following the passage of this Act. The State Commissioner of Education (Secretary of the Commis- sion) shall notify the members of the organization meeting and fix the time and place of the meeting. They shall elect one of their members as Chairman for one year; and each year thereafter at the regular meeting in July they shall elect a Chairman for one year. SECTION 3. Be it further enacted, That before beginning the discharge of their duties it shall be the duty of each member of the said Textbook Commission to take and subscribe to the following oath, "I do hereby declare that I am not now directly or indirectly financially interested in, or employed by, any textbook publisher or agency, and that I will not become directly or indirectly financially interested in any of the proposed contracts, nor in any book, nor in any publish- ing concern handling or offering any books or other publications to the Com- mission, of which I am a member, for listing and adoption, and I do hereby promise that I will act honestly, faithfully and conscientiously, and in all respects will discharge my duty as a member of this Commission to the best of my skill and ability". No member of said Textbook Commission shall receive any gift, reward, present or emolument from any author, publisher or distributor of such book or books except copies of books offered for listings and adoption; nor shall any member or employee of said Commission accept any employment as agent, PAGENO="0657" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 649 attorney, sub-agent, employee, or representative of any author, publisher or dis- tributor of such book or hooks during his term of service on said Commission, nor within twelve months after the expiration of his term of office; nor shall any such author, publisher, or his agent, attorney, employee or representative give any present, reward, gift or emolument to any member of the Commission during his term of service whereby such member is to become the agent, employee, at- torney or representative of such author or publisher. SECTIoN 4. Be it further enacted, That each member of the State Textbook Commission shall be paid a per diem of Ten ($10.00) Dollars for services for a period not exceeding thirty (30) days in any one year, and, in addition, the re- imbursement of necessary traveling expenses including' necessary hotel bills and meals and transportation not exceeding six (6) cents a mile, while on official duty as a member of the State Textbook Commission. SECTION 5. Be it further enacted, That the State Textbook Commission shall have two (2) regular meetings each school year to be held on the' second Monday in July and October, respectively. The said Commission may have as many spe- cial meetings as it deems necessary, provided that in no case shall any member or members of this Commission receive traveling expenses for more than two (2) meetings in one school year. Notice of the call for said special meetings shall be made by the Secretary of the Commission ten (10) days in advance of the date set for said special meeting. All meetings shall be held in the office of the State Oommissioner of Education, or at such place in Nashville as may be designated by the Commission. SECTION 6. Be it further enacted, That is shall be the duty of the State Text- book Commission to prepare a list of approved standard editions of textbooks for use in the public schools of the State. A. list of at least four (4) books in each subject and grade shall `be listed, if available and sufficient merit to warrant being listed. Said Textbook Commission shall select and publish such a list of textbooks for use in the schools of Tennessee not later than February 1, 1952, and not later than February 1 of any subsequent year when listings are made or there are changes to be reported. Said list shall contain the title of the textbooks listed for adoption, the name of the publishers and the prices at which said books are available, as provided in this Act. The State Textbook Commission shall have authority to determine the poli- cies and the conditions under which textbooks may be added to the list for adoption, as provided in this Act, at any regular meeting or at a date designated at a reg~ular meeting. The State Textbook Commission shall also have the authority to determine the policies and conditions under which any book may be removed from the list for adoption at any regular meeting, or at a date designated at a regular meeting, if the Commission finds that such book contains subversive material or information, provided the publisher of such book has been given written notice by the' Secretary of the Commission not less than thirty (30) days prior to the meeting that removal of such book will be considered by the Commission. The State Textbook Commission shall have authority to adopt minimum man- ufacturing standards and specifications for textbooks, and to make contracts with publishers for a period of not less than three (3) years nor more than five (5) years. SECTION 7. Be it further enacted, That the county, city and special school çlistrict boards of edtication are hereby authorized and required to adopt text- books to be used in the public schools of said counties, cities and special school districts, from the list of textbooks listed for adoi~tion by the State Textbook Commission, said adoption to be for a period of not less than three (3) years, and not more than five (5) years, in accordance with state contracts, provided that cities and special school distridts may adopt the same textbooks that are used in the county in which said city or special school district is located; and provided, further, that all cities or special school districts having a total popula- tion of less than five thousand (5,000) are hereby required to make their adoption as a part of and in `cooperation with the county unit in which said city or special school district is located; and provided, further, that county, city and special school district boards of education shall make their adoption upon recommenda- tions of Committees, these Committees to be set up by subject matter fields and composed of three (3) or five (5) teachers, or supervisors and teachers, the nbmber depending upon the relative size of the local school systems. These Committees shall be composed of teachers and supervisors who are now teach- ing or supervising the respective subjects and shall be by grade or groups of grades arranged so that a Committee may consider an entire series of books if 71-368 O-66-----42 PAGENO="0658" 650 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES it should so desire, provided in all cases, the teachers appointed on the Com- mittees herein provided for shall hold permanent professional certificates and shall have had three (3) or more years of experience as teachers or supervisors in the public schools. The members of the Committee authorized in this par- agraph shall serve for one fiscal year; provided that the members of the first Committees appointed under the provisions of this Act shall serve until June 30, 1952; provided further that all members appointed on such Committees shall subscribe to the oath as set out in Section 3 of this Act. The oath shall be administered by the County Jkidge or by the Chairman of the County Court, or by some authorized official empowered to administer an oath. The superin- tendent of schools in the county, city, or special school district, adopting text- books under the provisions of this Act, shall serve as ex-officio member of all Committees, and shall record a list of all books adopted and immediately at the completion of the adoption forward a copy of such recorded adoption to the State Commissioner of Education. Sncrrox 8. Be it further enacted, That the State Textbook Commission, at its regular meeting on the second Monday in July of each year, shall give notice to school book publishers that, on the second Monday of October of the same year, bids will be received on all books to be listed, contracts of which expire, or are to be terminated, June 30th of the succeeding year. The Commission shall formulate rules and regulations governing bids and any additional information that will be req'uired to be submitted with the bids. The said Commission shall meet on the day designated and open and read publicly all bids received and shall then proceed to select books for the approved lists on which bids have been requested. SECTION 9. Be `it further enacted, That all bids shall be made on uniform blanks which are supplied by the State Textbook Commission and shall be filed with the Secretary of the State Textbook Commission on or before 10 o'clock A.M. on the day designated for the call of bids. Each bid shall be accompanied by a certified check of not less than Five Hundred ($500.00) Dollars, nor more than Two Thousand ($2,000.00) Dollars, the amount of such check to be deter- mined at the rate of Five Hundred ($500.00) Dollars for each book bid, but in no event to exceed Two Thousand ($2,000.00) Dollars for any one bidder. Such checks shall be payable to the State Treasurer and shall be forfeited to the State, if the `bidder. whose bid or part thereof is accepted, shall fail, within thirty (30) days after the award, to execute such contract and bond, as provided in this Act. The checks of unsuccessful bidders shall be returned immediately after the listing. The checks of successful bidders shall be returned upon proper execution of contract and bond. An acceptable performance bond may be filed with the Commission in lieu of a certified check. SEc'rIox 10. Be it further enacted, That official samples of all books bid shall be filed with the Secretary of the State Textbook Commission on or before the date for opening bids. Such samples shall be accompanied by a list stating the edition, title and author of each book offered. No books shall be listed for adop- tion unless official samples have been filed as herein provided. Samples of all books listed for adoption shall be retained by the State Commissioner of Educa- tion for the period of the adoption. SECTION 11. Be it further enacted. That the State Textbook Commission shall establish the retail price at which adopted books shall be sold at retail; but the spread between the contract price and the retail price shall not exceed fifteen (15%) per cent of the contract price. Any retailer who shall receive more than the retail price designated by the Commission for any such textbook shall be guilty of a misdemeanor and upon conviction shall be fined not less than Twenty- five ($25.00) Dollars nor more than One Hundred ($100.00) Dollars. SECTION 12. Be it further enacted, That contracts for the books listed shall be executed in duplicate `by the State Commissioner of Education as Secretary of the State Textbook Commission, on forms prepared and approved by the State Attorney-General. One copy of the contract shall be retained by the publisher and one copy shall be kept on file in the office of the Secretary of the State Text- book Commission. Each contract shall state that `the prices contained therein do not exceed prices offered currently elsewhere. The State `Textbook Commission may require the publisher to print or, affix in each book the retail price of said book as fixed by the `State Textbook Commission. The contractor shall file with his contract a good and sufficient bond with a Surety Company authorized to do business in the State of Tennessee in the sum to be determined by the State Text- book Commission, but not to exceed Ten Thousand ($10,000.00) Dollars, and conditioned upon `the faithful performance of all conditions of such contract and the provisions of this Act. PAGENO="0659" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 651 SECTION 13. Bc it further enacted, That the party or parties with whom the contract is made, or the agent of the party or parties, shall designate in each county in the State, in such towns and cities as the State Textbook Commission shall require, at least one merchant who will handle the books of tiie contractor, that the contractor or his agent will supply books to said dealer so that there will be at all times in the dealers' hands a sufficient stock or supply of books contracted for to meet all immediate demands in his vicinity, that he will ship the books contracted for to such merchants at the price named in the contract f.o.b. Nashville, and that he will require said merchant to contract to sell said books at such f.o.b. price plus the merchant's spread fixed by the Textbook Commission; that the contractor or his agent will ship directly to parties living in any count~' where no arrangements have been made for distribution at the contract price f.o.b. Nashville, provided the price of the book or books so ordered shall be paid in advance; that the contractor or his agent will sell directly the books covered by said contract to school authorities of any county, city, or special school dis- trict authorized to purchase the same at the price named in the contract, f.o.b. Nashville: The State Textbook Commission shall have full authority to make regulations governing distribution of all textbooks under contract. SECTION 14. Bc it further enacted, That it shall be a part of the terms and conditions of every contract made under the provisions of this Act that the State of Tennessee shall not be liable to any contractor or his agent in any manner or for any sum whatever. All such contractors and agents shall receive their pay and compensation solely and exclusively from the proceeds of the sale of books under their contract; and provided further, that in the adoption of textbooks by county, city and special school district boards of education as provided in this Act, the cOmmittees appointed by these respective boards of education shall first determine, from the published list of textbooks provided for in the first para- graph of Section 6 of this Act, what book or books shall be changed and request samples of the various publishers for books only that are to be changed, said samples to remain the property of the respective publishers, who shall have the right to claim said books within thirty (30) days after any adoption. All such books not claimed within thirty (30) days by the publishers shall become the property of the respective boards of education and shall be used for library pur- poses only. SECTION 15. Bc it further enacted, That no teacher or principal in any of the public schools of this State shall use or permit to be used in his or her school any textbooks upon any subject to the exclusion of the textbooks listed by the State Textbook Commission, provided that this shall not apply to textbooks previously listed and purchased with public funds. Any teacher or principal violating the provisions of this section shall be punished by a fine of not less than Ten ($10.00) Dollars nor more than Fifty ($50.00) Dollars. SECTION 16. Bc it further enacted, That in the event that any bidder shall fail to execute contract and bond as required under this Act, or in the event any contractor shall fail to carry out the provisions of his contract, or in the event that all bids are unsatisfactory, or in the event of the invalidation of any adop- tion, the State Textbook Commission is specifically authorized to proceed at once to make such rules and regulations concerning the filing of bids and samples as are necessary for an immediate listing for adoption in such subjects for which no adoption exists. The State Textbook Commission shall then proceed to make selection and to list books for adoption, and to contract for textbooks in the sub- jects on which no adoption exists. SECTION 17. Be it further enacted, That should any section or. sections of this Act be declared unconstitutional by a court of competent jurisdiction, the validity of the remaining sections shall not be impaired by such decision. SECTION 18. Bc it further enacted, That nothing in this Act shall be construed as cancelling or in any manner modifying any existing contract with a publisher, or changing the period covered by such contract. SECTION 19. Bc it further enacted, That all laws and parts of laws in conflict with this Act are hereby repealed, and this Act shall take effect from and after its passage, the public welfare requiring it. Passed: March 14, 1951. Approved: March 15, 1951. GORDON BROWNING, Governor. MCALLEN FOUTCH, Speaker of the House of Representatives. WALTER M. HAYNES, Speaker of the Senate. PAGENO="0660" 652 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES SUPPLEMENT TO CONTRACT-POLICIES OF TENNESSEE STATE TEXTBOOK COMMIssIoN (On July 13, 1959, the State Textbook Commission passed a motion making its Policies a part of `the contract with each publisher bidding textbooks.) 1. There shall be a staggered adoption of textbooks in Tennessee with a period of 5 years required to complete adoptions in all subject areas. 2. The Official Minimum Manufacturing Standards and Specifications for Text- books adopted by the Book Manufacturer's Institute, Inc., of New York City, shall be Tennessee's official niinimuni standards and specifications for textbooks. 3. After the Commission's meeting on the second Monday in July, each text- book publishing company will be notified that bids will be opened at 10:00 a.m. (CST) on the occasion of the Commission's regular meeting on the second 1~Ion- day in October. The Secretary of the Commission will then send bid forms to each textbook publishing company requesting same. 4. Publishing companies may at any time send sample textbooks to the Com- mission members as individuals only, but these companies are not to send samples to them as members of the Textbook Commission before the month of July. 5. Each member of the Commission shall receive only one set of samples. 6. Each publishing company shall submit with each sample textbook a brief not to exceed one typewritten page. 7. Between the July and October meetings of the Commission, publishing com- pany representatives are to make social calls only on members of the Commission. 8. Each member of the Commission shall work as an individual and shall secure the assistance of certain persons in reviewing the textbooks. 9. In order that each representative of a publishing company may have an opportunity to present his books to the Commission when official hearings are held on the second Monday in October, the Commission has adopted the follow- ing timetable graduated in terms of the number of books bid by eac1~ company: Number of minutes Number of books bid: allowed 1 to 5 15 6 to 15 20 16to25 26 to 35 36 to 45 35 46 to 55 40 56 to 75 45 76 and more 10. The Commission shall make all textbook listings in grades 1 through 12 without any breakdown in terms of elementary, junior high, or senior high. 11. The Commission may list paper-bound books in non-consumable form in the following areas: Agriculture Art Industrial Arts Music Pre-Primers Writing Reading Readiness Elementary Foreign Languages Supplementary Literature 12. At any regular meeting on the second Monday in July, the Commission will consider (1) the substitution of the revised edition of a textbook for the edition previously listed and (2) the substitution of a textbook which bears the same copyright date but contains content revisions made since the previous official listing of the book, provided that each book (a) meets the Official Minimum Manufacturing Standards and Specifications for Textbooks, (2) will be sold at the same price as the book originally listed, and (c) can be used with the book originally listed. When these books are offered for substitution, the same sam- pling and bidding procedures shall be followed as in the case of the original texts which they are to replace, except that no additional bond or contract will be required. Samples of each book shall be submitted by the publishing company PAGENO="0661" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 653 representatives to each member of the Commission, together with a brief setting forth in detail the differences between the book originally listed and the newer book. Every textbOok to be submitted according to policy No. 12 shall be pre- sented to the members of the Commission at least 30 days prior to' the regular meeting in July. 13. If a publishing company bids a textbook in a given area and if the Com- mission lists it in that area, the publishing company shall not subsequently offer it for listing in another area during the period the book is under contract. 14. Seventh- and eighth-grade books listed as literature by publishing com- panies may be used as readers in the seventh and eighth grades if local adoption committees feel that the literature books fit into their reading programs. 15. An appendix or list of materials accompanying textbooks such as w.ord- books, teachers' guides, etc., shall not be listed by the Commission. 16. All announcements to the press of what takes place in the Commission's meetings shall be made by the Chairman or the Secretary of the Commission. 17. The Commission shall submit its listing of textbooks by the third Friday in December, if possible. 18. Tl~e State Department of Education shall not make available to textbook publishers the list of local county and city adoption committees. 19. Local units may make a multiple adoption of textbooks. They shall adopt only one basal textbook in each subject offered (except agriculture, home eco- nomics, industrial arts in which an open adoption may be made), and they shall adopt whatever supplementary texts may be needed to enrich instruction in a given course. 20. The placing of books in the basal or the supplementary category is a local problem and requires no action by the Commission. 21. In the event that a local board of education fails to make necessary adop- tions in any subject-matter field during an adoption period, the local board may reactivate its adoption committees and select the lacking textbook or texbooks from the State Textbook Commission's official list. When this supplementary adoption has received the approval of the local board of education, this action shall be promptly transmitted by the local superintendent to the Secretary of the Commission, together with the following information about the book: Name of Author Name of Book Name of Publishing Company Copyright Date of Book 22. If the Oommission lists no textbook in a subject area offered in Tennessee schools and if a local unit offers that subject in one or more of its schools the local unit may go outside the official list of textbooks and try to find a suitable book. If such a book is thus found, it may. be recommended by the local board of education, and the local superintendent shall transmit the board's recom- mendation to the Secretary of the Commission and secure his approval before the book can be purchased out of free textbook funds. 23. During the period extending from the official meeting of the Commission on the second Monday in October to the beginning of local hearings about the first of February, only bona fide Tennessee representatives of publishing com- panies shall be permitted to operate in the State. Consultants shall visit local school systems only upon request of the superintendents during this period. 24. An adoption period shall be defined as that period during which the coun- ties, cities, and special school districts of the State hold textbook hearings incident to their making their own local~ adoptions. This period shall extend from ap- proximately the first of February until such time as the local hearings have been completed, usually a total period of 10 to 12 weeks' duration. * 25. A bona fide publishing company representative shall be defined as "A per- son who has charge of a regular territory." 26. A consultant shall be defined as "A publishing company employee whose assigned responsibility is that of furnishing, upon the request of superintendents, professional services for teachers and not that of promoting the sale of his or her company's textbooks." 27. A maximum of 4 boun fide representatives and/or regularly employed full-time consultants of a publishing company shall be allowed to work in the State at the same time during an adoption period. 28. Each publishing company representative and/or consultant shall be regis- tered by his company with the Secretary of the State Textbook Commission on or before January 1. PAGENO="0662" 654 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 29. After the official list has been distributed to the superintendents of the State, each publishing company shall send from one to three complete sets of official samples through the superintendent to his local adoption committees. with the stipulation that, if additional copies of samples are needed, they should be requested through the Secretary of the Textbook Commission. 30. After the final hearings in the local units (counties and cities) of the State, publishing company representatives, including consultants, will be per- mitted to contact administrative staff members and members of local adopting committees only upon the request of the local superintendents. 31. No publishing company representative or consultant shall present to any local hearing committee any textbooks not listed by the Commission. Violation of this policy w-ill subject the offending publishing company to cancellation of its contract by the Commission. 32. Sample textbooks shall be submitted, at the time bids are opened by the Commission, in the form in which they will be distributed to the public schools. No galley proofs or page proofs of textbooks will be considered by the Commission. 33. Teachers' editions of textbooks will be listed by the Commission, provided that these editions are bid at prices not in excess of the prices at which the accompanying textbooks are bid. When teachers' editions are bid, the same procedure shall be followed as in the case of the texts which they accompany. 34. The following scale shall designate the amount of bond required of each publishing company: Amouizi Number of books officially listed: bond 1 to 10 $2, 000 11 to Th 3,000 16 to 20 4,000 21 and over 5,000 35. A minimum of 4 members of the State Textbook Commission shall be interpreted as constituting a quorum for doing business. PAGENO="0663" TENNESSEE OFFICIAL LIST OF TEXTBOOKS WITH WHOLESALE PRICES, RETAIL PRICES AND COPYRIGHT DATES FIXED BY State Texthook [ommissiLrn 1955 655 PAGENO="0664" 656 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES TENNESSEE OFFICIAL LIST OF TEXTBOOKS WITH WHOLESALE PRICES, RETAIL PRICES AN]) COPYRIGHT DATES FIXED BY STATE TEXTBOOK COMMISSION 1966 STATE TEXTBOOK COMMISSION Mr. Hugh Waters, Metropolitan Schools of Nashville and Davidson County, 2601 Bransford Ave., Nashville 37204 Mr. Herman Osteen, Principal, Collierville High School, Collierville 38017 Miss Mildred Doyle, Superintendent, Knox County School, 400 West Hill Avenue, Knoxville 37902 Mrs. Marjorie M. Sloan, Supervisor, Maury County Schools, Columbia 38401 Mrs. Donna Netherland, Elementary Teacher, Carter Boulevard, Elizabethton 37643 Mr. W. 0. Warren, Superintendent of Schools, Dyersburg 38024 J. H. WARF, Commissioner Secretary of State Textbook Commission PAGENO="0665" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 657 TENNESSEE BOOKMEN'S CLUB 1965-1966 The objective of the TENNESSEE BOOKMEN'S CLUB is to foster high professional standards among the men engaged in the publication and distribution of textbooks, to create a better understanding of bookmen's problems, to facilitate the exchange of educational information, and to work in general for the befFermenf of education as a whole. ALLYN & BACON, INC. HARLOW PUBLISHING Phone 893-0534 M. C. ELLIS COMPANY McGRAW-HILL BOOK 1903 Hamilton Drive M. E. IRBY COMPANY, THE Murfroesboro, Tennessee 37103 1205 Richmond Drive (Webster Division) Nashville 6 Tennessee DOUGLAS GRAY AMERICAN BOOK COMPANY Phone 262-2013 Glengarry Heights Apts. JACK ADKINS HARPER AND ROW, Wini-horne Drive 14 Sherwood Drive PUBLISHERS Nashville, Tennessee 37217 Clarksville, Tennessee, 37040 THERON 0. ANGLIN CHARLES E. MERRILL BOOKS, Phone 645-2980 6559 Joycelyn Hollow Road INC. JOHN D. WOOTTEN Nashville, Tennessee 37205 BROWDER R. MEANS Phone 352-2650 4309 Signal Hill Drive 606 Lake Circle HEATH & COMPANY, D. C. Nashville, Tennessee 37205 Lafayette, Tennessee 37083 JACK J. BRENT - Phone 269-4385 Phone 666-8531 P. 0. Box 357 PRENTICE-HALL, INC. BOBBS-MERRILL COMPANY, Murfreesboro, Tennessee 37103 Educational Book Division INC., THE Phone 893-9416 JERRY L. BURNS DON C. KENNON HOLT, RINEHART & WINSTON, 843 Rodney Drive 1960 North Parkway-Apt. 507 INC. Nashville, Tennessee 37205 Memphis, Tennessee 38112 HARRY F. HALL (Mid-East) Phone 352-1795 Phone 901-278-2575 P. 0. Box 354 RAND McNALLY & COMPANY' D. VAN NOSTRAND CO. INC. South Pittsburg, Tennessee CHARLES DWIGHT SHOE Phone 837-6385 Box 241 FRANK PATTI TOM TOWRY (Mid-West) Davidson, North Carolina Rt. #3, Box 92B Bagley Drive Phone 704-892-8577 Hammond, La. 70401 Fayetteville, Tennessee 37380 SCOTT, FORESMAN & Phone 345-2908 Phone 433-3345 COMPANY ECONOMY COMPANY, THE HOUGHTON-M1FFLIN WILLIAM G. BOYD (East) G. C. DRIVER COMPANY P. 0. Box 62 5264 Helene Road JAMES T. RICHARDSON, JR. Nashville, Tennessee Memphis 17, Tennessee R.F.D. #2 Phone 292-3134 Erin, Tennessee 37061 ROBERT E. BLANKENSHIP FOLLETT PUBLISHING Phone 289-4568 (West) COMPANY LAIDLAW BROTHERS 406 Wrather Place FRANK 0. ROBERTS CARLOS H. LANNOM Murfreesboro, Tennessee 37103 P. 0. Box 587 Royal Arms Apts. Apt. S-2 Phone 893-0213 Franklin, Tennessee 37064 Richard Jones Road SILVER BURDETT COMPANY Phone 7945773 Nashville, Tennessee 37215 JACK W. DRAPER GINN & COMPANY LIPPINCOTT COMPANY, 1114 Stonewall Drive JOHN T. BURRUS THE J. B. Nashville, Tennessee 37204 P. 0. Box 9392 LEONARD H. HARRIS SINGER COMPANY, THE L W. Nashville 4, Tennessee 37204 1717 19th Street (A Division of RandomHouse) Phone 298-3603 Bowling Green, Kentucky 42101 JESSE D. MALLORY Phone 502-842-2666 131 W. Brookfield Drive HARCOURT, BRACE & WORLD,LYONS & CARNAHAN Nashville, Tennessee 37205 INC. R. E. (Mike) MOUNT, JR. Phone 298-4784 WILLIAM H. HUNTER Apartment G-5 SOUTH.WESTERN PUBLISHING Nashville Pike 813 Bradford Avenue COMPANY Gallatin, Tennessee Nashville, Tennessee 37212 WALTER H. GREENWOOD CECIL R. JAMES MACMILLAN COMPANY, THE 805 Elliston Street P. 0. Box II GLENN C. WADE Old Hickory, Tennessee 37138 Greenfield, Tennessee 2010 Martha Berry Drive Phone 847-5414 Phone 235-3259 Knoxville, Tennessee 37918 STECK.VAUGHN COMPANY THOMAS E. NEELY Phone 687-4790 ALTON L GODBOLD 3111 Lakeland Drive GLEN HIGGINS P. 0. Box 567 Nashville, Tennessee 37414 615 Elliott Drive Clanton, Alabama 35045 Phone 889-9291 Murfreesboro, Tennessee 37103 Phone 755-0121 PAGENO="0666" 658 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES PUBLISHERS OF TEXTBOOKS CURRENTLY IN USE 1. Addison-Wesley Publishing Company, 3220 Porter Drive, Palo Alto, Calif. 2. Allyn and Bacon, Inc., 695 Miami Circle, N.E., Atlanta 5, Georgia 3. American Association for Health, Physical Education and Recreation, 1201 16th. St. N.W., Washington, D. C. 20036 4. American Book Company, 300 Pike Street, Cincinnati 2, Ohio 5. American Southern Pub. Co., Northport, Alabama 6. American Technical Society, 848 East 58th St., Chicago 37, Illinois 7. Banks Upshaw Division (National Textbook Corporation), 4761 Touhy Avenue, Lincolnwood 46, Illinois 8. Benefic Press, 1900 Narragansett, Chicago 39, Illinois 9. Benson, W. S., Co., Educational Publishers, Austin, Texas 10. Bennett, Chas. A., Co., 237 N.E. Monroe St., Peoria, Illinois 11. Bobbs-Merrill Co., 4300 W. 62nd St., P.O. Box 558, Indianapolis, Indiana 46206 12. Bruce Publishing Co., The, 400 North Broadway, Milwaukee 1, Wisconsin 13. Chilton Company, 525 Locust Street, Philadelphia, Pennsylvania 14. Follett Publishing Co., 1010 West Washington Boulevard, Chicago 7, Illinois 15. Freeman, W. H. & Co., 660 Market St., San Francisco, Calif. 94104 16. Gregg Publishing Division, 4655 Chase Avenue, Lincolnwood, Chicago 46, Illinois 17. Ginn and Co., 717 Miami Circle, Atlanta, Georgia 18. Harcourt, Brace and World, 750 Third Ave., New York 17, New York 19. Harlow Publishing Corp., 212 East Gray, Norman, Oklahoma 20. Harper and Row Publishers, Inc., 680 Forrest Road, N.E., Atlanta 12, Georgia 21. Harr Wagner Publishing Co., 609 Mission St., San Francisco 5, California 22. Heath, D. C., Co., 670 Miami Circle, N.E., Atlanta, Georgia 23. Holt, Rinehart, and Winston, Inc., 383 Madison Ave., New York 17, New York 24. Houghton Muffin Co., 3108 Piedmont Rd., N.E., Atlanta 5, Georgia 25. Interstate Printers and Publishers, 19-27 No. Jackson, Danville, Illinois 26. Laidlaw Brothers, Thatcher and Madison, River Forest, Illinois 27. Latin American Institute Press, 200 Park Ave. S., New York 3, New York 28. Lippincott, J. B., Co., 333 West Lake St., Chicago 6, Illinois 29. Lyons and Carnahan, 680 Forrest Road, N.E., Atlanta 12, Georgia 30. McCormick-Mathers Publishing Co., Wichita, Kansas 31. McGraw-Hill Book Co., 680 Forrest Road, N.E., Atlanta 12, Georgia 32. McKnight and McKnight Publishing Co., Market and Center Streets, Bloomington, Illinois 33. Macmillan Co., The, 60 Fifth Avenue, New York 11, New York 34. Merrill, Chas. E., Co., 1300 Alum Creek Dr., Columbus 15, Ohio 35. Noble and Noble Publishers Inc., 67 Irving Place, New York 3, New York 36. Palmer Co., The A. N., 902 Wabash Avenue, Chicago 5, Illinois 37. Prentice-Hall, Inc., Englewood Cliffs, New Jersey 38. Rand McNally & Co., P. 0. Box 7600, Chicago 80, Illinois 39. Rothrock, Mary U., 3740 Kingston Pike, Knoxville, Tennessee 40. Scott, Foresman and Co., 3145 Piedmont Rd., N.E., Atlanta, 5, Georgia 41. Seribner's Sons, Chas., 597 Fifth Avenue, New York 17, New York 42. Shawnee Press, Inc., Delaware Water Gap, Pennsylvania 43. Silver Burdett Co., Morristown, New Jersey PAGENO="0667" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 659 44. Singer, L. W., Co., Inc., 249-259 West Erie Boulevard, Syracuse 2, New York 45. Smith, Turner E., Co., 680 Forrest Rd., N.E., Atlanta 12, Georgia 46. South-Western Publishing Co., 5101 Madison Road, Cincinnati 27, Ohio 47. Steck-Vaughn Co., Box 2028, Austin, Texas 78767 48. Summy-Birchard Company, 1834 Ridge Avenue, Evanston, Illinois 49. Van Nostrand, D., Co., Inc., 120 Alexander St., Princeton, New Jersey 50. Webster Publishing Co., (Division of McGraw-Hill Book Company),~ 680 Forrest Road, N.E., Atlanta 12, Georgia 51. Wiley and Sons, John, Inc., 605 Third Ave., New York, New York 10016 52. Witmark & Sons, M. (Music Publishers Holding Corporation), 488 Madison Ave- nue, New York 22, New York 53. Zaner-Bloser Company, Columbus, Ohio NOTE The textbooks published by the above-named companies are distributed to Tennessee public school systems by TENNESSEE BOOK COMPANY 347 Reedwood Drive Nashville, Tennessee 37202 PAGENO="0668" 660 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES TABLE OF CONTENTS PAGE Section I. (5-Year Listings, Contracts Expire June 30, 1967) Mathematics Arithmetic 3-9 1 Arithmetic, Business 5 Algebra 5 Geometry (Plane, Solid, and Unified) 6 Trigonometry 7 Mathematics, Advanced 7 Mathematics-Vocational, Related, and Applied 8 Section II. (5-year Listings, Contracts Expire June 30, 1971) Language Arts English Grammar and Composition (Grades 2-12) 9 Literature 15 English Handbooks 18 Foreign Languages French (Elementary and Grades 9-12) 19 German 20 Latin 21 Russian 22 Spanish (Elementary and Grades 9-12) 22 Spelling 24 Writing 28 Speech 30 Dictionaries 31 Journalism 32 Section III. (5-year Listings, Contracts Expire June, 30, 1970) Agriculture 33 Home Economics 37 Health and Physical Education 41 Science Science and Conservation, Grades 1-9 43 Biology 47 Chemistry 48 Physics 48 Aerospace Science 49 Physical Science 49 Section IV. (5-year Listings, Contracts Expire June 30, 1969) Social Studies: History, Lower Grades 50 Integrated Social Studies 52 Civics 54 Geography 55 Commercial Geography 57 World Geography 57 Economics 57 Amerièan Government 58 Sociology 58 American History 59 World History 60 Ancient History 61 Modern History 61 Psychology 61 V PAGENO="0669" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 661 PAGE Section V. (5-year Listings, Contracts Expire June 30, 1968) Business Education Bookkeeping 62 Business English 62 Business Law 62 General Business 63 Office Practice 63 Secretarial Practice 63 Shorthand 63 Typewriting 64 Distributive Education 64 Driver Education Fine Arts Music ..... 65 Art 69 Crafts 70 Industrial Arts and Trades and Industrial Education Auto Mechanics 70 Bricklaying, Tile Setting, and Masonry 71 Carpentry 71 Drawing, Architectural and Mechanical 71 Electricity 72 Foundry 73 General Shop 73 Machine Shop 74 Plumbing 74 Printing 74 Radio-Television and Electronics 75 Sheet Metal 76 Tailoring 76 Upholstering 76 Welding 76 Woodworking and Cabinet Making 76 Others 77 Reading Developmental 78 Supplementary Literary 85 Social Studies 86 Others 87 Appendix 92 PAGENO="0670" 662 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES SECTION I Contracts Begin July 1, 1962 5-Year Listing. Contracts Expire June 30, 1967 MATHEMATICS Addison-Wesley Publishing Company, Inc. 1 Grade 7-9-Introduction to Mathematics- Brumfiel et al-ist Ed. $3.00 $3.45 1961 Allyn and Bacon, Inc. 2 *Grade 3-Arithmetic in My World-Stokes et al-Reg. Ed. 2.16 3 ~ 4-Arithmetic in My World-Stokes et al-Reg. Ed 2.16 4 ~ 5-Arithmetic in My World-Stokes et al-Reg. Ed 2.19 5 ~ 6-Arithmetic in My World-Stokes et al-Reg. Ed. 2.19 6 ~Grade 7-Arithmetic in My World-Stokes et al-Reg. Ed. 2.40 7 *~t1~ 3-Arithmetic in My World-Stokes et al-Reg. Ed. 2.40 8 Grade 9-Refresher Arithmetic-Stein-Reg. Ed. 3.15 *Teachers' Edition available at the same price as the text. American Book Company 9 ~ 3-American Arithmetic-Upton and Fuller-Reg. Ed. 2.25 10 *Grade 4-American Arithmetic-Upton and Fuller-Reg. Ed. 2.25 11 ~ 5-American Arithmetic-Upton and Fuller-Reg. Ed. 12 *Grade 6-American Arithmetic-Upton and Fuller-Reg. Ed. 13 ~Grade 7-American Arithmetic-Upton and Fuller-Red. Ed. 14 .*Grade 3-American Arithmetic-Upton and Fuller-Reg. Ed. 15 Grade 9-Basic Arithmetic, Book 1- Grove et al-Reg. Ed. *Teachers' Edition available at the same price as the text. Ginn and Company 16 Grade 3-Arithmetic We Need-Buswell et al-Enlarged Ed. 2.25 2.59 1961 1. Arithmetic 3.9 Depository Title No. Whole. Retail Copy- sale Price right Price F.O.B. Date 2.48 2.48 2.52 2.52 2.76 2.76 3.62 2.58 2.58 1958 1958 1958 1958 1958 1958 1961 1960 1960 2.25 2.58 1960 2.25 2.58 1960 2.25 2.58 1960 2.25 2.58 1960 3.72 4.27 1961 1 PAGENO="0671" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 663 Depository Whole. Retail Copy. Title sale Price right No. Price F.O.B. Date 17 Grade 4-Arithmetic We Need-Buswell et al-Enlarged Ed. 2.25 2.59 1961 18 Grade 5-Arithmetic We Need-Buswell et al-Enlarged Ed. 2.25 2.59 1961 19 Grade 6-Arithmetic We Need-Buswell et al-Enlarged Ed. 2.25 2.59 1961 20 Grade 7-Arithmetic We Need-Buswell et al-Enlarged Ed. 2.25 2.59 1961 21 Grade 8-Arithmetic We Need-Buswell et al-Enlarged Ed. 2.25 2.59 1961 D. C. Heath and Company 22 *Grade 3-Learning to Use Arithmetic- Gunderson et al-Reg. Ed. 2.22 2.55 1958 23 *Grade 4-Learning to Use Arithmetic- Gunderson et al-Reg. Ed. 2.22 2.55 1958 24 *Grade 5-Learning to Use Arithmetic- Gunderson et al-Reg. Ed. 2.22 2.55 1958 25 *Grade 6-Learning to Use Arithmetic- Gunderson et al-Reg. Ed. 2.22 2.55 1958 26 *Grade 7-Learning to Use Arithmetic- Gunderson et al-Reg. Ed. 2.22 2.55 1959 27 *Grade 8-Learning to Use Arithmetic- Gunderson et al-Reg. Ed 2.22 2.55 1959 28 *Grade 9-Mathematics in Daily Use-Hart et al-Reg. Ed. 3.15 3.62 1961 *Teachers~ Edition available at the same price as the text. Holt, Rinehart, and Winston, Inc. 29 Grade 3-The New Discovering Numbers- Brueckner et al-Reg. Ed. 2.19 2.52 1959 30 Grade 4-The New Learning Numbers- Brueckner et al-Reg. Ed. 2.19 2.52 1959 31 Grade 5-The New Exploring Numbers- Brueckner et al-Reg. Ed. 2.19 2.52 1959 32 Grade 6-The New Understanding Numbers- Brueckner et al-Reg. Ed. 2.19 2.52 1959 33 Grade 7-The New Thinking with Numbers- Brueckner et al-Reg. Ed. 2.19 2.52 1959 34 Grade 8-The New Knowing About Numbers- Brueckner et al-Reg. Ed. 2.19 2.52 1959 35 Grade 3-Making Number Discoveries- Brueckner et al-Re~. Ed. 2.25 2.59 1959 36 Grade 4-Reaching Number Goals- Brueckner et al-Reg. Ed. 2.25 2.59 1961 37 Grade 5-Using Number Ideas-Brueckner et al-Reg. Ed. 2.25 2.59 1961 38 Grade 6-Gaining Number Power-Brueckner et al-Reg. Ed. 2.25 2.59 1961 39 Grade 7-Holt Arithmetic 1-Kinney et al-Reg. Ed. 2.79 3.21 1960 2 PAGENO="0672" 664 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES Depository Whole. Retail Copy. Title sale Price right No. Price F.O.B. Date 40 Grade 8-Holt Arithmetic 2-Kinney et al-Reg. Ed..... 2.97 3.42 1961 41 Grade 9-Holt General Mathematics- Kinney et al-Reg. Ed. . 3.33 3.83 1960 Laidlaw Brothers, Inc. 42 *Grade 3-Understanding Arithmetic- McSwain et al-Reg. Ed. 2.22 2.55 1959 43 ~ 4-Understanding Arithmetic- McSwain et al-Reg. Ed. 2.22 2.55 1959 44 ~ 5-Understanding Arithmetic- McSwain et al-Reg. Ed. 2.22 2.55 1959 45 ~ 6-Understanding Arithmetic- McSwain et al-Reg. Ed. 2.22 2.55 1959 46 *Grade 7-Understanding Arithmetic- McSwain et al-Reg. Ed. 2.22 2.55 1959 47 ~ 8-Understanding Arithmetic- McSwain et al-Reg. Ed. 2.22 2.55 1959 *Teachers~ Edition available at the same price as the text. McGraw-Hill Book Company, Inc. 48 Grade 7-Using Mathematics-Henderson and Pingry-Modern Topics Ed. 3.15 3.62 1961 49 Grade 3-Using Mathematics-Henderson and Pingry-Modern Topics Ed. 3.15 3.62 1961 50 Grade 7-Using Mathematics-Henderson and Pingry-2nd Ed. 3.06 3.52 1961 51 Grade 3-Using Mathematics-Henderson and Pingry-2nd Ed. 3.06 3.52 1961 52 Grade 9-Using Mathematics-Henderson and Pingry-2nd Ed. 3.12 3.59 1960 Prentice-Hall, Inc. 53 Grade 7-Mathematics First Course- Brown et al-ist Ed. 2.61 3.00 1960 54 Grade 8-Mathematics Second Course- Brown et al-ist Ed. 2.79 3.21 1960 Row, Peterson & Company 55 Grade 3-Row-Peterson Arithmetic 3- Wheat et al-Reg. Ed. 2.16 2.48 1959 56 Grade 4-Row-Peterson Arithmetic 4- Wheat et al-Reg. Ed. 2.16 2.48 1959 57 Grade 5-Row-Peterson Arithmetic 5- Wheat et al-Reg. Ed. 2.16 2.48 1959 58 Grade 6-Row-Peterson Arithmetic 6- Wheat et al-Reg. Ed. 2.16 2.48 1959 59 Grade 7-Row-Peterson Arithmetic 7- Wheat et al-Reg. Ed. 2.16 2.48 1959 60 Grade 8-Row-Peterson Arithmetic 8- Wheat et al-Reg. Ed. 2.16 2.48 1959 3 PAGENO="0673" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 665 Depo8ltory Whole- Retail Copy. Title . sale Price right No. Price F.O.B. Date Scott, Foresman and Company 61 Grade 3-Seeing Through Arithmetic- Hartung et al-Reg. Ed. 2.16 2.48 1961 62 Grade 4-Seeing Through Arithmetic- Hartung et al-Reg. Ed. 2.16 2.48 196i~ 63 Grade 5-Seeing Through Arithmetic- Hartung et al-Reg. Ed. 2.16 2.48 1961 64 Grade 6-Seeing Through Arithmetic- Hartung et al-Reg. Ed. 2.16 2.48 1961 Charles Scribner's Sons 65 Grade 7-Functional Mathematics-Gaget et al-Reg. Ed. 2.85 . 3.28 1957 66 Grade 8-Functional Mathematics-Gager et al-Reg. Ed. 2.85 3.28 1957 67 Grade 9-Functional Mathematics-Gager et al-Reg. Ed. 2.97 3.42 1961 Silver Burdett Company 68 4Grade 3-Making Sure of Arithmetic- Morton et al-4958 Ed. 2.31 2.66 1958 69 *Grade 4-Making Sure of Arithmetic- Morton et al-1958 Ed. 2.31 2.66 1958 70 *Grade 5-Making Sure of Arithmetic- Morton et al-1958 Ed. 2.31 2.66 1958 71 *Grade 6-Making Sure of Arithmetic- Morton et al-1958 Ed. 2.31 2.66 1958 72 *Grade 7-Making Sure of Arithmetic- Morton et al-1958 Ed. 2.31 2.66 1958 73 *Grade 8-Making Sure of Arithmetic- Morton et al-1958 Ed. 2.31 2.66 1958 74 4Grade 7-Modern Mathematics for Junior High, Book 1-Rosskopf et al-Reg. Ed. 3.12 3.59 1961 75 *Grade 8-Modern Mathematics for Junior High, Book 2-Rosskopf et al-Reg. Ed. 3.12 3.59 1961 *Teachers' Edition available at the same price as the text. The L. W. Singer Company, Inc. 76 Grade 9-General Mathematics-Mallory et al-Reg. Ed. 2.94 3.38 1960 Webster Publishing Company, Inc. 77 Grade 3-Exploring Arithmetic-Osborn et al-2nd Ed... 2.31 2.66 1962 78 Grade 4-Exploring Arithmetic-Osborn et al-2nd Ed... 2.31 2.66 1962 79 Grade 5-Exploring Arithmetic-Osborn et al-2nd Ed... 2.31 2.66 1962 80 Grade 6-Exploring Arithmetic-Osborn et al-2nd Ed... 2.31 2.66 1962 81 Grade 7-Exploring Arithmetic-Osborn et al-2nd Ed... 2.31 2.66 1962 82 Grade 8-Exploring Arithmetrc-Osborn et al-2nd Ed... 2.31 2.66 1962 83 Grade 9-Mathematics for Daily Needs- Osborn and Colestock-2nd Ed. 2.91 3.35 1960 4 71-368 0 - 66 -43 PAGENO="0674" 666 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES Depository Whole- Retail Copy. Title sale Price right No. Price F.O.B. Date 2. Arithmetic, Business Gregg Publishing Division 84 Grade 9-12-Business Mathematics, Principles and Practice-Rosenberg and Lewis-5th Ed. 3.12 3.59 1958 D. C. Heath and Company 85 Grade 9-12-Essentials of Business Arithmetic- Kanzer and Schaaf-Reg. Ed. 3.09 3.55 1960 Prentice-Hall, Inc. 86 Grade 9-12-Business Arithmetic-McNelly & Adams-4th Ed. 2.79 3.21 1958 South-Western Publishing Company 87 Grade 9-12-Applied Business Arithmetic- Piper et al-7th Ed. .. 3.00 3.45 1959 3. Algebra Addison-Wesley Publishing Company, Inc. 88 Grade 9-Algebra 1-Brumfiel et al-lst Ed. 3.81 4.38 1961 Allyn and Bacon, Inc. 89 Grade 9-Algebra One-Hayden and Finan- Reg. Ed. (W/WO answers) 3.24 3.73 1961 American Book Company 90 Grade 9-Algebra and Its Use, Book. 1, Enlarged Ed.-Grove et al-Reg. Ed. 3.15 3.62 1960 91 Grade 10-12-Algebra and Its Use, Book 2, Enlarged Ed.-Grove et al-Reg. Ed. 3.33 3.82 1960 Ginn and Company 92 Grade 9-First Course in Algebra-Weeks and Adkins-Reg. Ed. 3.30 3.80 1961 93 Grade 10-12-Second Course in Algebra-Weeks and Adkins-Reg. Ed. 3.48 4.00 1962 D. C. Heath and Company 94 Grade 9-First Year Algebra-Hart et al-Reg. Ed...... 3.15 3.62 1957 95 Grade 10-12-Second Year Algebra-Hart et al-Reg. Ed. 3.36 3.86 1957 Holt, Rinehart, and Winston, Inc. 96 Grade 9-Modern Elementary Algebra- Nichols and Collins-Reg. Ed. 3.06 3.52 1961 McGraw-Hill Book Company, Inc. 97 Grade 9-Algebra: Its Big Ideas and Basic Skills, Book 1-Aiken et al-Modern Mathematics Ed. 3.09 3.55 1960 5 PAGENO="0675" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 667 Depository Whole- Retail Copy- Title sale Price right No. Price F.O.B. Date 98 Grade 10-12-Algebra: Its Big Ideas and Basic Skills, Book Il-Aiken et al-Modern Mathematics Ed. 3.27 3.76 1960 Prentice-Hall, Inc. 99 Grade 9-Algebra First Course-Mayor and Wilcox-2nd Ed. 3.18 3.66 1961 100 Grade 10-12-Algebra Second Course-Mayor and Wilcox-2nd Ed. 3.27 3.76 1961 The L. W. Singer Company, Inc. 101 Grade 9-First Course in Algebra-Mallory et al-Reg. Ed. 3.09 3.55 1961 102 Grade 10-12-Second Course in Algebra-Mallory et al-Reg. Ed. 3.27 3.76 1961 4. Geometry (Plane, Solid, and Unified) Addison-Wesley Publishing Company, Inc. 103 Grade 10-12-Geometry-Brumfiel et al-lst Ed. 3.81 4.38 1960 Allyn and Bacon, Inc. 104 Grade 10-12-Plane Geometry-Avery and Stone-Reg. Ed. 3.30 3.79 1958 105 Grade 10-12-Solid Geometry-Avery and Stone-Reg. Ed. 2.76 3.17 1960 American Book Company 106 Grade 10-12-Plane Geometry-Shute et al-Reg. Ed. 3.15 3.62 1960 107 Grade 10-12-Solid Geometry-Shute et al-Reg. Ed. 2.94 3.38 1960 Ginn and Company 108 Grade 10-12-Plane Geometry-Welchons et al-Reg. Ed. 3.30 3.80 1961 109 Grade 10-12-Solid Geometry-Welchons et al-Reg. Ed. 3.00 3.45 1959 110 Grade 10-12-A Course in Geometry, Plane and Solid- Weeks and Adkins--Reg. Ed. 3.30 3.80 1961 D. C. Heath and Company 111 Grade 10-12-Plane Geometry and Supplements- Hart et al-Reg. Ed. 3.30 3.80 1959 112 Grade 10-12-Solid Geometry-Hart and Schult-Reg. Ed. 2.55 2.93 1952 113 *Grade 10-12-Geometry (Unified)-Fehr and Carnahan-Reg. Ed. 3.45 3.97 1961 *Teachers~ Edition available at the same price as the text. Holt, Rinehart, and Winston, Inc. 114 Grade 10-12-Plane Geometry-Schacht and McLennan-Reg. Ed 3.24 3.73 1957 6 PAGENO="0676" 668 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES Depository Whole- Retafl Copy- Title sale Price right No. Price F.O.B. Date Charles E. Merrill Books, Inc. 115 *Grade 10-12-Geometry: A Unified Course- Goodwin et al-Textbook Ed. 3.24 3.73 1961 *Teachers' Edition available at the same price as the text. The L. W. Singer Company, Inc. 116 Grade 10-12-A First Course in Geometry- Mallory et al-Reg. Ed. 3.27 3.76 1959 L Trigonometry Addison-Wesley Publishing Company, Inc. 117 Grade 12-Trigonometry-Vance--ist Ed. 3.80 4.37 1954 Ginn and Company 118 Grade 12-Trigonometry with Tables-Weichons and Krickenberger-Reg. Ed. 3.33 3.83 1960 D. C. Heath and Company 119 Grade 12-Trigonometry for Secondary Schools- Butler and Wren-Reg. Ed. 2.76 3.17 1957 Holt, Rinehart, and Winston, Inc. 120 Grade 12-A Modern Course in Trigonometry-Hooper and Griswold-Reg. Ed. 3.06 3.52 1959 Prentice-Hall, Inc. 121 Grade 12-Trigonometry-Rees and Rees-lst Ed.... 3.12 3.59 1959 6. Mathematics, Advanced Addison-Wesley Publishing Company, Inc. 122 Grade 12-Probability, A First Course- Mosteller et .al-lst Ed 4.00 4.60 1961 American Book Company 123 Grade 12-Foundations of Advanced Mathematics- Kline et al-Reg Ed. 3.72 4.27 1959 D. C. Heath and Company 124 Grade 12-College Algebra and Trigonometry- Hart-Reg. Ed. 4.69 5.39 1959 125 Grade 12-Analytic Geometry and Calculus- Hart-Reg. Ed. 5.81 6.68 1957 Holt, Rinehart, and Winston, Inc. Grade 12-Contemporary Algebra and Trigonometry- Griswold et al-Rev. Ed. 3.45 3.97 1963 7 PAGENO="0677" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 669 Depository Whole.. Retail Copy. Title sale Price right No. Price F.O.B. Date McGraw-Hill Book Company, Inc. 127 Grade 12-Fundamentals of Freshman Mathematics- Allendoerfer and Oakley-lst Ed. 5.40 6.21 1959 Charles E. Merrill Books, Inc. 128 Grade 12-Advanced High School Mathematics- Vannatta et al-Textbook Ed. 3.72 4.28 1961 The L. W. Singer Company, Inc. 129 Grade 12-Senior Mathematics-Mallory et al-Reg. Ed. 3.27 3.76 1955 7. Mathematics-Vocational, Related, and Applied The Bruce Publishing Company 130 Grade 9-12-Shop Mathematics-Felkner-Rey. Ed. 2.43 2.79 1959 Laidlaw Brothers, Inc. 1~1 Grade 9-12-General Mathematics, Book Two- Brown et al-Reg. Ed. 3.39 3.90 1961 Prentice-Hall, Inc. 132 Grade 9-12-The New Applied Mathematics- Lasley and Mudd-6th Ed. 2.97 3.42 1964 Charles Scribner's Sons 133 Grade 10-Functional Mathematics, Book 2- Gager et al-Reg. Ed. 2.97 3.42 1953 134 Grade 11-Functional Mathematics, Book 3- Gager et al-Reg. Ed. 2.97 3.42 1955 135 Grade 12-Functional Mathematics, Book 4- Gager et al-Reg. Ed. 3.30 3.80 1956 John Wiley & Sons, Inc. Grade 9-12-Mathematics for Technical and Vocational Schools-Slade and Margolis-.4th Ed. 4.32 4.96 1955 8 PAGENO="0678" 670 BOOKS FOR. SCHOOLS AND TREATMENT OF MINORITIES SECTION II Contracts Begin July 1, 1966 5-Year Listings. Contracts Expire June 30, 1971 LANGUAGE ARTS 1. English Grammar and Composition Depository Whole- Retail Copy- Title sale Price right No. Price F.O.B. Date Allyñ and Bacon, Inc. 5001 Grade 2-English: Your Language- Wolfe et al-Reg. Ed. $1.92 $2.21 1963 5002 Grade 3-English: Your Language- Wolfe et al-Reg. Ed. 2.31 2.66 1963 5003 Grade 4-English: Your Language- Wolfe et al-Reg. Ed. 2.49 2.86 1963 5004 Grade 5-English: Your Language- Wolfe et al-Reg. Ed 2.61 3.00 1963 5005 Grade 6-English: Your Language- Wolfe et al-Reg. Ed. 2.70 3.10 1963 5006 Grade 7-English: Your Language- Wolfe et al-Reg. Ed. 2.79 3.21 1964 5007 . Grade .3-English: Your Language- Wolfe et al-Reg. Ed. 2.91 3.35 1964 5008 Grade 9-Effective English: Book 1- Meade et al-Reg. Ed. 2.82 3.24 1961 5009 Grade 10-Effective English: Book 2- Meade et al-Reg. Ed. 2.97 3.42 1961 5010 Grade 11-Effective English: Book 3- Meade et al-Reg. Ed. 2.97 3.42 1961 5011 Grade 12-Effective English: Book 4- Meade et al-Reg. Ed. 3.21 3.69 1961 American Book Company 5012 5Grade 2-Go Ahead-Bailey et al- Reg. Ed. 1.83 2.10 1963 5013 *Grade 3-Fun to Learn-Bailey et al- Reg. Ed. 2.28 2.62 1963 5014 *Grade 4-Good Times-Bailey et al- Reg. Ed. 2.34 2.69 1963 5015 *Grade 5-Every Day-Bailey et al-Reg. Ed. 2.43 2.79 1963 5016 *Grade 6-Around the Clock-Bailey et al-Reg. Ed. 2.49 2.86 1963 5017 *Grade 7-Through the Year-Bailey et al-Reg. Ed. 2.67 3.07 1963 5018 *Grade 8-Straight Ahead-Bailey et al-Reg. Ed. 2.76 3.17 1963 9 PAGENO="0679" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 671 Depository Whole- Retail Copy. Title sale Price right No. Price F.O.B. Date 5019 *Grade 9-Modern Grammar and Composition-Conlin & Herman- Reg. Ed. 3.12 3.58 1965 5020 *Grade 10-Modern Grammar and Composition- Conlin & Herman-Reg. Ed. 3.12 3.58 1965 5021 *Grade 11-Modern Grammar and Composition- Conlin & Herman-Reg. Ed. 3.24 3.72 1965 5022 *Grade 12-Resources for Modern Grammar and Composition-Conlin and Herman-Reg. Ed. 3.36 3.86 1965 *Teachers~ editions are available without charge on a ratio basis. American Southern Publishing Company 5023 Grade 9-Communicative Arts- Boone et al 2.88 3.30 1961 5024 Grade 10-Communicative Arts- Boone et al 2.88 3.30 1961 5025 Grade 11-Communicative Arts- Boone et al 2.88 3.30 1961 5026 Grade 12-Communicative Arts- Boone et al 2.88 3.30 1961 Follett Publishing Company 5027 Grade 12-The Lively Art of Writing- Payne-lst Ed. (SUPPLEMENTARY) 2.40 2.76 1965 Ginn and Company 5028 Grade 7-A Programmed Approach to Writing, Book I-Gordon et al- Reg. Ed. (SUPPLEMENTARY) 2.22 2.55 1964 5029 Grade 9-10-Writing: Unit Lessons in Composition-Book 1-A- Educational Development Corp.- Reg. Ed. (SUPPLEMENTARY) 1.89 2.17 1964 5030 Grade 9-10-Writing: Unit Lessons in Composition- Book 1-B-Educational Development Corp. -Reg. Ed. (SUPPLEMENTARY) 1.89 2.17 1964 5031 Grade 9-10-Writing: Unit Lessons in Composition- Book 1-C-Educational Development Corp.- Reg. Ed. (SUPPLEMENTARY) 1.89 2.17 1964 5032 Grade 11-Writing: Unit Lessons in Composition- Book 2-A-Educational Development Corp.- Reg. Ed. (SUPPLEMENTARY) 1.89 2.17 1964 5033 Grade 11-Writing: Unit Lessons in Composition- Book 2-B-Educational Development Corp.- Reg. Ed. (SUPPLEMENTARY) 1.89 2.17 1964 5034 Grade 11-Writing: Unit Lessons in Composition- Book 2-C-Educational Development Corp.- Reg. Ed. (SUPPLEMENTARY) 1.89 2.17 1964 5035 Grade 12-Writing: Unit Lessons in Composition- Book 3-A-Educational Development Corp.- Reg. Ed. (SUPPLEMENTARY) 2.16 2.48 1965 10 PAGENO="0680" 672 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES Depository Whole.. Retail Copy- Title sale Price right No. Price F.O.B. Date 5036 Grade 12-Writing: Unit Lessons in Composition- Book 3-B-Educational Development Corp.- Beg. Ed. (SUPPLEMENTARY) 2.16 2.48 1965 5037 Grade 12-Writing: Unit Lessons in Composition- Book 3-C-Educational Development Corp.- Reg. Ed. (SUPPLEMENTARY) 2.16 2.48 1965 5038 Grade 9-12-A Writer's Handbook- Laird-Reg. Ed. (SUPPLEMENTARY) 3.75 4.31 1964 Harcourt, Brace & World, Inc. 5039 Grade 2-Language for Daily Use- Dawson et al-lst Ed. 1.80 2.07 1964 5040 Grade 3-Language for Daily Use- Dawson et al-lst Ed. . 2.64 3.04 1964 5041 Grade 4-Language for Daily Use- Dawson et al-lst Ed. 2.64 3.04 1964 5042 Grade 5-Language for Daily Use- Dawson et al-lst Ed . 2.64 3.04 1964 5043 Grade 6-Language for Daily Use- Dawson et al-lst Ed. 2.64 3.04 1964 5044 Grade 7-Language for Daily Use- Dawson et al-lst Ed. 3.00 3.45 1965 5045 Grade 8-Language for Daily Use- Dawson et al-lst Ed. 3.00 3.45 1965 5046 Grade 3-The Roberts English Series- Roberts-lst Ed. 2.55 2.93 1966 5047 Grade 4-The Roberts English Series- Roberts-lst Ed. 2.70 3.11 1966 5048 Grade 5-The Roberts English Series- Roberts-lst Ed. 2.70 3.11 1966 5049 Grade 6-The Roberts English Series- Roberts-lst Ed. 2.70 3.11 1966 5050 Grade 7-English Grammar and Composition- Warriner et al-2nd Ed. 2.40 2.76 1965 5051 Grade 8-English Grammar and Composition- Warriner et al-2nd Ed. 2.55 2.93 1965 5052 Grade 9-English Grammar and Composition- Warriner et al-2nd Ed. 2.70 3.11 1965 5053 Grade 10-English Grammar and Composition- Warriner et al-3rd Ed. 2.85 3.28 1965 5054 Grade 11-English Grammar and Composition- Warriner et al-2nd Ed. 2.97 3.42 1965 5055 Grade 12-English Grammar and Composition- Warriner & Griffith-3rd Ed. 3.09 3.55 1965 Harper and Row Publishers 5056 *Grade 3-The New Building Better English- Bracken et al-Reg. Ed. 2.25 2.59 1966 5057 *Grade 4-The New Building Better English- Bracken et al-Beg. Ed. 2.25 2.59 1966 11 PAGENO="0681" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 673 Depository Whole- Retail Copy- Title sale Price right No. Price F.O.B. Date 5058 *Grade 5-The New Building Better English- Bracken et al-Reg. Ed. 2.34 2.69 1966 5059 *Grade 6-The New Building Better English- Bracken et al-Reg. Ed 2.34 2.69 1966 5060 *Grade 7-The New Building Better English- Greene et al-Reg. Ed. 3.39 3.90 1965 5061 *Grade 8-The New Building Better English- Greene et al-Reg. Ed. 3.39 3.90 1965 5062 *Grade 9-The New Building Better English- John et al-Reg. Ed. 3.39 3.90 1965 5063 kGrade 10-The New Building Better English- John et al-Reg. Ed. 3.39 3.90 1965 5064 *Grade 11-The New Building Better English- John et al-Reg. Ed. 3.39 3.90 1965 5065 *Grade 12-The New Building Better English- DeBoer-Reg. Ed 3.39 3.90 1965 *Teachers' editions are available without charge on a ratio basis. D. C. Heath and Company 5066 *Grade 3-English Is Our Language- Sartain et al-Reg. Ed. 2.49 2.86 1966 5067 *Grade 4-English Is Our Language- Sartain et al-Reg. Ed. 2.55 2.93 1966 5068 *Grade 5-English Is Our Language- Sartain et al-Reg. Ed. 2.61 3.00 1966 5069 *Grade 6-English Is Our Language- Sartain et al-Reg. Ed. 2.67 3.07 1966 5070 *Grade 7-Modern English in Action- Christ et al-Reg. Ed. 3.12 3.59 1966 5071 *Grade 8-Modern English in Action- Christ et al-Reg. Ed. 3.12 3.59 1966 5072 *Grade 9-Modern English in Action- Christ et al-Reg. Ed. 3.18 3.66 1965 5073 *Grade 10-Modern English in Action- Christ et al-Reg. Ed 3.18 3.66 1965 5074 *Grade 11-Modern English in Action- Christ et al-Reg. Ed. 3.30 3.80 1965 5075 *Grade 12-Modern English in Action- Christ et al-Reg. Ed. 3.30 3.80 1965 *Teachers' editions are available without charge on a ratio basis. Holt-Rinehart & Winston, Inc. 5076 Grade 7-Modern Composition, Book 1- Stegner et al-Reg. Ed. 2.55 2.93 1964 5077 Grade 8-Modern Composition, Book 2- Stegner et al-Reg. Ed. 2.55 2.93 1964 5078 Grade 9-Modern Composition, Book 3- Stegner et al-Reg. Ed. 3.06 3.52 1964 5079 Grade 10-Modern Composition, Book 4- Stegner et al-Reg. Ed. 3.06 3.52 1964 12 PAGENO="0682" 674 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES Depository Whole. Retail Copy- Title sale Price right No. Price F.O.B. Date 5080 Grade 11-Modern Composition, Book 5- Stegner et al-Beg. Ed. 3.06 3.52 1964 5081 Grade 12-Modern Composition, Book 6- Stegner et al-Beg. Ed. 3.06 3.52 1965 Laidlaw Brothers 5082 *Grade 2-Using Good English- Shane et al-Beg. Ed. 1.68 1.93 1964 5083 *Grade 3-Using Good English- Shane et al-Beg. Ed. 2.22 2.55 1964 5084 *Grade 4-Using Good English- Shane et al-Reg. Ed. 2.28 2.62 1964 5085 *Grade 5-Using Good English- Shane et al-Beg. Ed. 2.40 2.76 1964 5086 *Grnde 6-Using Good English- Shane et al-Beg. Ed. 2.43 2.79 1964 5087 *Grade 7-Using Good English- Shane et al-Beg. Ed. 2.91 3.34 1964 5088 *Grade 8-Using Good English- Shane et al-Reg. Ed. 2.91 3.34 1964 5089 *Grade 9-Using Good English- Brewton et al-Beg. Ed. 3.30 3.79 1966 5090 *Grade 16-Using Good English- Brewton et al-Beg. Ed. 3.30 3.79 1966 5091 5Grade 11-Using Good English- Brewton et al-Beg. Ed. 3.30 3.79 1966 5092 *Grade 12-Using Good English- Brewton et al-Beg. Ed. 3.30 3.79 1966 *Teachers' editions are available without charge on a ratio basis. McGraw-Hill Book Co. (Webster Div.) 5093 Grade 9-Grammar, Usage, and Style Schuster-lst Ed. 2.91 3.35 1965 5094 Grade 16-Your Language, Book 4- LaBrant et al-2nd Ed. 3.36 3.86 1963 5095 Grade 11-Your Language, Book 5- LaBrant et al-lst Ed. 3.60 4.14 1960 5096 Grade 12-Your Language, Book 6- LaBrant et al-lst Ed. 3.60 4.14 1962 The Macmillan Company 5097 *Grade 2-The Macmillan English Series- Pollock & Bowden-2nd Bev. Ed. 2.01 2.31 1963 5098 *Grade 3-The Macmillan English Series- Pollock & Bowden-2nd Bev. Ed. 2.40 2.76 1963 5099 *Grade 4-The Macmillan English Series- Pollock & Bowden-2nd Bev. Ed. 2.46 2.83 1963 5100 *Grade 5-The Macmillan English Series-Pollock et al-2nd Bev. Ed. 2.58 2.97 1963 5101 *Grade 6-The Macmillan English Series-Pollock & Straub-2nd Bev. Ed. 2.58 2.97 1963 13 PAGENO="0683" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 675 Depository Whole- Retail Copy- Title sale Price right No. Price FOB. Date 5102 *Grade 7-The Macmillan English Series- Pollock & Rounds-2nd Rev. Ed 2.82 3.24 1963 5103 *Grade 8-The Macmillan English Series- Pollock et al-2nd Rev. Ed. 2.82 3.24 1963 5104 *Grade 9-The Macmillan English Series- Pollock et al-2nd Rev. Ed. 3.18 3.66 1964 5105 *Grade 10-The Macmillan English Series- Pollock et al-2nd Rev. Ed. 3.18 3.66 1964 5106 *Grade 11-The Macmillan English Series- Pollock et al-2nd Rev. Ed. 3.18 3.66 1964 5107 *Grade 12-The Macmillan English Series- Pollock et al-2nd Rev. Ed. 3.18 3.66 1964 *Teachers~ editions are available without charge on a ratio basis. Scott, Foresman and Company 5108 Grade 9-Guide to Modern English- Corbin et al-Reg. Ed. 3.24 3.73 1965 5109 Grade 10-Guide to Modern English- Corbin et al-Reg. Ed. 3.24 3.73 1965 5110 Grade 11-Guide to Modern English- Corbin and Perrin-Reg. Ed. 3.30 3.80 1963 5111 Grade 12-Guide to Modern English- Corbin and Perrin-Reg. Ed. 3.33 3.83 1963 The L. W. Singer Company, Inc. 5112 *Grade 2-Enjoying English-Wolfe et al-Reg. Ed 1.77 2.04 1966 5113 *Grade 3-Enjoying English-Wolfe et al-Reg. Ed. 2.34 2.69 1966 5114 *Grade 4-Enjoying English-Wolfe et al-Reg. Ed. 2.46 2.83 1966 5115 *Grade 5-Enjoying English-Wolfe et al-Reg. Ed. 2.61 3.00 1966 5116 *Grade 6-Enjoying English-Wolfe et al-Reg. Ed. 2.70 3.11 1966 5117 *Grade 7-Enjoying English-Wolfe et al-Reg. Ed. 2.82 3.24 1966 5118 *Grade 8-Enjoying English-Wolfe et al-Reg. Ed. 2.88 3.31 1966 5119 *Grade 9-Enjoying English-Wolfe. et al-Reg. Ed. 3.24 3.73 1966 5120 *Grade 10-Enjoying English-Wolfe et al-Reg. Ed. 3.30 3.80 1966 5121 *Grade 11-Enjoying English-Wolfe et al-Reg. Ed. 3.33 3.83 1966 5122 Grade 12-Enjoying English-Wolfe et al-Reg. Ed. 3.36 3.86 1966 *Teachers' editions are available without charge on a ratio basis. 14 PAGENO="0684" 676 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES Depository - Whole. Retail Copy. Title sale Price right No. Price F.O.B. Date 2. Literature Allyn and Bacon, Inc. 5123 Grade 9-A Cavalcade of Life in Writing- Horn & Sullivan-Reg. Ed. 3.63 4.17 1963 5124 Grade 10-A Cavalcade of Life in Writing- Horn & Sullivan-Reg. Ed. 3.81 4.38 1961 5125 Grade 11-A Cavalcade of Life in Writing- Horn & Sullivan-Reg. Ed. 3.93 4.52 1961 5126 Grade 12-A Cavalcade of Life in Writing- Horn & Sullivan-Reg. Ed. 4.08 4.69 1961 American Book Company 5127 *Grade 7-A World of Events- Bailey et al-Reg. Ed. 3.21 3.69 1963 5128 *Grade 8-A World of Experience- Bailey et al-Reg. Ed. 3.39 3.89 1963 *Teachers~ editions are available without charge on a ratio basis. Bobbs-Merrill Company, Inc. 5129 *Grade 7-Voyages in Reading- Smith et al-Reg. Ed. 3.30 3.80 1965 5130 *Grade 8-Challenges in Reading- Smith et al-Reg. Ed. 3.45 3.97 1965 *Teachers~ editions are available without charge on a ratio basis. Ginn and Company 5131 Grade 7-Introduction to Literature- Eller et al-Reg. Ed. 3.39 3.90 1964 5132 Grade 8-The Study of Literature- Eller et al-Reg. Ed. 3.51 4.04 1964 5133 Grade 9-Understanding Literature- White et al-Reg. Ed. 3.63 4.17 1964 5134 Grade 10-Types of Literature- Bennett et al-Reg. Ed. 3.84 4.42 1964 5135 Grade 11-American Literature- Porter et al-Reg. Ed. 4.05 4.66 1964 5136 Grade 12-English Literature- Craig et al-Reg. Ed. 4.20 4.83 1964 5137 Grade 7-Discovery through Reading- Gunn et al-Reg. Ed. 3.30 3.80 1963 5138 Grade 8-Exploration through Reading- Gunn et al, Reg. Ed. 3.36 3.86 1964 5139 Grade 9-Achievement through Reading- Gunn et al-Reg. Ed. 4.02 4.62 1965 Harcourt, Brace & World, Inc. 5140 Grade 7-Adventures for Readers: Book One- Laureate Ed.-O'Daly & Nieman-4th Ed. 3.24 3.73 1963 5141 Grade 8-Adventures for Readers: Book Two- Laureate Ed.-Nieman & O'Daly-4th Ed. 3.33 3.83 1963 15 PAGENO="0685" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 677 Depository Whole.. Retail Copy. Title sale Price right No. Price F.O.B. Date 5142 Grade 9-Adventures in Reading: Laureate Ed.-Lodge & Braymer-7th Ed. 3.66 4.21 1963 5143 Grade 10-Adventures in Appreciation: Laureate Ed.-Loban & Olmsted-7th Ed. 3.66 4.21 1963 5144 Grade 11-Adventures in American Literature: Laureate Ed.-Fuller & Kinnick-7th Ed. 3.90 4.49 1963 5145 Grade 12-Adventures in English Literature: Laureate Ed.-Priestly & Spear-7th Ed. 3.90 4.49 1963 Houghton-Mifflin Company 5146 Grade 9-Values in Literature- Chase et al-Reg. Ed. 3.33 3.83 1965 5147 Grade 10-Insights into Literature- Van Doren et al-Reg. Ed. 3.42 3.93 1965 5148 Grade 11-American Literature- Schorer et al-Reg. Ed. 4.20 4.83 1965 5149 Grade 12-English Literature- Daiches et al-Reg. Ed. 4.26 4.90 1965 Laidlaw Brothers 5150 *Grade 7-New Horizons: Book 1- Brewton et al-Reg. Ed. 2.97 3.41 1964 5151 *Grade 8-New Horizons: Book 2- Brewton et al-Reg. Ed. 2.97 3.41 1964 5152 *Grade 9-New Horizons: Book 3- Brewton et al-Reg. Ed. 3.06 3.51 1963 *Teachers~ editions are available without charge on a ratio basis. The Macmillan Company 5153 *Grade 9-Short Stories I-Alwin- Reg. Ed. (SUPPLEMENTARY) .84 .97 1961 5154 *Grade 9-Nonfiction I-Bush- Reg. Ed. (SUPPLEMENTARY) .84 .97 1961 5155 *Grade 9-Poetry I-Corbin- Reg. Ed. (SUPPLEMENTARY) .75 .86 1962 5156 *Grade 9-Drama I-Barrows- Reg. Ed. (SUPPLEMENTARY) .84 .97 1962 5157 *Grade 10-Short Stories Il-Scheld- Reg. Ed. (SUPPLEMENTARY) .87 1.00 1961 5158 *Grade 10-Nonfiction Il-Baum- Reg. Ed. (SUPPLEMENTARY) .84 .97 1962 5159 *Grade 10-Poetry TI-Peterson- Reg. Ed. (SUPPLEMENTARY) .75 .86 1962 5160 *Grade 10-Drama Il-Redman- Reg. Ed. (SUPPLEMENTARY) .99 1.14 1962 5161 *Grade 11-The Early Years of American Literature -Wacher et al-Reg. Ed. (SUPPLEMENTARY).. .99 1.14 1963 5162 ~Grade 11-The Changing Years of American Literature-Wacher et al- Reg. Ed. (SUPPLEMENTARY) .99 1.14 1963 16 PAGENO="0686" 678 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES Depository Whole- Retail Copy- Title sale Price right No. Price F.0.B. Date 5163 5Grade 11-Contemporary American Prose-Wacher et al-Beg. Ed. (SUPPLEMENTARY) .99 1.14 1963 5164 *Grade 11-Contemporary American Poetry- Foster-Beg. Ed. (SUPPLEMENTARY) .90 1.04 1963 5165 *Grade 11-Contemporary American Drama- Barrows-Reg. Ed. (SUPPLEMENTARY) 1.05 1.21 1964 5166 *Grade 12-The Early Years of English Literature-Barrows et al- Beg. Ed. (SUPPLEMENTARY) .93 1.07 1964 5167 *Grade 12-Spenser to Goldsmith-Kobler & Evans-Beg. Ed. (SUPPLEMENTARY) 1.05 1.21 1964 5168 *Grade 12-Romantic and Victorian Writers- Frey-Reg. Ed. (SUPPLEMENTARY) 99 1.14 1963 5169 *Grade 12-Modern English Prose and Poetry- Kubat & Magill-Reg. Ed. (SUPPLEMENTARY).... .99 1.14 1963 5170 *Grade 12-Modern English Drama-Barrows & Dolkey-Reg. Ed. (SUPPLEMENTARY) .99 1.14 1964 *Teachers' editions are available without charge on a ratio basis. Charles E. Merrill Books, Inc. 5171 Grade 7-Ideas in Literature-Variations- Jacobs & Boot-lst Ed ... 3.45 3.97 1966 5172 Grade 8-Ideas in Literature-Directions- Jacobs & Root-lst Ed. 3.51 4.04 1966 Prentice-Hall, Inc. 5173 Grade 9-12-Ideas in Prose-Fidell- 1st Ed. (SUPPLEMENTARY) 2.49 2.86 1962 5174 Grade 9-12-Ideas in Poetry- Fidell-lst Ed. (SUPPLEMENTARY) 2.40 2.76 1965 Scott, Foresman and Company 5175 Grade 7-Wide, Wide World in Literature- Pooley et al-Beg. Ed. 3.45 3.97 1963 5176 Grade 8-All around America through Literature- Pooley et al-Reg. Ed. 3.48 4.00 1963 5177 Grade 9-Outlooks through Literature- Pooley et al-Reg. Ed. 3.78 4.35 1964 5178 Grade 10-Exploring Life through Literature- including Silas Marner-Pooley et al-Reg. Ed. 3.84 4.42 1964 5179 Grade 11-The United States in Literature- Pooley et al-Reg. Ed. 4.02 4.62 1963 5180 Grade 12-England in Literature- Pooley et al-Beg. Ed. 4.08 4.69 1963 5181 Grade 9-Vanguard-Pooley et al-Reg. Ed. 3.72 4.28 1961 5182 Grade lO-Perspectives-Pooley et al-Reg. Ed. 3.78 4.35 1963 5183 Grade 11-Accent: ILS.A.-Pooley et al-Beg. Ed. 4.02 4.62 1965 17 PAGENO="0687" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 679 Depository Whole. Retail Copy. Title sale Price right No. Price F.0.B. Date The L. W. Singer Company 5184 Grade 7-Prose and Poetry Journeys- Iverson et al-Reg. Ed 3.45 3.97 1963 5185 Grade 8-Prose and Poetry Adventures- Iverson et al-Reg. Ed. 3.48 4.00 1963 5186 Grade 9-Prose and Poetry for Enjoyment- McCarthy et al-Reg. Ed. 3.66 4.21 1963 5187 Grade 10-Prose and Poetry for Appreciation- Agnew et al-Reg. Ed. 3.75 4.31 1963 5188 Grade 11-Prose and Poetry of America- McCarthy et al-Reg. Ed. 3.96 4.55 1963 5189 Grade 12-Prose and Poetry of England- Rodabaugh et al-Reg. Ed. 3.99 4.59 1963 3. English Handbooks Harcourt, Brace & World, Inc. 5190 Grade 9-12-Harbrace Handbook of English- Hodges-2nd Ed. 2.25 2.59 1959 5191 Grade 7-Composition: Models and Exercises 7- Nunan-lst Ed. 1.65 1.90 1965 5192 Grade 10-Composition: Models and Exercises 10- Fleming & Glatthorn-lst Ed. 1.80 2.07 1965 5193 Grade 11-Composition: Models and Exercises 11-Glatthorn & Fleming-lst Ed. 1.95 2.24 1965 5194 Grade 12-Advanced Composition: A Book of Models for Writing-Warriner et al-ist Ed. 2.55 2.93 1961 D. C. Heath and Company 5195 *Grade 7-Heath Handbook of English 7- Christ et al-Reg. Ed. 2.34 2.69 1965 5196 *Grade 8-Heath Handbook of English 8- Christ et al-Reg. Ed. 2.52 2.90 1965 5197 *Grade 9-Heath Handbook of English 9- Christ et al-Reg. Ed. 2.52 2.90 1965 5198 *Grade 10-Heath Handbook of English 10- Christ et al-Reg. Ed. 2.52 2.90 1965 5199 *Grade 11-Heath Handbook of English 11- Christ et al-Reg. Ed. 2.52 2.90 1965 5200 *Grade 12-Heath Handbook of English, Complete Course, Christ et al-Reg. Ed. 2.52 2.90 1965 *Teachers' editions are available without charge on a ratio basis. McCormick-Mathers Publishing Co. 5201 Grade 7-12-Plain English Handbook-Walsh & Walsh-Clothbound Ed. 1.71 1.97 1966 McGraw-Hill Book Co. (Webster Div.) 5202 Grade 9-12-McGraw-Hill Handbook of English- ShafFer & Shaw-2nd Ed. ,. 2.91 3.35 1960 18 PAGENO="0688" 680 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES Depository Whole. Retail Copy- Title sale Price right No. Price F.O.B. Date Scott, Foresman and Company 5203 Grade 942-The Perrin-Smith Handbook of Current English-Perrin & Smith-Reg. Ed. 4.00 4.60 1962 FOREIGN LANGUAGES 1. French (Elementary and Grades 9-12) Allyn and Bacon, Inc. 5204 Grade 7-9-Speaking French-Etmekjian et al-Reg. Ed. 3.24 3.73 1963 5205 Grade 9-12-Le Francais Courant I-Etmekjian et al-Reg. Ed 3.84 4.42 1964 5206 Grade 10-12-Le Francais Courant II-Etmekjian & Caefer-Reg. Ed. 3.87 4.45 1965 Ginn and Company 5207 Grade 3-7-Nous Sommes Amis- LeBlanc-Reg. Ed. 1.38 1.59 . 1963 5208 Grade 3-7-Comment Dit-on ?- Le Blanc-Reg. Ed. .90 1.04 1963 5209 Grade 9-12-French I-O'Brien-Reg. Ed. 3.60 4.14 1965 5210 Grade 9-12-New First Year French- O'Brien-Reg. Ed. 3.60 4.14 1962 5211 Grade 9-12-New Second Year French- O'Brien-Reg. Ed. 3.90 4.49 1963 5212 Grade 9-12-Advanced French-O'Brien- Reg. Ed. 4.05 4.66 1963 Harcourt, Brace & World, Inc. 5213 Grade 7-A-LM French 7, Level One-First Half-Thompson & Peloro-lst Ed. 1.65 1.90 1964 5214 Grade 8-A-LM French 8-Level One-Second Half-Thompson & Peloro-lst Ed. 1.95 2.24 1964 5215 Grade 9-12-A-LM French: Level One- Thompson & Peloro-ist Ed. 2.40 2.76 1963 5216 Grade 9-12-A-LM French: Level Two- Thompson & Capretz-lst Ed. 2.85 3.28 1962 5217 Grade 9-12-A-LM French: Level Three- Thompson & Capretz-lst Ed. 3.90 4.49 1964 5218 Grade 9-12-A-LM French: Level Four- Thompson & Capretz-lst Ed. 4.50 5.18 1965 D. C. Heath and Company 5219 Grade 9-12-Cours Elementaire de Francais- Dale & Dale-Reg. Ed. 3.51 4.04 1964 5220 Grade 10-12-Cours Moyen de Francais- Dale & Dale-Reg. Ed 3.72 4.28 1964 19 PAGENO="0689" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 681 Depository Whole. Retail Copy. Title sale Price right No. Price F.O.B. Date Holt, Rinehart & Winston, Inc. 5221 Grade 3-6--Introducing French- Holt Staff.-Reg. Ed. 2.22 2.55 1964 5222 Grade 3-6-Premier Cours-Holt Staff-Reg. Ed. 2.97 3.42 1965 5223 Grade 7-10-Le Francais: Ecouter Et Parler- Cote et al-Reg. Ed. 3.27 3.76 1962 5224 Grade 8-11-Le Francais: Parler Et Lire-Langellier et al-Reg. Ed. 4.65 5.35 1963 5225 Grade 9-12-Le Francais: Lire, Parler Et Ecrire-Bauer et al-Reg. Ed. 5.40 6.21 1964 5226 Grade 9-11-Le Francais: Book 1- Ernst & Levy-Reg. Ed. 4.35 5.00 1964 5227 Grade 10-12-Le Francais: Book 2- Ernst & Levy-Reg. Ed. 4.65 5.35 1964 Latin American Institute Press, Inc. 5228 Grade 3-5-First Steps in French- Madrigal & Dulac-ist Ed. .83 .95 1964 5229 Grade 5-7-Open Door to French- Madrigal & Dulac 2.40 2.75 1963 McGraw-Hill Book Co. (Webster Div.) 5230 Grade 9-12-Level I-Learning French the Modern Way, Book 1-Evans & Baidwin-ist Ed. 3.03 3.48 1963 5231 Grade 9-12-Level Il-Learning French the Modern Way, Book 2-Evans & Baldwin-lst Ed. 3.15 3.62 1963 5232 Grade 9-12-Level 111-La France: line Tapisserie, Politzer et al-ist Ed. 4.11 4.73 1965 Charles E. Merrill Books, Inc. 5238 Grade 9-10-Le Francais Vivant I- Couture-lst Ed. 3.30 3.80 1965 5234 Grade 10-11-Le Francais Vivant II- Couture-lst Ed. 4.05 4.66 1966 2. German Bruce Publishing Company 5235 Grade 9-12-Deutsch, Erstes Buch- Mueller, 1st Ed. 3.96 4.55 1958 5236 Grade 9-12-Deutsch, Zweites Buch- Mueller, 1st Ed. 8.40 3.91 1959 5237 Grade 9-12-Deutsch, Drittes Buch- Mueller, 1st Ed. 4.00 4.60 1962 Ginn and Company 5238 Grade 9-12-First Book in German- Chiles-Reg. Ed. 4.20 4.83 1963 20 71-368 0- 66 -44 PAGENO="0690" 682 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES Depository Whole- Retail Copy- Title sale Price right No. Price F.O.B. Date Harcourt, Brace & World, Inc. 5239 Grade 9-12-A-LM German: Level One- Thompson & Peloro-lst Ed. 2.40 2.76 1961 5240 Grade 9-12-A-LM German: Level Two- Thompson & Capretz-lst Ed. 2.85 3.28 1962 5241 Grade 9-12-A-LM German: Level Three- Thompson & Capretz-lst Ed. 3.90 4.49 1964 5242 Grade 9-12-A-LM German: Level Four- Thompson & Capretz-lst Ed. 4.50 5.18 1965 D. C. Heath and Company 5243 Grade 9-12-A First Course in German- Huebener & Newmark-Reg. Ed. 3.72 4.28 1964 5244 Grade 10-12-A Second Course in German- Huebener & Newmark-Reg. Ed. 3.39 3.90 1965 3. Latin Allyn and Bacon, Inc. 5245 Grade 9-First Year Latin-Smith et al-Reg. Ed. 3.90 4.48 1962 5246 Grade 10-Second Year Latin-Scudder & Jenney-Reg. Ed. 4.23 4.86 1962 5247 Grade 11-Third Year Latin-Jenney & Scudder-Reg. Ed. 4.32 4.97 1963 5248 Grade 12-Fourth Year Latin-Jenney & Scudder-Reg. Ed. 4.56 5.24 1964 Harcourt, Brace & World, Inc. 5249 Grade 9-12-Our Latin Heritage: Book I- Hines et al-ist Ed. 3.15 3.62 1966 5250 Grade 9-12-Our Latin Heritage: Book II- Hines et al-lst Ed. 3.45 3.97 1963 Lyons & Carnahan, Inc. 5251 Grade 9-12-Living with the Romans- (1st Year)-Crabb-Reg. Ed. 3.45 3.96 1964 5252 Grade 9-12-Rome, A World Power (2nd Year)-Crabb & SmaIl-Reg. Ed. 3.75 4.31 1964 The Macmillan Company 5253 *Grade 9-Latin for Americans- Ullman et al-4th Ed. 3.54 4.07 1962 5254 *Grade 10-Latin for Americans- (fllman et al-4th Ed. 3.84 4.42 1962 5255 *Grade 11-12-Latin for Americans- IJilman & Suskin-Reg. Ed. 4.29 4.93 1965 *Teachers' editions are available without charge on a ratio basis. 21 PAGENO="0691" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 683 Depository Whole- Retail Copy- Title sale Price right No. Price F.0.B. Date Charles E. Merrill Books, Inc. 5256 Grade 9-10-Latin: Our Living Heritage, Book 1-Breslove et al-ist Ed. 3.42 3.93 1962 5257 Grade 10-11-Latin: Our Living Heritage, Book Il-Breslove et al-lst Ed. 3.63 4.17 1962 5258 Grade 11-12-Latin: Our Living Heritage, Book III-Gillingham & Barrett-lst Ed. 4.20 4.83 1964 Scott, Foresman and Company 5259 Grade 9-Using Latin 1-Horn et al-Reg. Ed. 3.48 4.00 1961 5260 Grade 10-Using Latin 2-Horn et al-Reg. Ed. 3.69 4.24 1963 5261 Grade 11-Using Latin 3- Horn & Gummere-Reg. Ed. 4.29 4.93 1954 5262 Grade 12-The Aeneid of Vergil, Books 1-6, with Ovid-Knapp-Reg. Ed. 3.75 4.31 1951 4. Russian Allyn and Bacon, Inc. 5263 Grade 9-12-Elements of Russian- Ornstein & Howes-Reg. Ed..... 3.75 4.31 1964 Bruce Publishing Company 5264 Grade 9-12-Russian, First Course, Part I- Poltoratzky & Zarechnak-lst Ed. 3.60 4.14 1960 5265 Grade 9-12-Russian, First Course, Part II- Poltoratzky & Zarechnak-lst Ed 4.20 4.83 1961 5266 Grade 9-12-Russian, Second Course- Poltoratzky-lst Ed. 5.20 5.98 1965 Harcourt, Brace & World, Inc. 5267 Grade 9-12-A-LM Russian: Level One-- Thompson & Peloro-lst Ed 2.40 2.76 1963 5268 Grade 9-12-A-LM Russian: Level Two- Thompson & Capretz-lst Ed. 2.85 3.28 1963 5269 Grade 9-12-A-LM Russian: Level Three- Thompson & Capretz-lst Ed. 3.90 4.49 1965 5270 Grade 9-12-A-LM Russian: Level Four- Thompson & Capretz-lst Ed 4.50 5.18 1965 5. Spanish (Elementary and Grades 9-12) Allyn & Bacon, Inc. 5271 Grade 8-Speaking Spanish- Ginsburg & Nassi-Reg. Ed. 3.18 3.66 1962 5272 Grade 9-Primera Vista-Ginsburg & Nassi-Reg Ed. 3.90 4.48 1964 22 PAGENO="0692" 684 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES Depository Whole- Retail Copy. Title sale Price right No. Price F.O.B. Date 5273 Grade 10-Segunda Vista-Ginsburg & Nassi-Reg. Ed. 3.96 4.55 1961 Banks Upshaw and Co. (Division of National Textbook Corp.) 5274 Grade 2-4-Let's Talk Spanish, Book I- Vogan-2nd Ed. 1.88 2.16 1962 5275 Grade 2-4-Let's Talk Spanish, Book II- Vogan-2nd Ed. 1.88 2.16 1962 W. S. Benson and Company 5276 Grade 3-Mis Primeros Pasos-Rivera 2.25 2.59 1966 5277 Grade 4-De Camino-Rivera 2.28 2.62 1966 5278 Grade 5-Caminando y Apprendiendo-Rivera 2.31 2.66 1966 5279 Grade 6-Viajar y Apprender-Rivera 2.34 2.69 1966 Ginn and Company 5280 Grade 3-7-Como se Dice ?-Scott-Reg. Ed. .90 1.04 1963 5281 Grade 3-7-Somos Arnigos-Scott-Reg. Ed. 1.38 1.59 1963 5282 Grade 4-7-Somos Amigos-Libro Segundo-Scott- Reg. Ed. 2.16 2.48 1965 5283 Grade 9-12-Spanish: Oral Approach I- Michaiski-Reg. Ed. 3.15 3.63 1965 Harcourt, Brace & World, Inc. 5284 Grade 7-A-LM Spanish 7, Level One-First Half-Thompson & Peloro-lst Ed. 1.65 1.90 1964 5285 Grade 8-A-LM Spanish 8, Level One-Second Half-Thompson & Peloro-lst Ed. 1.95 2.24 1964 5286 Grade 9-12-A-LM Spanish: Level One- Thompson & Peloro-lst Ed. 2.40 2.76 1963 5287 Grade 9-12-A-LM Spanish: Level Two- Thompson & Capretz-lst Ed. 2.85 3.28 1962 5288 Grade 9-12-A-LM Spanish: Level Three- Thompson & Capretz-lst Ed. 3.90 4.49 1964 5289 Grade 9-12-A-LM Spanish: Level Four- Thompson & Capretz-lst Ed. 4.50 5.18 1965 D. C. Heath and Company 5290 Grade 9-12-El Espanol Al Dia, Book 1- Turk & Allen-Reg. Ed. 3.84 4.42 1963 5291 Grade 9-12-El Espanol Al Dia, Book 2- Turk & Allen-Reg. Ed 3.84 4.42 1964 Holt, Rinehart & Winston, Inc. 5292 Grade 3-6-Introducing Spanish- Holt Stafi'-Reg. Ed. 2.22 2.55 1964 5293 Grade 4-6-Primer Curso-Holt Staff-Reg. Ed 2.91 3.35 1964 5294 Grade 5-6-Segundo Curso-Holt Staff-Reg. Ed. 2.97 3.42 1965 23 PAGENO="0693" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 685 Depository Whole- Retail Copy. Title sale Price right No. Price F.O.B. Date 5295 Grade 5-6-Para Empezar-Holt Staff-Reg. Ed. 3.15 3.62 1965 5296 Grade 7-10--Espanol: Entender y Hablar-LaGrone et al-Reg. Ed. 3.27 3.76 1961 5297 Grade 8-11-Espanol: Hablar y Leer- LaGrone et al-Reg. Ed. 4.65 5.35 1962 5298 Grade 9-12-Espanol: Leer, Hablar et Escriber-Keesee et al-Reg. Ed. 5.40 6.21 1963 Houghton Muffin Company 5299 Grade 9-12-El Camino Real, Book I- Jarrett & McManus-Reg. Ed. 4.20 4.83 1960 5300 Grade. 9-12-El Camino Real, Book II- Jarrett-Reg. Ed. 4.26 4.90 1958 Latin American Institute Press, Inc. 5301 Grade 3-5-First Steps in Spanish-Madrigal .83 .95 1961 5302 Grade 5-7-Open Door to Spanish-Madrigal 2.40 2.75 1959 McGraw-Hill Book Co. (Webster Div.) 5303 Grade 9-12-Level I-Learning Spanish the Modern Way, Book 1-Brenes et al-lst Ed. 3.03 3.48 1963 5304 Grade 9-12-Level Il-Learning Spanish the Modern Way, Book 2-Brenes et al-ist Ed. 3.15 8.62 1963 5305 Grade 9-12-Level III-Galeria Hispanica- Lado et al-lst Ed. 4.20 4.83 1965 Charles E. Merrill Books, Inc. 5306 Grade 6-7-Mi Libro de Espanol- Brady-ist Ed. 2.25 2.59 1965 5307 Grade 7-8-Adelante-Brady-lst Ed. 2.25 2.59 1965 5308 Grade 9-10-Espanol Moderno I- Brady & Oberhelman-lst Ed. 2.85 3.28 1964 5309 Grade 10-11-Espanol Moderno II- Brady & Oberhelman-ist Ed. 3.90 4.49 1965 SPELLING Allyn & Bacon, Inc. 5310 Grade 2-You Can Spell-Petty & Plessas-Reg. Ed. 1.35 1.55 1964 5311 Grade 3-You Can Spell-Petty & Plessas-Reg. Ed. 1.35 1.55 1964 5312 Grade 4-You Can Spell-Petty & Plessas-Reg. Ed. 1.35 1.55 1964 5313 Grade 5-You Can Spell-Petty & Plessas-Reg. Ed. 1.35 1.55 1964 5314 Grade 6-You Can Spell-Petty & Plessas-Reg. Ed. 1.35 1.55 1964 5315 Grade 7-You Can Spell-Petty & Plessas-Reg. Ed. 1.85 1.55 1964 24 PAGENO="0694" 686 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES Depository Whole- Retail Copy- Title sale Price right No. Price F.O.B. Date 5316 Grade 8-You Can Spell-Petty & Plessas-Reg. Ed. 1.35 1.55 1964 Follett Publishing Company 5317 Grade 2-Patterns in Spelling and Writing- Botel et al-ist Ed., Book B 1.56 1.79 1964 5318 Grade 3-Patterns in Spelling and Writing- Botel et al-ist Ed., Book C 1.56 1.79 1964 5319 Grade 4-Patterns in Spelling and Writing- Botel et al-lst Ed., Book D 1.56 1.79 1964 5320 Grade 5-Patterns in Spelling and Writing- Botel et al-lst Ed., Book E 1.56 1.79 1965 5321 Grade 6-Patterns in Spelling and Writing- Botel et al-lst Ed., Book F 1.56 1.79 1965 Ginn and Company 5322 Grade 2-Spelling-Horrocks & Staiger-Reg. Ed. 1.53 1.76 1965 5323 Grade 3-Spelling-Horrocks & Staiger-Reg. Ed. 1.53 1.76 1965 5324 Grade 4-Spelling-Horrocks & Staiger-Reg. Ed. 1.56 1.79 1965 5325 Grade 5-Spelling-Horrocks & Staiger-Reg. Ed. 1.56 1.79 1965 5326 Grade 6-Spelling-Horrocks & Staiger-Reg. Ed. 1.56 1.79 1965 5327 Grade 7-Spelling-Horrocks & Staiger-Reg. Ed. 1.56 1.79 1965 Harcourt, Brace & World, Inc. 5328 Grade 2-Sound and Sense in Spelling- Madden et al-lst Ed. 1.50 1.73 1964 5329 Grade 3-Sound and Sense in Spelling- Madden et al-Ist Ed. 1.50 1.73 1964 5330 Grade 4-Sound and Sense in Spelling- Madden et al-lst Ed. 1.50 1.73 1964 5331 Grade 5-Sound and Sense in Spelling- Madden et al-ist Ed. 1.50 1.73 1964 5332 Grade 6-Sound and Sense in Spelling- Madden et al-ist Ed 1.50 1.73 1964 5333 Grade 7-Sound and Sense in Spelling- Madden et al-lst Ed. 1.50 1.73 1964 5334 Grade 8-Sound and Sense in Spelling- Madden et al-lst Ed. 1.50 1.73 1964 Harper & Row Publishers, Inc. 5335 *Grade 2-Harper/Row Basic Speller- O'Donnell et al-Reg. Ed. 1.56 1.79 1965 5336 *Grade 3-Harper/Row Basic Speller- O'Donnell et al-Reg. Ed. 1.56 1.79 1965 5337 *Grade 4-Harper/Row Basic Speller- O'Donnell et al-Reg. Ed. 1.56 1.79 1965 5338 *Grade 5-Harper/Row Basic Speller- O'Donnell et al-Reg. Ed. 1.56 1.79 1965 5339 *Grade 6-Harper/Row Basic Speller- O'Donnell et al-Reg. Ed. 1.56 1.79 1965 25 PAGENO="0695" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 687 Depository Whole- Retail Copy- Title sale Price right No. Price F.0.B. Date 5340 *Grade 7-Harper/Row Basic Speller- O'Donnell et al-Reg. Ed. 1.56 1.79 1965 5341 *Grade 8-Harper/Row Basic Speller-O'Donnell et al-Reg. Ed. 1.56 1.79 1965 *Teachers~ editions are available without charge on a ratio basis. 3. B. Lippincott Company 5342 Grade 2-Basic Spelling Keys- Glim & Manchester-lst Ed. 1.50 1.73 1963 5343 Grade 3-Basic Spelling Keys- Glim & Manchester-ist Ed 1.50 1.73 1963 5344 Grade 4-Basic Spelling Keys- Glim & Manchester-lst Ed. 1.50 1.73 1963 5345 Grade 5-Basic Spelling Keys- Glim & Manchester-lst Ed. 1.50 1.73 1963 5346 Grade 6-Basic Spelling Keys- Gum & Manchester-lst Ed. 1.50 1.73 1963 5347 Grade 7-Basic Spelling Keys- Gum & Manchester-ist Ed. 1.50 1.73 1963 5348 Grade 8-Basic Spelling Keys- Glim & Manchester-lst Ed. 1.50 1.73 1963 Lyons & Carnahan, Inc. 5349 Grade 2-My Word Book (Manuscript)- Rogers et al-Reg. Ed. 1.56 1.79 1966 5350 Grade 2-My Word Book (Manuscript-Cursive)- Rogers et al-Reg. Ed. 1.56 1.79 1966 5351 Grade 3-My Word Book-Rogers et al-Reg. Ed 1.56 1.79 1966 5352 Grade 4-My Word Book-Rogers et al-Reg. Ed. 1.56 1.79 1966 5353 Grade 5-My Word Book-Rogers et al-Beg. Ed. 1.56 1.79 1966 5354 Grade 6-My Word Book-Rogers et al-Reg. Ed. 1.56 1.79 1966 5355 Grade 7-Spelling-Rogers et al-Reg. Ed. 1.56 1.79 1966 5356 Grade 8-Spelling-Rogers et al-Reg. Ed. 1.56 1.79 1966 McCormick-Mathers Publishing Company 5357 Grade 2-Skills in Spelling-Bremer & Long 1.35 1.55 1964 5358 Grade 3-Skills in Spelling-Bremer & Long 1.35 1.55 1964 5359 Grade 4-Skills in Spelling-Bremer & Long 1.35 1.55 1964 5360 Grade 5-Skills in Spelling-Bremer & Long 1.35 1.55 1964 5361 Grade 6-Skills in Spelling-Bremer & Long 1.35 1.55 1964 5362 Grade 7-Skills in Spelling-Bremer & Prouse 1.35 1.55 1964 5363 Grade 8--Skills in Spelling-Bremer & Prouse 1.35 1.55 1964 McGraw-Hill Book Co. (Webster Div.) 5364 Grade 2-Basic Goals in Spelling- Kottmeyer & Ware-2nd Ed. 1.77 2.04 1964 5365 Grade 3-Basic Goals in Spelling- Kottmeyer & Ware-2nd Ed. 1.77 2.04 1964 5366 Grade 4-Basic Goals in Spelling- Kottmeyer & Ware-2nd Ed. 1.77 2.04 1964 26 PAGENO="0696" 688 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES Depository Whole- Retail Copy. Title sale Price right No. Price F.O.B. Date 5367 Grade 5-Basic Goals in Spelling- Kottmeyer & Ware-2nd Ed. 1.77 2.04 1964 5368 Grade 6-Basic Goals in Spelling- Kottmeyer & Ware-2nd Ed. 1.77 2.04 1964 5369 Grade 7-Basic Goals in Spelling- Kottmeyer & Ware-2nd Ed. 1.77 2.04 1964 5370 Grade 8-Basic Goals in Spelling- Kottmeyer & Ware-2nd Ed. 1.77 2.04 1964 Charles E. Merrill Books, Inc. 5371 Grade 2-Spelling for Word Mastery- Patton & Johnson, Enlarged Ed. 1.32 1.52 1963 5372 Grade 3-Spelling for Word Mastery- Patton & Johnson, Enlarged Ed. 1.32 1.52 1963 5373 Grade 4-Spelling for Word Mastery- Patton & Johnson, Enlarged Ed. 1.32 1.52 1963 5374 Grade 5-Spelling for Word Mastery- Patton & Johnson, Enlarged Ed. 1.32 1.52 1963 5375 Grade 6-Spelling for Word Mastery- Patton & Johnson, Enlarged Ed. 1.32 1.52 1963 5376 Grade 7-Spelling for Word Mastery- Patton & Johnson, Enlarged Ed. 1.32 1.52 1963 5377 Grade 8-Spelling for Word Mastery- Patton & Johnson, Enlarged Ed. 1.32 1.52 1963 Silver Burdett Company 5378 *Grade 2-Spell Correctly-Benthul et al-Reg. Ed. 1.44 1.66 1965 5379 *Grade 3-Spell Correctly-Benthul et al-Reg. Ed. 1.44 1.66 1965 5380 *Grade 4-Spell Correctly-Benthul et al-Reg. Ed. 1.44 1.66 1965 5381 *Grade 5-Spell Correctly-Benthul et al-Reg. Ed. 1.44 1.66 1965 5382 *Grade 6-Spell Correctly-Benthul et al-Reg. Ed. 1.44 1.66 1965 5383 *Grade 7-Spell Correctly-Benthul et al-Reg. Ed. 1.44 1.66 1965 5384 *Grade 3-Spell Correctly-Benthul et al-Reg. Ed. 1.44 1.66 1965 *Teachers' editions are available without charge on a ratio basis. The L. W. Singer Company 5385 *Grade 2-Spellingtime B-Hildreth et al-Reg. Ed. 1.50 1.73 1966 5386 *Grade 3-Spellingtime C-Hildreth et al-Reg. Ed. 1.50 1.73 1966 5387 *Grade 4-Spellingtime D-Hildreth et al-Reg. Ed. 1.50 1.73 1966 5388 *Grade 5-Spellingtime E-Hildreth et al-Reg. Ed. 1.50 1.73 1966 27 PAGENO="0697" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 689 Depository Whole- Retail Copy. Title sale Price right No. Price F.0.B. Date 5389 *Grade 6-Spellingtime F-Hildreth et al-Reg. Ed. 1.50 1.73 1966 5390 *Grade 7-Spellingtime X-Hildreth et al-Reg. Ed 1.50 1.73 1966 5391 *Grade 8-Spellingtime Y-Hildreth et al-Reg. Ed. 1.50 1.73 1966 *Teachers~ editions are available without charge on a ratio basis. WRITING Bobbs-Merrill Company, Inc. 5392 Grade 1-I Learn to Write-Davidson & Veal, Non-Consumable Ed. .35 .40 1958 5393 Grade 2-I Learn to Write-Davidson & Veal, Non-Consumable Ed. .35 .40 1959 5394 Grade 3-I Learn to Write-Davidson & Veal, Non-Consumable Ed. 35 .40 1959 5395 Grade 4-I Learn to Write-Davidson & Veal, Non-Consumable Ed. .35 .40 1959 5396 Grade 5-I Learn to Write-Davidson & Veal, Non-Consumable Ed. .35 .40 1959 5397 Grade 6-I Learn to Write-Davidson & Veal, Non-Consumable Ed..... .35 .40 1959 5398 Grade 7-I Learn to Write-Davidson & Veal, Non-Consumable Ed. .35 .40 1960 5399 Grade 8-I Learn to Write-Davidson & Veal, Non-Consumable Ed. .35 .40 1960 The Macmillan Company 5400 *Grade 1-Adventures in Handwriting- Peterson-Reg. Ed. .63 .72 1964 5401 *Grade 2-Adventures in Handwriting- Peterson-Reg. Ed. .63 .72 1964 5402 *Grade 3-Adventures in Handwriting- Peterson-Reg. Ed. .51 .59 1964 5403 *Grade 4-Adventures in Handwriting- Peterson-Reg. Ed. .51 .59 1964 5404 *Grade 5-Adventures in Handwriting- Peterson-Reg. Ed. .51 .59 1964 5405 *Grade 6-Adventures in Handwriting- Peterson-Reg. Ed. .51 .59 1964 5406 *Grade 7-Adventures in Handwriting- Peterson-Reg. Ed. .51 .59 1964 5407 *Grade 8-Adventures in Handwriting- Peterson-Ro' .51 .59 1965 *Teachers' editi ble without charge on a ratio basis. Noble and Noble Publishers, Inc. 5408 Grade 1-Better Handwriting for Everyone-Noble-Reg. Ed. 31 .35 1962 28 PAGENO="0698" 690 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES Depository Whole. Retail Copy- Title sale Price right No. Price F.O.B. Date 5409 Grade 2-Better Handwriting for Everyone-Noble-Reg. Ed. .31 .35 1962 5410 Grade 3-Better Handwriting for Everyone-Noble-Reg. Ed. .31 .35 1962 5411 Grade 4-Better Handwriting for Everyone-Noble-Reg. Ed. .31 .35 1962 5412 Grade 5-Better Handwriting for Everyone-Noble-Reg. Ed. .31 .35 1962 5413 Grade 6-Better Handwriting for Everyone-Noble-Reg. Ed. .31 .35 1962 5414 Grade 7-Better Handwriting for Everyone-Noble-Reg. Ed. .31 .35 1962 5415 Grade S-Better Handwriting for Everyone-Noble-Reg. Ed. .31 .35 1962 The A. N. Palmer Company 5416 Grade 1-My First Writing Book-King, Manuscript Writing the Easy Way Ed. .46 .50 1963 5417 Grade 2-My Second Writing Book-King, Manuscript Writing the Easy Way Ed. .46 .50 1963 5418 Grade 2-3-(Transition)-My Guide Book-King, Cursive Writing the Easy Way Ed. .32 .35 1963 5419 Grade 3-My Guide Book-King, Cursive Writing the Easy Way Ed. .32 .35 1963 5420 Grade 4-My Guide Book-King, Cursive Writing the Easy Way Ed. .32 .35 1963 5421 Grade 5-My Guide Book-King, Cursive Writing the Easy Way Ed. .32 .35 1963 5422 Grade 6-My Guide Book-King, Cursive Writing the Easy Way Ed. .32 .35 1963 5423 Grade 7-My Guide Book-King, Cursive Writing the Easy Way Ed. .32 .35 1963 5424 Grade 8-My Guide Book-King, Cursive Writing the Easy Way Ed. .32 .35 1963 Steck-Vaughn Company 5425 *Grade 1-Imaginary Line Handwriting- Townsend, Text Ed. .36 .41 1966 5426 *Grade 2-Imaginary Line Handwriting- Townsend, Text Ed. .36 .41 1966 5427 *Grade 2-3 (Transition)-Imaginary Line Hand- writing-Beginning Cursive-Townsend, Text Ed..... .30 .35 1966 5428 *Grade 3-Imaginary Line Handwriting- Townsend, Text Ed. .30 .35 1966 5429 *Grade 4-Imaginary Line Handwriting- Townsend, Text Ed. .30 .35 1966 5430 *Grade 5-Imaginary Line Handwriting- Towitsend, Text Ed. .30 .35 1966 5431 *Grade 6-Imaginary Line Handwriting- Townsend, Text Ed. .30 .35 1966 29 PAGENO="0699" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 691 Depository Whole- Retail Copy. Title sale Price right No. Price F.0.B. Date 5432 *Grade 7-Imaginary Line Handwriting- Townsend, Text Ed. .30 .35 1966 5433 *~i~t~ 8-Imaginary Line Handwriting- Townsend, Text Ed. .30 .35 1966 *Teachers' editions are available without charge on a ratio basis. The Zaner-Bloser Company 5434 ~ 1-Starting to Write Compendium (Manuscript)-Freeman-Guiding Growth in Handwriting Ed. .37 .43 1959 5435 *Grade 2-Writing Better Each Day Compendium . - (Manuscript)-Freeman-Guiding Growth in Handwriting Ed. .31 .36 1959 5436 *Grade 2-Writing Better Each Day Compendium (Transition)-Freeman-Guiding Growth in Handwriting Ed. .37 .43 1959 5437 *Grade 3-Learning a New Way Compendium (Transition)-Freeman-Guiding Growth in Handwriting Ed. .37 .43 1959 5438 *Grade 3-Learning a New Way Compendium (Cursive)-Freeman-Guiding Growth in Handwriting Ed. .31 .36 1959 5439 Grade 4-Seeing Our Progress Compendium- Freeman-Guiding Growth in Handwriting Ed. .31 .36 1959 5440 *Grade 5-Improving Our Writing Compendium- Freeman-Guiding Growth in Handwriting Ed. .31 .36 1959 5441 *Grade 6-Gaining in Skill Compendium- Freeman-Guiding Growth in Handwriting Ed. .31 .36 1959 5442 *Grade 7-Writing Legibly Compendium- Freeman-Guiding Growth in Handwriting Ed. .31 .36 1959 5443 *Grade 8-Reaching Our Goal Compendium-Freeman-Guiding Growth in Handwriting Ed .31 .36 1959 *Teachers' editions are available without charge on a ratio basis. SPEECH Harcourt, Brace & World, Inc. 5444 Grade 7-9-Your Speech-Griffith et al-2nd Ed 3.45 3.97 1960 Holt, Rinehart, & Winston, Inc. 5445 Grade 9-12-Modern Speech-Irwin & Rosenberger-Reg. Ed. 4.05. 4.66 1961 J. B. Lippincott Company 5446 Grade 9-12-New American Speech- Hedde et al-2nd Ed. 3.90 4.49 1963 30 PAGENO="0700" 692 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES Depository Whole- Retail Copy- Title sale Price right No. Price F.O.B. Date McGraw-Hill Book Co. (Webster Div.) 5447 Grade 9-12-The Stage and the School- Ommanney, 3rd Ed. (SUPPLEMENTARY) 4.68 5.38 1960 The Macmillan Company 5448 Grade 9-12-Speak Up-Adams & Pollock-Rev. Ed..... 3.75 4.31 1964 Noble and Noble Publishers, Inc. 5449 Grade 7-9-Building Better Speech- Brandes & Smith-Reg. Ed 3.84 4.41 1964 Scott, Foresman and Company 5450 Grade 9-12-Speech in Action-Robinson & Lee-Reg. Ed. 3.63 4.17 1965 DICTIONARIES (Elementary, Secondary, and Advanced) American Book Company 5451 *Grade 3-8-New Elementary Dictionary- Webster-Reg. Ed. 2.67 3.07 19Gb 5452 *Grade 3-8-New Practical School Dictionary: A New Dictionary for Boys and Girls- Webster-Reg. Ed. 2.88 3.31 1964 5453 Grade 3-8-New Practical School Dictionary: A New Dictionary for Boys and Girls (Indexed)-Webster-Reg. Ed. 3.36 3.86 1964 5454 *Grade 9-12-New Students Dictionary- (Plain)-Webster-Reg. Ed... 3.87 4.45 1964 5455 Grade 9-12-New Students Dictionary- (Indexed)-Webster-Reg. Ed. 4.38 5.03 1964 5456 Grade 9-12-Seventh New Collegiate Dictionary #8 (Plain)-Webster-Reg. Ed. 4.32 4.96 1963 5457 Grade 9-12-Seventh New Collegiate Dictionary #9 (Indexed)-Webster-Reg. Ed. 5.07 5.83 1963 *Teachers' editions are available without charge on a ratio basis. Harcourt, Brace & World, Inc. 5458 Grade 9-12-Standard College Dictionary- Text Ed.-(Plain)-Michaelis-lst Ed. 4.88 5.61 1963 5459 Grade 9-12-Standard College Dictionary: Text Ed.-(Indexed)-Michaelis et al-lst Ed. 5.63 6.47 1963 Holt, Rinehart & Winston, Inc. 5460 Grade 3-5-Basic Dictionary of American English-Holt Staff, Plain Ed. 2.91 3.35 1962 5461 Grade 5-9-Winston Dictionary for Schools- Holt Staff, Plain Ed. 3.18 3.66 1963 5462 Grade 9-12-Winston Senior Dictionary- Holt Staff, Plain Ed. 3.84 4.42 1957 31 PAGENO="0701" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 693 Depocitory Whole- Retail Copy. Title eale Price right No. Price F.O.B. Date The Macmillan Company 5463 Grade 4-8-New World Dictionary- Webster, Elem. Ed. 2.79 3.21 1961 5464 Grade 7-12-Macmillan Students Edition of the Concise Webster's New World Dictionary- Webster, Concise Ed. 3.24 3.73 1960 5465 Grade 10-12-New World Dictionary of the American Language-(Plain) Webster, College Ed. 4.47 5.14 1960 5466 Grade 10-12-New World Dictionary of the American Language-(Indexed) Webster, College Ed. 5.25 6.04 1961 Scott, Foresman and Company 5467 Grade 3-4-Thorndike-Barnhart Beginning Dictioi~ary -Thorndike & Barnhart-Reg. Ed. 2.73 3.14 1964 5468 Grade 5-6-Thorndike-Barnhart Junior Dictionary- Thorndike & Barnhart-Reg. Ed. 2.85 3.28 1965 5469 Grade 7-8-Thorndike-Barnhart Advanced Junior Dictionary-Thorndike & Barnhart-Reg. Ed . 3.15 3.62 1965 5470 Grade 9-12-Thorndike-Barnhart High School Dictionary-(Plain) Thorndike & Barnhart- Reg. Ed. 3.84 4.42 1965 5471 Grade 9-12-Thorndike-Barnhart High School Dictionary-(Indexed) Thorndike & Barnhart-Reg. Ed. 4.50 5.18 1965 The L. W. Singer Company 5472 Grade 9-12-The American College Dictionary- (Plain) Barrihart et al-Reg. Ed. 4.31 4.96 1964 5473 Grade 9-12-The American College Dictionary (Indexed) Barnhart et al-Reg. Ed. 5.06 5.82 1964 JOURNALISM Allyn and Bacon, Inc. 5474 Grade 9-12-News in Print-Post & Snodgrass-Reg. Ed 3.24 3.73 1961 Holt, Rinehart & Winston, Inc. 5475 Grade 9-12-Modern Journalism- Miller-Reg. Ed. 3.51 4.04 1962 The Macmillan Company 5476 Grade 9-12-High School Journalism- Spears-3rd Rev. Ed. 4.11 4.73 1964 Prentice-Hall, Inc. 5477 Grade 9-12-Press Time-Adams & Stratton-ist Ed. 3.99 4.59 1963 82 PAGENO="0702" 694 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES SECTION III Contracts Begin July 1, 1965 5-Year Listing, Contracts Expire June 30, 1970 AGRICULTURE 1. Agronomy (Including Soils) Depository Whole- Retail Copy- Title sale Price right No. Price F.O.B. Date Interstate Printers and Publishers, Inc. 432 Grade 9-12-Our Soils and Their Management- Donahue-2nd Ed. 3.94 4.53 1961 433 Grade 9-12-Pastures for the South-King-4th Ed. 3.30 3.80 1963 434 Grade 9-12-Using Commercial Fertilizers- McVickar-2nd Ed. 2.96 3.40 1961 Prentice-Hall, Inc. 435 Grade 9-12-Crop Production-Delorit et al-2nd Ed. 5.19 5.97 1959 436 Grade 9-12-Profitable Soil Management-Knuti et al-Ist Ed. 4.68 5.38 1962 437 Grade 9-12-Profitable Southern Crops-Walton and Holt-lst Ed. 4.92 5.66 1959 2. Conservation Interstate Printers and Publishers, Inc. 438 Grade 9-12-Approved Practices in Soil Conservation-Foster-3rd Ed. 2.63 3.02 1964 439 Grade 9-12-Our Natural Resources-McNall-2nd Ed... 3.56 4.09 1964 3. Dairying Interstate Printers and Publishers, Inc. 440 Grade 9-12-Approved Practices in Dairying- Juergenson and Mortenson-2nd Ed. 2.63 3.02 1960 Prentice-Hall, Inc. 441 Grade 9-12-Dairy Production-Diggins and Bundy-2nd Ed. 4.92 5.66 1961 John Wiley and Sons, Inc. 442 Grade 10-12-Dairy Cattle Feeding and Management- Reaves and Henderson-5th Ed. 7.96 9.15 1963 4. Farm Management Interstate Printers and Publishers, Inc. 443 Grade 9-12-The Farm Management Handbook- Hall and Mortenson-4th Ed. 3.71 4.27 1963 33 PAGENO="0703" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 695 Depository Whole- Retail Copy- Title sale Price right No. Price F.0.B. Date Prentice-Hall, Inc. 444 Grade 9-12-Profitable Farm Management-Bryant and Hamilton-2nd Ed. 4.86 5.59 1963 Turner E. Smith and Co. 445 Grade 8-12-Better Farm Management-King and Hardin-Reg. Ed. 2.96 3.40 1956 5. Agricultural Mechanics Bruce Publishing Company 446 Grade 9-12-Adequate Wiring for Home and Farm- Jones and Johnston-lst Ed. 3.36 3.86 1963 Interstate Printers and Publishers, Inc. 447 Grade 9-12-Farm Mechanics Text and Handbook- Phipps et al-6th Ed. 3.71 4.27 1959 448 Grade 9-12-Farm Tractor Maintenance-Brown and Morrison-3rd Ed. 2.74 3.15 1962 449 Grade 9-12-Ideas for Farm Mechanics Projects and Activities-Phipps and Jenne-lst Ed. 3.56 4.09 1962 450 Grade 9-12-600 More Things to Make for the Farm and Home-Cook and Phipps-lst Ed. 3.00 3.45 1952 McGraw-Hill Book Co. (Webster Division) 451 Grade 10-Shopwork on the Farm-Jones-2nd Ed. 4.65 5.35 1955 Prentice-Hall, Inc. 452 Grade 9-12-Modern Farm Power-Promersberger and Bishop-ist Ed. 5.19 5.97 1962 6. General (more than one area) Interstate Printers and Publishers, Inc. 453 Grade 9-12-Approved Practices in Beautifying the Home Grounds-Hoover-2nd Ed. 2.63 3.02 1959 454 Grade 9-12-Approved Practices in Fruit Production- Scheer and Juergenson-lst Ed. 2.81 3.23 1964 455 Grade 9-12-Manual of Southern Forestry-Weaver and Anderson-lst Ed. 3.38 3.89 1954 456 Grade 9-12-Raising Vegetables-Ware and McCollum-2nd Ed. 4.13 4.75 1959 Prentice-Hall, Inc. 457 Grade 8-9-Exploring Agriculture-Evans and Donahue-2nd Ed 4.53 5.21 . 1963 458 Grade 9-12-Fruit Growing-Schneider and Scarborough-lst Ed. 5.04 5.80 1960 Turner E. Smith and Co. 459 Grade 8-12-Forestry in the South-Mobley and Hoskins-Reg. Ed. 2.96 3.40 1956 34 PAGENO="0704" 696 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES Depository * Whole- Retail Copy. Title sale Price right No. Price F.0.B. Date 460 Grade 8-12-Southern Horticulture-Stuckey-Reg. Ed... 2.81 3.23 1951 7. Livestock (General or Single Enterprises) Interstate Printers and Publishers, Inc. 461 Grade 9-12-Approved Practices in Beef Cattle Production-Juergenson-3rd Ed. 2.63 3.02 1964 462 Grade 9-12-Approved Practices in Sheep Production- Juergenson-2nd Ed... 2.63 3.02 1963 463 Grade 9-12-Horses and Horsemanship-Ensminger~--- 3rd Ed. 4.31 4.96 1963 464 Grade 9-12-Livestock Judging Handbook-Nordby et al-9th Ed. 3.71 4.27 1962 465 Grade 9-12-Selecting, Fitting, and Showing Beef Cattle-Nordby and Lattig-7th Ed. 1.13 1.30 1962 466 Grade 9-12-Selecting, Fitting, and Showing Dairy Cattle-Nordby and Lattig-7th Ed. 1.13 1.30 1961 467 Grade 9-12-Selecting, Fitting, and Showing Horses- Nordby and Lattig-7th Ed. 1.13 1.30 1963 468 Grade 9-12-Selecting, Fitting, and Showing Poultry-Nordby and Lattig-7th Ed. 1.13 1.30 1964 469 Grade 9-12-Selecting, Fitting, and Showing Sheep- Nordby and Lattig-6th Ed. 1.13 1.30 1962 470 Grade 9-12-Selecting, Fitting, and Showing Swine- Nordby and Lattig-6th Ed. 1.13 1.30 1961 471 Grade 9-12-Southern Hog Growing-Scarborough- 1st Ed. 3.00 3.45 1958 Prentice-Hall, Inc. 472 Grade 9-12-Beef Production-Diggins and Bundy- 2nd Ed. 4.62 5.31 1962 473 Grade 9-12-Livestock and Poultry Production- Bundy and Diggins-2nd Ed. 5.22 6.00 1961 474 Grade 9-12-Sheep Production-Diggins and Bundy- 1st Ed. 4.92 5.66 1958 475 Grade 9-12-Swine Production-Bundy and Diggins- 2nd Ed. 4.65 5.35 1963 8. Poultry Interstate Printers and Publishers, Inc. 476 Grade 9-12-Approved Practices in Poultry Production-Biddle and Juergenson-3rd Ed. 2.63 3.02 1963 Prentice-Hall, Inc. 477 Grade 9-12-Poultry Production-Bundy and Diggins-lst Ed. 4.62 5.31 1960 478 Grade 9-12-Your Future in Poultry Farming- Goodman and Tudor-lst Ed 4.92 5.66 1960 35 PAGENO="0705" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 697 Depository Whole. Retail Copy. Title sale Price right No. Price F.0.B. Date 9. Special Interstate Printers and Publishers, Inc. 479 Grade 9-12-Domestic Rabbit Production- Templeton-3rd Ed. 2.96 3.40 1962 10. Animal Nutrition Interstate Printers and Publisher, Inc. 480 Grade 9-12-Approved Practices in Feeds and Feeding-Cassard and Juergenson-3rd Ed. 2.63 3.02 1963 11. Agricultural Occupations and Guidance - Interstate Printers and Pubrishers, Inc. 481 Grade 9-12-Agriculture in Our Lives-Krebs- 2nd Ed. 3.75 4.31 1964 482 Grade 9-12-Handbook of Agricultural Occupations- Hoover-lst Ed. 3.56 4.09 1963 12. Animal Science Interstate Printers and Publishers, Inc. 483 Grade 9-12-Animal Sanitation and Disease Control- Dykstra-6th Ed. 4.13 4.75 1961 484 Grade 9-12-Animal Science-Ensminger-5th Ed. 5.62 6.46 1962 485 Grade 9-12-The Stockman's Handbook- - Ensminger-Brd Ed. 5.62 6.46 1962 Prentice-Hall, Inc. 486 Grade 9-12-Judging Livestock, Dairy Cattle, Poultry, and Crops-Youtz and Carlson-lst Ed. 4.14 4.76 1962 13. Plant Science Interstate Printers and Publishers, Inc. 487 Grade 9-12-Producing Farm Crops-Wilson and Richer-lst Ed. 3.38 3.89 1960 14. Agricultural Arithmetic Interstate Printers and Publishers, Inc. 488 Grade 9-12-Arithmetic in Agriculture-Fenske et al-3rd Ed. 2.25 2.59 1951 15. Agricultural Marketing Interstate Printers and Publishers, Inc. 489 Grade 9-12-Modern Marketing of Farm Products- Mortenson-ist Ed. 2.81 3.23 1963 36 71-368 0 - 66 -45 PAGENO="0706" 698 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES Depository whole- Retail Copy- Title sale Price right No. Price F.O.B. Date Prentice-Hall, Inc. 490 Grade 9-12---Profltable Farm Marketing-Snowden and Donahoo-lst Ed. 4.92 5.66 1960 16. Agricultural Business Prentice-Hall, Inc. 491 Grade 9-12-Records for Farm Management- Hopkins and Turner-lst Ed. 4.41 5.07 1958 17. Agricultural Leadership Interstate Printers and Publishers, Inc. 492 Grade 9-12-The FFA and You-Bender et al-ist Ed... 3.71 4.27 1962 493 Grade 9-12-How to Speak and Write for Rural Audiences-Eastman-lst Ed. 2.96 3.40 1960 494 Grade 9-12-When You Preside-Sutherland---Srd Ed... 2.96 3.40 1962 Prentice-Hall, Inc. 495 Grade 9-12-Leadership Training and Parliamentary Procedure for FFA-Gray and Jackson-lst Ed. 1.86 2.14 1958 18. Food Processing and Storage Interstate Printers and Publishers, Inc. 496 Grade 9-12-The Meat We Eat-Ziegler-Sth Ed. 4.31 4.96 1962 19. Agricultural Engineering Prentice-Hall, Inc. 497 Grade 9-12-Modern Farm Buildings-Ashby et al-lst Ed 5.46 6.28 1959 498 Grade 9-12-Using Electricity on the Farm- Hamilton-lst Ed 5.10 5.87 1959 20. Others (Including Job-Related Texts) Interstate Printers and Publishers, Inc. 499 Grade 9-12-Farming Programs for Small Acreages-Juergenson-lst Ed. 2.63 3.02 1959 500 Grade 9-12-Farming Programs for Students in Vocational Agriculture-Hammonds and Binkley-lst Ed. 3.56 4.09 1961 HOME ECONOMICS (Homemaking) 1. Child Care Chas. A. Bennett Co. 501 Grade 9-10-Family Nursing and Child Care- Riehl-lst Ed..... 3.66 4.21 1961 37 PAGENO="0707" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 699 Depository Whole- Retail Copy. Title . sale Price right No. Price F.0.B. Date J. B. Lippincott Company 502 Grade 9-12-Learning about Children-Shuey et al-Rev. Ed. 3.72 4.28 1964 2. Foods and Nutrition Chas. A. Bennett Co. 503 Grade 9-12-Meal Planning and Service-McLean- 6th Ed. 360 4.14 1964 504 Grade 942-Mealtime-Oerke-lst Ed. 4.05 4.66 1960 Ginn and Company 505 Grade 9-12-Experiences with Foods-Pollard- Rev. Ed. 4.26 4.90 1964 D. C. Heath and Company 506 Grade 9-12-Your Foods Book-Harris and Withers-Reg. Ed. 4.47 5.14 1964 J. B. Lippincott Company 507 Grade 9-12-Food for Better Living-McDermott et al-3rd Ed. 4.20 4.83 1960 McGraw-Hill Book Company (Webster Division) 508 Grade 10-12-Guide to Modern Meals-Shank et al-lst Ed. 5.22 6.00 1964 509 Grade 7-9-How You Plan and Prepare Meals- Carson and Ramee-ist Ed. 4.11 4.73 1962 The Macmillan Company 510 Grade 9-Family Meals and Hospitality-Lewis et al-2nd Rev. Ed. 4.11 4.73 1960 Prentice-Hall, Inc. 511 Grade 9-12-You and Your Food-White-ist Ed. 4.44 5.11 1961 3. Housing and Home Furnishings Allyn and Bacon, Inc. 512 Grade 9-12-Your Home and You-Greer and Gibbs-Reg. Ed. 4.05 4.66 1960 D. C. Heath and Company 513 Grade 9-12-Homes with Character-Craig and Rush-Reg. Ed. 3.84 4.42 1962 The Macmillan Company ~514 Grade 11-Housing and Home Management-Lewis et al-Rev. Ed. 3.84 4.42 1961 38 PAGENO="0708" 700 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES Depository Whole- Retail Copy- Title sale Price right No. Price F.0.B. Date 4. Management for Personal and Family Living Chas. A. Bennett Co., Inc. 515 Grade 9-12--Managing Livingtime-Raines-lst Ed. 3.75 4.31 1964 D. C. Heath and Company 516 Grade 9-12-Management for Better Living-Starr- Reg. Ed.-Rev. 3.96 4.55 1963 J. B. Lippincott Company 517 Grade 9-12-Management for You-Fitzsimmons and White-3rd Ed 3.90 4.48 1964 5. Relationships in Home and Community Living Chas. A. Bennett Co., Inc. 518 Grade 10-12-Thresholds to Adult Living-Craig- 1st Ed. 4.32 4.97 1962 J. B. Lippincott Company 519 Grade 9-12-Building Your Home Life-Wallace and McCullar-lst Ed. 4.20 4.83 1960 520 Grade 9-12-Mind Your Manners-Allen and Briggs-2nd Ed. 2.55 2.93 1964 521 Grade 9-12-Your Life in the Family-Rhodes and Samples-Rev. Ed. 4.20 4.83 1964 The Macmillan Company 522 Grade 12-Family Living-Duvall-2nd Rev. Ed. 3.48 4.00 1961 Prentice-Hall, Inc. 523 Grade 7-9-Building Your Life-Landis and Landis-3rd Ed. 3.60 4.14 1964 524 Grade 10-12-Personal Adjustment, Marriage, and Family Living-Landis and Landis-3rd Ed. 3.72 4.28 1960 John Wiley and Sons, Inc. 525 Grade 11-12-Essentials of Family Living- Hoeflin-lst Ed. 4.60 5.29 1960 6. Textiles and Clothing Chas. A. Bennett Co., Inc. 526 Grade 9-12-Dress-Oerke-2nd Ed. 4.05 4.66 1960 Ginn and Company 527 Grade 9-12-Experiences with Clothing-Pollard- 1st Ed. 4.26 4.90 1961 D. C. Heath and Company 528 Grade 9-12-Clothes for Teens-Todd and Roberts-Reg. Ed. 4.02 4.62 1963 39 PAGENO="0709" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 701 Depository Whole- Retail Copy. Title sale Price right No. Price F.O.B. Date Houghton Muffin Company 529 Grade 942-Fashion Your Own-East and Wines- Reg. Ed. 3.45 3.97 1964 530 Grade 9-12-Fashions and Fabrics-Rathbone et al-Reg. Ed. 4.32 4.97 1962 J. B. Lippincott Company 531 Grade 942-Bishop Method of Clothing Construction-Bishop and Arch-lst Ed. 1.65 1.89 1959 532 Grade 9-12-Fashion Sewing by the Bishop Method- Bishop and Arch-lst Ed. 1.65 1.89 1962 McGraw-Hill Book Company (Webster Division) 533 Grade 10-12-Guide to Modern Clothing-Sturm and Grieser-lst Ed. 5.22 6.00 1962 534 Grade 7-9-How You Look and Dress- Carson-3rd Ed. 3.72 4.28 1959 The Macmillan Company 535 Grade 10-Clothing Construction and Wardrobe Planning-Lewis et al-Rev. Ed. 3.84 4.42 1960 John Wiley and Sons, Inc. 536 Grade 11-12-Family Clothing-Tate and Glisson- 1st Ed. 7.00 8.05 1961 7 General Texts Chas. A. Bennett Co., Inc. 537 Grade 7-9-Young Living-Clayton-2nd Ed. 3.30 3.80 1963 538 Grade 8-9-Homemaking for Teen-Agers, Book 1- McDermott and Nicholas-4th Ed. 3.90 4.49 1960 539 Grade 9-12-Homemaking for Teen-Agers, Book 2- McDermott and Nicholas-2nd Ed. 4.95 5.69 1962 Ginn and Company 540 Grade 9-12-Experiences in Homemaking-Pollard et al-Rev. Ed. 4.26 4.90 1964 J. B. Lippincott Company 541 Grade 7-9--Junior Homemaking-Jones and * Burnham-Rev. Ed. 3.90 4.48 1963 McGraw-Hill Book Company (Webster Division) 542 Grade 7-9-Teen Guide to Homemaking-Barclay and Champion-ist Ed. 4.47 5.14 1961 The Macmillan Company 543 Grade 8-Tomorrow's Homeipaker-Lewis et al-Reg. Ed. 3.72 4.28 1960 40 PAGENO="0710" 702 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES Depository Whole- Retail Copy- Title sale Price right No. Price F.0.B. Date Prentice-Hall, Inc. 544 Grade 7-9-Exploring Home and Family Living- Fleck et al-2nd Ed. 4.20 4.83 1965 545 Grade 9-12-Living with Your Family-Fleck et al-lst Ed. 4.71 5.42 1965 (Wage-Earning Occupations) 1. Textiles and Clothing Chas. A. Bennett Co., Inc. 546 Grade 10-12-Custom Tailoring for Homemakers- Beck-ist Ed. 3.90 4.49 1964 Bruce Publishing Company 547 Grade 9-12-How to Tailor-Schwebke-2nd Ed. 4.40 5.06 1965 HEALTH AND PHYSICAL EDUCATION 1. Health-Grades 1-8 The Bobbs-Merrill Company, Inc. 548 *Grade 1-Health at School-Wilson & Wilson- Reg. Ed. 1.77 2.04 1965 549 *~~ci~ 2-Health Day by Day-Wilson & Wilson- Reg. Ed 1.89 2.17 1965 550 Grade 3-Health and Fun-Wilson & Wilson- Reg. Ed. 1.98 2.28 1965 551 *Grade 4-Health and Growth-Wilson & Wilson- Reg. Ed. 2.16 2.48 1965 552 *Grade 5-Health and Living-Wilson & Wilson- Reg. Ed. 2.19 2.52 1965 553 *Gi.~d~ 6-Health and Happiness-Wilson & Wilson- Reg. Ed. 2.28 2.62 1965 554 *Grade 7-Men, Science, and Health-Wilson & Wilson-Reg. Ed. 2.55 2.93 1965 555 *Grade 8-Health, Fitness, and Safety-Wilson & Wilson-Reg. Ed 2.55 2.93 1965 *Teachers' editions are available without charge on a ratio basis. Laidlaw Brothers 556 *Grnde 1-First Steps to Health-Byrd et al-Reg. Ed..... 1.41 1.62 1963 557 *t3~.~d~ 2-Learning about Health-Byrd et al-Reg. Ed. 1.59 1.82 1963 558 *Grade 3-Habits for Health-Byrd et al-Reg. Ed. 1.77 2.03 1963 559 *Grade 4-Building for Health-Byrd et al-Reg. Ed..... 1.95 2.24 1963 560 *Grade 5-Your Health-Byrd et al-Reg. Ed 1.95 2.24 1963 561 *Grade 6-Growing in Health-Byrd et al-Reg. Ed. 1.95 2.24 1963 562 *Grade 7-Improving Your Health-Byrd et al- Reg. Ed. 2.25 2.58 1963 563 *G~de 8-Today's Health-Byrd et al-Reg. Ed. 2.25 2.58 1963 *Teachers' editions are available without charge on a ratio basis. 41 PAGENO="0711" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 703 Depository Whole- Retail Copy- Title sale Price right No. Price F.0.B. Date Lyons and Carnahan 564 *Grade 1-All about You-Irwin et al-Reg. Ed. 1.50 1.72 1965 565 *Grade 2-You and Others-Irwin et al-Reg. Ed. 1.62 1.86 1965 566 ~Grade 3-Growing Every Day-Irwin et al-Reg. Ed. ... 1.71 1.96 1965 567 * Grade 4-Finding Your Way- Irwin et al-Reg. Ed. 1.80 2.07 1965 568 ~Grade 5-Understanding Your Need-Irwin et al-Reg. Ed. 1.95 2.24 1965 569 ~Grade 6-Choosing Your Goal-Iwrin et al-Reg. Ed... 1.95 2.24 1965 4Teachers' editions are available without charge on a ratio basis. Scott, Foresman and Company 570 ~Grade 1-Being Six-Bauer et al-Reg. Ed. 1.44 1.66 1962 571 *Grade 2-Seven or So-Bauer et al-Reg. Ed. 1.68 1.93 1962 572 Grade 3-From Eight to Nine-Bauer et al-Reg. Ed. 1.77 2.04 1962 573 ~Grade 4-Going on Ten-Bauer et al-Reg. Ed. 1.95 2.24 1962 574 ~ 5-About Yourself-Bauer et al-Reg. Ed. 1.98 2.28 1962 575 ~Grade 6-About All of Us-Bauer et al-Reg. Ed. 1.98 2.28 1962 57(l *Grade 7-Growing and Changing-Bauer et al-Reg. Ed. 2.25 .2.59 1962 577 *Grade 8-Advancing in Health-Bauer et al-Reg. Ed. 2.25 2.59 1962 *Teachers~ editions are available without charge on a ratio basis. 2. Health-Grades 9-12 Ginn and Company 578 Grade 9-12-Health for Life-Gallagher et al-ist Ed.... 4.14 4.76 1964 Harcourt, Brace & World, Inc. 579 Grade 9-12-Your Health and Safety-Lawrence et al-Sth Ed. 4.05 4.66 1963 Holt, Rinehart and Winston, Inc. 580 Grade 9-12-Modern Health-Otto et al-Reg. Ed. 4.26 4.90 1963 Laidlaw Brothers 581 ~Grade 9-10-Your Health-Today and Tomorrow- Bolton et al-Reg. Ed. 3.15 3.62 1963 McGraw-Hill Book Co. (Webster Div.) 582 Grade 7-10-Health and Safety for You-Diehl et al-2nd Ed. Rev. 4.20 4.83 1964 Scott, Foresman and Company 583 Grade 9-Health and Safety for Teen-Agers- Bauer et al-Reg. Ed. 3.72 4.28 1962 *Teachers~ editions are available without charge on a ratio basis. 42 PAGENO="0712" 704 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES Depository Whole. Retail Copy- Title sale Price right No. Price F.O.B. Date 3. Physical Education American Association for Health, Physical Education, and Recreation 584 Grade 7-12-Physical Education for High School Students-Mohr et al-ist Ed. 3.20 4.00 1960 SCIENCE 1. Science and Conservation, Grades 1-9 Allyn and Bacon, Inc. 585 *Grade 1-Exploring Science One-Thurber-Reg. Ed. ... 1.95 2.24 1964 586 ~Grade 2-Exploring Science Two-Thurber-Reg. Ed... 2.13 2.45 1964 587 *Grade 3-Exploring Science Three-Thurber- Reg. Ed. 2.31 2.66 1964 588 *Grade 4-Exploring Science Four-Thurber- Reg. Ed. . 2.43 2.79 1964 589 *Grnde 5-Exploring Science Five-Thurber- Reg. Ed. 2.52 2.90 1964 590 *Grade 6-Exploring Science Six-Thurber-Reg. Ed... 2.61 3.00 1964 591 Grade 7-Our Environment: Its Relation to Us- Smith et al-Reg. Ed 3.18 3.66 1964 592 Grade 8-Our Environment: How We Adapt Ourselves to It-Smith et al-Reg. Ed.... 3.60 4.14 1964 593 Grade 9-Our Environment: How We Use and Control It-Smith et al-Beg. Ed. 4.41 5.07 1964 *Teachers' editions are available without charge on a ratio basis. American Book Company 594 *Grade 1-Looking into Science, Book 1- Jacobson et al-Reg. Ed. 2.04 2.34 1965 595 ~ 2-Searching in Science, Book 2- Jacobson et al-Reg. Ed. 2.13 2.44 1965 596 *Grade 3-Learning in Science, Book 3- Jacobson et al-Beg. Ed. 2.28 2.62 1965 597 ~ 4-Probing into Science, Book 4- Jacobson et al-Reg. Ed. 2.43 2.79 1965 598 **Grade 5-Inquiring into Science, Book 5- Jacobson et al-Reg. Ed. 2.58 2.96 1965 599 **(li~cI~ 6-Investigating in Science, Book 6- Jacobson et al-Beg. Ed. 2.64 3.03 1965 600 *Grade 7-Adventures in Science, Jacobson et al-Beg. Ed. 2.97 3.41 1964 601 *Grade 8-Broadening Worlds of Science-Jacobson et al-Reg. Ed. 3.24 3.72 1964 602 *Grade 9-Challenges in Science-Jacobson et al-Beg. Ed 3.99 4.58 1964 *Teachers' editions are available without charge on a ratio basis. **Teachers' editions are in preparation and will be available without charge on a ratio basis. PAGENO="0713" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 705 Depository Whole. Retail Copy. Title sale Price right No. Price F.O.B. Date Ginn and Company 603 Grade 9-Science in Modern Life-Mallinson and Meppelink-lst Ed. 4.29 4.93 1964 Harcourt, Brace & World, Inc. 604 Grade 7-The World of Living Things-Brandwein et al-3rd Ed. 3.60 4.14 1964 605 Grade 8-The World of Matter-Energy-Bandwein et al-3rd Ed. 3.75 4.31 1964 606 Grade 9-Exploring The Sciences-Brandwein et al-4th Ed. 4.50 5.18 1964 Harper & Row Publishers, Inc. 607 *Grade 1-Today's Basic Science 1-Navarra and Zafloroni-Reg. Ed. 1.92 2.21 1963 608 *Grade 2-Today's Basic Science 2-Navarra and ZafForoni-Reg. Ed. 2.07 2.38 1963 609 *Grade 3-Today's Basic Science 3-Navarra and Zafi'oroni-Reg. Ed. 2.25 2.59 1963 610 *Grade 4-Today's Basic Science 4-Navarra and Zafforoni-Reg. Ed. 2.46 2.83 1963 611 *Grade 5-Today's Basic Science 5-Navarra and Zafforoni-Reg. Ed. 2.58 2.97 1963 612 *Grade 6-Today's Basic Science 6-Navarra and Zafforoni-Reg. Ed. 2.73 3.14 1963 613 *Grade 7-Today's Basic Science: The Molecule and the Biosphere-Navarra et al-Reg. Ed. 3.60 4.14 1965 *Teachers' editions are available without charge on a ratio basis. D. C. Heath and Company 614 *Grade 1-Science for Work and Play-Schneider and Schneider-Reg. Ed. 1.92 2.21 1964 615 *Grade 2-Science for Here and Now-Schneider and Schneider-Reg. Ed. 2.07 2.38 1964 616 *Grade 3-Science Far and Near-Schneider and Schneider-Reg. Ed. 2.25 2.59 1964 617 *Grade 4-Science in Your Life-Schneider and Schneider-Reg. Ed. 2.37 2.73 1964 618 *Grade 5-Science in Our World-Schneider and Schneider-Reg. Ed. 2.43 2.79 1964 619 *Grade 6-Science for Today and Tomorrow- Schneider and Schneider-Reg. Ed. 2.55 2.93 1964 620 *Grade 7-Science in the Space Age-Schneider and Schneider-Reg. Ed. 2.64 3.04 1964 621 *Grade 8-Science and Your Future-Schneider and Schneider-Reg. Ed. 2.85 3.28 1964 * *Teachers~ editions are available without charge on a ratio basis. Holt, Rinehart and Winston, Inc. 622 Grade 7-8-Modern Science 1-Blanc et al-Reg. Ed. 3.60 4.14 1963 44 PAGENO="0714" 706' BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES Depository Whole. Retail Copy. Title sale Price right No. Price F.0.B. Date 623 Grade 7-8--Modern Science 2-Blanc et al-Reg. Ed. 3.60 4.14 1963 624 Grade 9-Modern Science 3-Blanc et al-Reg. Ed. 3.60 4.14 1963 625 Grade 7-Science, Book 1-Davis et al-Reg. Ed. 3.21 3.69 1962 626 Grade 8-Science, Book 2-Davis et al-Reg. Ed. 3.57 4.11 1962 627 Grade 9-Science, Book 3-Davis et al-Reg. Ed. ..... 4.32 4.97 1961 Lyons & Carnahan 628 *Grade 1-Looking at Science-Bond et al-Reg. Ed. 1.41 1.62 1963 629 *Grade 2-Thinking about Science-Bond et al-Reg. Ed. 1.98 2.27 1963 630 *Grade 3-Knowing about Science-Bond et al-Reg. Ed 2.13 2.44 1963 631 *Grade 4-Experimenting in Science-Bond et al-Reg. Ed 2.25 2.58 1963 632 *Grade 5-Living with Science-Bond et al-Reg. Ed. 2.31 2.65 1963 633 eGrade 6-Looking Ahead with Science-Bond et al-Reg. Ed. 2.40 2.76 1963 *Teachers' editions are available without charge on a ratio basis. The Macmillan Company 634 *Grade 1-The Macmillan Science-Life Series- Book 1-Barnard et al-Rev. Ed. 2.16 2.48 1962 635 *Grade 2-The Macmillan Science-Life Series- Book 2-Barnard et al-Rev. Ed. 2.28 2.62 1962 636 ~Grade 3-The Macmillan Science-Life Series- Book 3-Barnard et al-Rev. Ed. 2.46 2.83 1962 637 *Grade 4-The Macmillan Science-Life Series- Book 4-Barnard et-Rev. Ed. 2.52 2.90 1962 638 5Grade 5-The Macmillan Science-Life Series- Book 5-Barnard et al-Rev. Ed. 2.64 3.04 1962 639 *Grade 6-The Macmillan Science-Life Series- Book 6-Barnard et al-Rev. Ed. 2.70 3.11 1962 640 *Grade 7-Science: A Search for Evidence-Barnard et al-Rev. Ed. 3.30 3.80 1962 641 *Grade 8-Science: A Way to Solve Problems- Barnard et al-Rev. Ed. 3.51 4.04 1962 642 *Grade 9-Science: A Key to the Future-Barnard et al-Reg. Ed. 4.59 5.28 1962 *Teachers' editions are available without charge on a ratio basis. Prentice-Hall, Inc. 643 Grade 7-Science You Can Use-Stone and Stephenson-2nd Ed. 3.99 4.59 1964 644 Grade 8-Science in Action-Stone-lst Ed. 3.99 4.59 1964 Scott, Foresman and Company * 645 *Grade 1-Science is Fun-Beauchamp et al-Reg. Ed..... 1.92 2.21 1965 45 PAGENO="0715" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 707 Depository Whole- Retail Copy. Title sale Price right No. Price F.0.B. Date 646 *Grade 2-Science Is Learning-Beauchamp et al-Reg. Ed 2.07 2.38 1965 647 *Grade 3-Science Is Exploring-Beauchamp et al-Reg. Ed 2.25 2.59 1965 648 Grade 7-Science Is Explaining-Beauchamp et al-Reg. Ed. 3.21 3.69 1963 649 Grade 8-Science Is Understanding-Beauchamp et al-Reg. Ed. 3.57 4.11 1964 650 Grade 9-Everyday Problems in Science-Beauchamp et al-Reg. Ed. 4.20 4.83 1963 651 Grade 7-Science Problems 1-Beauchamp et al-Reg. Ed. 2.97 3.42 1964 652 Grade 8-Science Problems 2-Beauchamp et al-Reg. Ed. 3.15 3.62 1964 653 Grade 9-Science Problems 3-Beauchamp et al-Reg. Ed. 3.30 3.80 1964 *Teachers~ editions are available without charge on a ratio basis. Silver Burdett Company 654 *Grade 1-Science 1-Mallinson et al-Reg. Ed. 1.92 2.21 1965 655 *Grade 2-Science 2-Mallinson et al-Reg. Ed. 2.07 2.38 1965 656 *Grade 3-Science 3-Mallison et al-Reg. Ed. 2.25 2.59 1965 *Teachers~ editions are available without charge on a ratio basis. The L. W. Singer Company, Inc. 657 Grade 1-Science for You-Frasier et al-2nd Ed. 1.83 2.10 1962 658 Grade 2-Science All the Year-Frasier et al-2nd Ed..... 2.01 2.31 1962 659 Grade 3-Science Adventures-Frasier et al-2nd Ed. 2.16 2.48 1962 660 Grade 4-Science Discoveries-Frasier et al--2nd Ed..... 2.28 2.62 1962 661 Grade 5-Science Experiments-Frasier et al-2nd Ed... 2.37 2.73 1962 662 Grade 6-Science Problems-Frasier et al-2nd Ed. 2.46 2.83 1962 663 Grade 7-Scientists at Work-MacCracken et al-Reg. Ed. 2.97 3.42 1962 664 Grade 8-Scientists Solve Problems-MacCracken et al-Reg. Ed. 3.09 3.55 1962 665 Grade 9-Scientists Explore-MacCracken et al-Reg. Ed. 4.47 5.14 1963 666 *Grade 7-Basic Life Science-MacCracken et al-Reg. Ed. 3.15 3.62 1964 667 *Grade 8-Basic Earth Science-MacCracken et al-Reg. Ed. 3.30 3.80 1964 668 / *Grade 9-Basic Physical Science-MacCracken et al-Reg. Ed. 3.57 4.11 1964 *Teachers~ editions are available without charge on a ratio basis. 46 PAGENO="0716" 708 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES Depository Whole- Retail Copy. Title sale Price right No. Price F.0.B. Date D. Van Nostrand Company, Inc. 669 Grade 7-Discovering the World of Science-Obourn et al-lst Ed. 3.30 3.79 1963 670 Grade 8-Exploring the World of Science-Obourn et al-lst Ed. 3.60 4.14 1963 671 Gride 7-Life Science-A Modern Course-Mason and Peters-lst Ed. 3.45 3.96 1965 672 Grade 8-Earth Science-The World We Live In- Namowitz and Stone-3rd Ed. 4.20 4.83 1965 2. Biology Allyn and Bacon, Inc. 673 Grade 9-12-Elements of Biology-Dodge-Reg. Ed. 4.35 5.00 1964 Gina and Company 674 Grade 10-Biological Science for High School- Gregory and Goldman-ist Ed. 4.56 5.24 1965 Harcourt, Brace & World, Inc. 675 Grade 9-12-Biological Science: An Inquiry into Life -Moore et al-lst Ed. 4.95 5.69 1963 D. C. Heath and Company 676 Grade 10-Biology-Kroeber et al-Reg. Ed. 4.86 5.59 1965 Holt, Rinehart & Winston, Inc. 677 Grade 10-12-Design for Life-Trump and Fagle-Reg. Ed. 4.68 5.38 1963 678 Grade 10-12-Human Physiology-(Supplementary)- Morrison et al-Reg. Ed. 4.68 5.38 1963 679 Grade 9-10-Modern Biology-Otto and Towle- Reg. Ed. 4.05 5.00 1965 Houghton Muffin Company 680 Grade 9-12-Biological Science: Molecules to Man (BSCS Blue Version)-Complete Ed. 5.97 6.87 1963 3. B. Lippincott Company 681 Grade 9-12-Biology for You-Vance and Miller-Sth Ed. 4.29 4.93 1963 Rand McNally & Company 682 Grade 9-12-BSCS Green Version: High School Biology-American Institute of Biological Sciences-ist Ed. 5.13 5.90 1963 47 PAGENO="0717" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 709 Depository Whole. Retail Copy. Title sale Price right No. Price F.O.B. Date 3. Chemistry W. H. Freeman and Company 688 Grade 1142-Chemistry: An Experimental Science- Chemical Education Material Study-ist Ed. 4.35 5.00 1963 Ginn and Company 684 Grade 11-Chemistry: A First Course in Modern Chemistry-Garrett et al-lst Ed. 4.47 5.14 1964 Holt, Rinehart and Winston, Inc. 685 Grade 11-Modern Chemistry-Dull et al-Reg. Ed...... 4.35 5.35 1962 J. B. Lippincott Company 686 Grade 11-Chemistry for the Space Age- Posin and Shampo-Rev. Ed. 4.35 5.00 1964 Lyons and Carnahan 687 Grade 11-Chemistry and You-Bradbury et al-Reg. Ed. 4.05 4.65 1962 McGraw-Hill Book Co. (Webster Div.) 688 Grade 10-12-Chemical Systems-Chemical Bond Approach-lst Ed. 5.22 6.00 1964 Charles E. Merrill Books, Inc. 689 *Grade 11-12-Chemistry: A Modern Course-Price et al-lst Ed. 4.35 5.00 1965 *TeachersS editions are available without charge on a ratio basis. D. Van Nostrand Company, Inc. 690 Grade 11-Chemistry: A Modern Approach-Hogg et al-lst Ed. 4.35 5.00 1963 4. Physics Addison-Wesley Publishing Company, Inc. 691 Grade 12-The Science of Physics-Beiser-ist Ed. 4.50 5.18 1964 Allyn and Bacon, Inc. 692 Grade 12-Elements of Physics-Boylan et al-Reg. Ed. 4.47 5.14 1962 D. C. Heath and Company 693 Grade 12-PSSC Physics-Physical Science Study Committee-Reg. Ed. 4.41 5.07 1960 Holt, Rinehart and Winston, Inc. 694 Grade 12-Modern Physics-Dull et al-Reg. Ed. 4.47 5.14 1964 48 PAGENO="0718" 710 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES Depository Whole. Retail Copy. Title sale Price right No. Price F.O.B. Date Houghton Muffin Company 695 *Grade 12-Physics: Fundamentals and Frontiers- Stollberg and Hill-Reg. Ed. 4.59 5.28 1965 *Teachers' editions are available without charge on a ratio basis. J. B. Lippincott Company 696 Grade 12-Physics for the Space Age-Schulz and Lagemann-lst Ed. 4.29 4.93 1961 Noble and Noble Publishers, Inc. 697 Grade 12-Matter and Energy-Foundations of Modern Physics-MacLachlan et al-Reg. Ed. 4.11 4.72 1963 D. Van Nostrand Company, Inc. 698 Grade 12-Physics-A Basic Science-Verwiebe et al-4th Ed. 4.47 5.14 1962 5. Aerospace Science Holt, Rinehart and Winston, Inc. 699 Grade 11-12-Modern Space Science-Trinklein and Huffer-Reg. Ed. 3.90 4.49 1961 6. Physical Science Harcourt, Brace and World, Inc. 700 Grade 9-12-The Physical World: A Course in Physical Science-BrinckerhofF et al-2nd Ed. 4.05 4.66 1963 Holt, Rinehart and Winston, Inc. 701 Grade 9.12-Modern Physical Science-Brooks et al-Reg. Ed. 4.23 4.86 1965 McGraw-Hill Book Co. (Webster Div.) 702 Grade 9.12-General Physical Science-Mallinson et al-lst Ed 4.47 5.14 1961 Prentice-Hall, Inc. 703 Grade 9.12-Physical Science for Progress-Pella and Wood-2nd Ed. 4.20 4.83 1964 D. Van Nostrand Company, Inc. 704 Grade 9-Introductory Chemistry and Physics- Pickard and Radomsky-lst Ed. 2.85 3.27 1960 John Wiley and Sons, Inc. 705 Grade 11-12-Man and His Physical Universe- Wistar-2nd Ed. 6.36 7.31 1963 49 PAGENO="0719" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 711 SECTION IV Contracts Begin July 1, 1964 5-Year Listing. Contracts Expire June 30, 1969 SOCIAL STUDIES 1. History, Lower Grades Depository Whole- Retail Copy- Title sale Price right No. Price F.O.B. Date Allyn and Bacon, Inc. 700 *Grade 5-Discovering American History- Ric}~ard and Ray-Reg. Ed. 3.33 3.83 1901 707 Grade 7-8-The Story of Our Country- West and Gardner-Reg. Ed. 4.38 5.04 1963 *Teachers~ edition available at the same price as the text. American Book Company (ABC History Series) 708 *Grade 4-Under Freedoms Banner- Fraser and Yeager-Reg. Ed. 2.49 2.86 1964 709 *Grade 5-The Adventure of America- Fraser and Yeager-Reg. Ed. 2.79 3.20 1964 710 Grade 6-Discovering Our World's History- Fraser and Magenis-Reg. Ed. 2.79 3.20 1964 711 ~Grade 7-8-Five Centuries in America- Drummond et al-Reg. Ed. 4.20 4.83 1964 ~Teachers' editions available at the same price as the texts. Ginn and Company 712 Grade 4-Trail Blazers of American History- Mason and Cartwright-Reg. Ed. 2.49 2.86 1961 713 Grade 8-The Story of Our Heritage- Winther and Cartwright-Reg. Ed. 4.02 4.62 1962 Harcourt, Brace and World, Inc. 714 Grade 7-8-Story of the American Nation- Gabriel-lst Ed. 4.20 4.83 1962 Harlow Publishing Corporation 715 Grade 7-8-The Story of Tennessee Parks and Folmsbee-Reg. Ed. 3.82 4.40 1963 D. C. Heath and Company 716 Grade 5-6-Makers of the Americas- Lansing, et al-Reg. Ed. 3.15 3.62 1963 717 Grade 6-7-Builders of the Old World- Hartman, et al-Reg. Ed. 2.97 3.42 1959 718 Grade 7-8-America-Land of Freedom- Hartman, et al-Reg. Ed. 4.20 4.83 196.1 50 PAGENO="0720" 712 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES Depocitory Whole- Retail Copy. Title eale Price right No. Price F.O.B. Date Holt, Rinehart and Winston, Inc. 719 Grade 8-Story of Our Land and People- Moon and Cline-Rev. Ed. 4.08 4.69 1961 Houghton Muffin Company 720 Grade 7-8-This is America's Story- Wilder, et al-Reg. Ed. 4.47 5.14 1964 Laidlaw Brothers, Inc. 721 *Grade 4-Great Names in Our Country's Story- Eibling, et al-Reg. Ed 2.16 2.48 1962 722 *Grade 5-Our Country's Story- Eibling, et al-Reg. Ed. 2.49 2.86 1962 723 *Grade 6-Our Beginnings in the Old World- Eibling, et al-Reg. Ed. 2.64 3.03 1962 724 *Grade 7-8-History of Our United States- Eibling, et al-Reg. Ed. 4.05 4.65 1964 *Teachers' editions available at the same price as the texts. Lyons and Carnahan 725 Grade 5-6--America's Frontier- Clark, et al-Reg. Ed. 3.00 3.45 1965 726 Grade 6-7-America's Old World Frontier- Clark, et al-Reg. Ed. 3.00 3.45 1965 727 Grade 7-8-Freedom's Frontier- Clark, et al-Reg. Ed. 3.99 4.58 1965 The Macmillan Company 728 Grade 4-They Made America Great- McGuire-2nd Rev. Ed. 2.46 2.83 1964 729 Grade 5-The Story of American Freedom- McGuire-2nd Rev. Ed. 2.79 3.21 1964 730 Grade 6-Backgrounds of American Freedom- McGuire-2nd Rev. Ed. 2.79 3.21 1964 731 Grade 8-Our Free Nation- MeGuire and Portwood-2nd Rev. Ed. 4.08 4.69 1961 Charles E. Merrill Books, Inc. 732 Grade 6-7-Long Ago in the Old World- Cassidy and Southworth-Textbook Ed. .3~39 3.90 1964 Prentice-Hall, Inc. 733 Grade 8-Your America-Andersen and Shufelt- 1st Ed. 4.32 4.97 1964 Mary U. Rothrock 734 Grade 6-8-Discovering Tennessee, with supplement- Rothrock-1962 Ed. 2.25 2.59 1962 735 Grade 7-8-This is Tennessee-Rothrock- 1963 Ed. 2.58 2.97 1963 51 PAGENO="0721" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 713 Depocitory Whole- Retail Copy. Title eale Price right No. Price F.O.B. Date Scott, Foresman and Company 736 Grade 7-8-Living in Our America-Quillen and K.rug-Reg. Ed. 3.90 4.49 1964 Silver Burdett Company 737 Grade 7-8-The United States of America: A History for Young Citizens-Brown, et al-Reg. Ed... 4.20 4.83 1964 The Steck Company 738 Grade 6-Your Old World Past- Bettersworth, et al-Reg. Ed. 2.88 3.31 1961 2. Integrated Social Studies Allyn and Bacon, Inc. - 739 Grade 6-7-Eastern Lands-Hughes, et al-Reg. Ed. 4.20 4.83 1959 740 Grade 7-8-Western Lands-Hughes, et al-Reg. Ed. 4.20 4.83 1959 American Book Company 74j~ *Grade 8-Our Community-Fraser and Hoy- Reg. Ed. 2.49 2.86 1961 742 eGrade 4-Our State-Fraser and Hoy- Reg. Ed. 2.88 3.31 1961 743 ~Grade 5-Our Hemisphere-Fraser and Hoy- Reg. Ed. 3.48 4.00 1961 744 *t3~.~d~ 6-Our World Neighbors-Fraser, et al-Reg. Ed. 3.54 4.07 1961 *Teachers' editions available at the same price as the texts. Follett Publishing Company 745 Grade 8-Working Together-Mclntire and Hill- Rev. Ed 2.64 3.04 1962 746 Grade 4-Exploring Regions Near and Far- Gross, et al-ist Ed. 2.97 3.42 1965 747 Grade 5-Exploring the New World- Hamer, et al-Rev. Ed. 3.75 4.31 1965 748 Grade 6-Exploring the Old World- Hairier, et al-Rev. Ed. 3.75 4.81 1965 749 Grade 7-Exploring American Neighbors- Hamer, et al-Rev. Ed. 3.72 4.28 1962 Ginn and Company 750 Grade 4-Your People and Mine-Tiegs, et al-Reg. Ed. 3.24 3.73 1960 751 Grade 5-Your Country and Mine-Tiegs, et al-Reg. Ed. 3.78 4.35 1960 752 Grade 5-Understanding Your Country and Canada-Tiegs, ët al-Reg. Ed. 3.90 4.49 1964 52 71-368 0 - 66 - 46 PAGENO="0722" 714 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES Depository Whole. Retail Copy- Title sale Price right No. Price F.0.B. Date 753 Grade 6-Understanding Latin America- Tiegs, et al-Reg. Ed. 3.78 4.35 1960 754 Grade 6-7-Your World and Mine-Tiegs, et al-Reg. Ed. 3.78 4.35 1960 755 Grade 7-Your Country and the Worid-Tiegs, et al-Reg. Ed. 3.81 4.38 1961 756 Grade 8-Your Country's Story-Tiegs, et al-Reg. Ed. 3.84 4.42 1961 The Macmifian Company 757 Grade 3-Living in America Today and Yesterday- Cutright, et al-2nd Rev. Ed. 2.76 3.17 1962 758 Grade 4-Living in Our Country and Other Lands- Cutright, et al-2nd Rev. Ed. 3.12 3.59 1961 759 Grade 5-Living in the Americas-Cutright, et al-2nd Rev. Ed. 3.90 4.49 1961 760 Grade 5-Living in the United States-Cutright, et al-2nd Rev. Ed. 3.72 4.28 1961 761 Grade 6-7-Living in the Old World-Cutright, et al-2nd Rev. Ed. 3.90 4.49 1961 762 Grade 6-7-Living as American Neighbors-Cutright and Durand-2nd Rev. Ed. 3.90 4.49 1962 763 Grade 7-8-Living as World Neighbors~- Cutright, et al-2nd Rev. Ed. 4.05 4.66 1962 Rand McNally & Company 764 *Grade 3-Around the Home-Borchert and McGuigan-Pupil's Ed. 2.70 3.11 1961 765 *Grade 4-Many Lands-Borchért and McGuigan- Pupil's Ed. 2.91 3.35 1961 766 *Grade 5-6-Within Our Borders-Jones, et al-Pupil's Ed. 3.60 4.14 1961 767 *Grade 5-6-Beyond Our Borders-Nystrom, et al-Pupil's Ed. 3.60 4.14 1961 768 eGrade 6-7-Beyond the Oceans-Pounds and Jones- Pupil's Ed. 3.54 4.07 1961 *Teachers~ editions available at the same price as the texts. Scott, Foresman and Company 769 *Grade 3-In City, Town, and County-Hanna, et al-Reg. Ed. 2.61 3.00 1963 770 *Grade 4-In All Our States-Hanna, et al-Rag. Ed. 2.85 3.28 1961 771 *Grade 5-In the Americas-Hanna, et al-Reg. Ed. 3.72 4.28 1962 772 Grade 6-Beyond the Americas-Hanna, et al-Reg. Ed. 3.90 4.49 1964 *Teachers~ editions available at the same price as the texts. 53 PAGENO="0723" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 715 Depository Whole- Retail Copy- Title sale Price right No. Price F.O.B. Date Silver Burdett Company 773 ~ 4-Mankind in Time and Place, Learning to Look at Our World-Cooper, et al-Reg. Ed. 3.24 3.73 1964 774 *Grade 5-Mankind in Time and Place, The Changing New World: North and South America-Cooper, et al-Reg. Ed. 3.87 4.45 1964 775 *çi~d~ 6-Mankind in Time and Place, The Changing Old World-Cooper, et al-Reg. Ed. 3.93 4.52 1964 *Teachers' editions available at the same price as the texts. The L. W. Singer Company, Inc. 776 *Grade 3-We Look Around Us-Hunnicutt, et al-Reg. Ed. 2.55 2.93 1963 777 *Grade 4-Man Changes His World-Patterson, et al-Reg. Ed. 2.97 3.42 1963 778 *Grade 5-This Is Our Land-Patterson, et al-Reg. Ed. 3.66 4.21 1963 779 *Grade 6-The Great Adventure-Hunnicutt, et al-Reg. Ed. 3.72 4.28 1963 *Teachers' editions available at the same price as the texts. 3. Civics Allyn and Bacon, Inc. 780 Grade 9-Building Citizenship-McCrocklin- Reg. Ed. 4.08 4.69 1961 American Book Company 781 Grade 9-Civics, Fifty State Edition-Allen and Stegmeir-Reg. Ed. 3.96 4.55 1962 Benefic Press (Division of Beckley-Cardy) 782 Grade 7-8-We the People-Richards and Isely-Reg. Ed. 2.85 3.28 1961 Follett Publishing Company 783 Grade 8-Citizenship in Action-Painter and Bixler- 3rd Ed. 3.78 4,35 1902 Ginn and Company 784 Grade 9-Your Life as a Citizen-Tiegs, et al-Reg Ed. 3.90 4.49 1963 Harlow Publishing Corporation 785 Grade 7-8-The Tennessee Citizen (supplementary)- Cole and Johnson-2nd Ed. 4.10 4.72 1964 Harper & Row, Publishers, Inc. 786 Grade 7-8-Civics for Young Americans-Posey- Reg. Ed. 2.85 3.28 1960 54 PAGENO="0724" 716 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES Depository Whole- Retail Copy- Title sale Price right No. Price F.O.B. Date Harr Wagner Publishing Company 787 *Grade 8-Building Our Democracy-Devereaux- 2nd Ed. 3.15 3.62 1962 *Teachers~ edition available at the same price as the text. Houghton Muffin Company 788 Grade 7-8-The Citizen and His Government- Rienow-Reg. Ed. 2.97 3.42 1963 Laidlaw Brothers, Inc. 789 Grade 9-Living in Today's World-Roth, et al-2nd Reg. Ed. 3.72 4.27 1964 The Macmillan Company 790 Grade 9-Civics for Americans-Clark, et al-2nd Rev. Ed. 4.05 4.66 1961 Prentice-Hall, Inc. 791 Grade 9-Our Democracy at Work-Warren, et al-lst Ed. 3.99 4.58 1963 Scott, Foresman and Company 792 Grade 9-Living in Our Communities-Quillen, et al-Reg. Ed. 3.63 4.17 1963 The Steck Company 793 Grade 8-Government by the People-Steen- Reg. Ed. 2.46 2.83 1959 4. Geography Allyn and Bacon, Inc. 794 ~ 8-The Community Where You Live- Pierce and Georgas-Reg. Ed. 2.97 3.42 1959 795 *Grade 4-A Journey Through Many Lands- Drummond-Reg. Ed. 3.42 3.93 1964 796 *Grade 5-Journeys Through the Americas- Drummond-Reg. Ed. 4.20 4.83 1964 797 *Grade 6-7-The Eastern Hemisphere- Drummond-Reg. Ed. 4.20 4.83 1961 798 *Grade 7-8-The Western Hemisphere- Drummond-Reg. Ed. 4.20 4.83 1961 ~Teachers' editions available at the same price as the texts. Ginn and Company 799 Grade 8-At Home in Our Land-Goetz- Reg. Ed. 2.58 2.97 1961 800 Grade 4-At Home Around the World-Goetz- Reg. Ed. 3.36 3.86 1961 801 Grade 5-The United States and Canada- Whittemore-Reg. Ed. 3.81 4.38 1961 55 PAGENO="0725" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 717 Depositor; Whole- Retail Copy- Title sale Price right No. Price F.O.B. Date 802 Grade 5-The United States, Canada, and Latin America-Whittemore, et al-Reg. Ed. 8.90 4.49 1962 803 Grade 6-Latin America, Africa, and Australia- Uttley and Aitchison-Reg. Ed. 3.84 4.42 1963 804 Grade 6-7-Eurasia, Africa, and Australia- Glendinning, et al-Reg. Ed. 4.05 4.66 1962 805 Grade 6~7_Eurasia-Glendinniflg-Reg. Ed. 4.05 4.66 1963 Harlow Publishing Corporation 806 Grade 7-8-Tennessee Geography-Law- 2nd Ed. (supplementary) 3.16 3.64 1964 Holt, Rinehart and Winston, Inc. 807 Grade 8-Our Neighbors at Home-Smith and Sorenson-Rev. Ed. 2.97 3.42 1960 808 Grade 4-Neighbors Around the World-Smith and Sorenson-Rev. Ed. 3.21 3.69 1959 809 Grade 5-6-Neighbors in the Americas-Smith and Sorenson-Rev. Ed. 3.72 4.28 1957 810 Grade 5-6-Knowing Our Neighbors in Canada and Latin America-Carls, et al-Rev. Ed. 3.96 4.55 1964 811 Grade 6-7-Neighbors Across the Seas-Cans and Sorenson-Rev. Ed. 3.72 4.28 1959 812 Grade 7-8-Our United States in a World of Neighbors-Cans, et al-Rev. Ed. 4.05 4.66 1964 Charles E. Merrill Books, Inc. 813 Grade 7-8-Our Homeland and the World-Thurston, et al-Textbook Ed. 4.35 5.00 1964 Silver Burdett Company 814 *Grade 8-Ways of Our Land-Sorensen- Reg. Ed. 2.58 2.97 1961 815 *Grade 4-Geography for Today's World, Our Big Worid-Barrows, et al-Reg. Ed. 3.06 3.52 1964 816 *Grade 5-Geography for Today's World, The American Continents-Barrows, et al-Reg. Ed. 3.96 4.55 1964 817 *Grade 5-Geography for Today's World, The United States and Canada-Barrows, et al-Reg. Ed. 3.81 4.38 1964 818 *Grade 6-Geography for Today's World, Old World Lands-Barrows, et al-Reg. Ed. 3.96 4.55 1964 819 ~Grade 7-Geography for Today's World, A World View-Sorensen-Reg. Ed. 4.08 4.69 1964 820 Grade 6-7-Learning About Latin America- Harper, et al-Reg. Ed. 3.72 4.28 1964 tTeachers' editions available at the same price as the texts. 56 PAGENO="0726" 718 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES Depository Whole- Retail Copy- Title sale Price right No. Price P.O.B. Date 5. Commercial Geography South-Western Publishing Company 821 Grade 9-12-World Geography-Pounds and Cooper- 6th Ed. 3.60 4.14 1961 6. World Geography Allyn and Bacon, Inc. 822 Grade 9-12-Global Geography-Van Cleef and Finney-Reg. Ed. 4.62 5.31 1963 823 Grade 9-12-Our World and Its Peoples-Kolevzon and Heine-Reg. Ed. 4.50 5.17 1960 Ginn and Company 824 Grade 9-10-World Geography-Bradley- Reg. Ed... 4.44 5.11 1960 McGraw-Hill Book Company, Inc. (Webster Publishing Division) 825 *Grade 9-12-The World Today; Its Patterns and Cultures-Kohn-lst Ed. 5.16 6.93 1963 *Teachers~ edition available at the same price as the text. Holt, Rinehart and Winston, Inc. 826 Grade 9-12-World Geography Today-Israel, et al-Rev. Ed. 4.44 5.11 1962 The Macmillan Company 827 Grade 9-12-The Wide World: A Geography- James and Davis-Rev. Ed. 4.65 5.35 1962 828 Grade 9-12-Geography of the World-Packard, et al-4th Ed. 455 5.35 1963 Rand McNally & Company 829 Grade 9-12-Geography and World Affairs- Jones and Murphy-2nd Ed. 4.20 4.83 1962 D. Van Nostrand Company, Inc. 830 Grade 9-World Geography and You-Holt-- 1st Ed. 4.80 5.52 1964 7. Economics Follett Publishing Company 831 Grade 10-12-Economics and You-Holt--.Srd Ed. 3.60 4.14 1964 Ginn and Company 832 Grade 11-12-Economics-Goodman and Harriss- Reg. Ed. 4.17 4.80 1963 57 PAGENO="0727" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 719 Depository Whole- Retail Copy. Title sale Price right No. Price F.0.B. Date Harcourt, Brace & World, Inc. 833 Grade 9-12-Our American Economy-Lindholm and Driscoll-2nd Ed. .3.90 4.49 1964 McGraw-Hill Book Company, Inc. (Webster Publishing Division) 834 Grade 11-12-Economics for Our Times-Smith- 3rd Ed. Rev. 4.32 4.97 1963 South-Western Publishing Company 835 Grade 9-12-Applied Economics-Dodd, et al-6th Ed. 3.36 3.86 1962 836 Grade 9-12-Consumer Economic Problems-Wilson and Eyster-6th Ed. 3.45 3.96 1961 8. American Government Allyn and Bacon, Inc. 837 Grade 12-American Government-Magruder and McClenaghan-Reg. Ed. 4.44 5.11 1964 838 Grade 12-Today's Problems-Hughes, et al-Reg. Ed 4.44 5.11 1962 Follett Publishing Company 839 Grade 10-12-The People Govern-Paquin and Irish-lst Ed. 4.11 4.73 1961 Ginn and Company 840 Grade 11-12-Understanding Our Government- Bruntz-Reg. Ed. 4.26 4.90 1963 The Macmillan Company 841 Grade 9-12-Government in Our Republic-Brown and Peltier-Reg. Ed 4.20 4.83 1960 842 Grade 9-12-Goals of Democracy: A Problems Approach-McCutchen, et al-Reg. Ed. 4.20 4.83 1962 Scott, Foresman and Company 843 Grade 12-Our Living Government-Haefner, et al-Reg. Ed. 4.26 4.90 1964 9. Sociology Allyn and Bacon, Inc. 844 Grade 12-High School Sociology-Cole and Montgomery-Reg. Ed. 3.81 4.38 1963 Ginn and Company 845 Grade 11-12-Social Living-Landis-Reg. Ed. 3.81 4.38 1961 58 PAGENO="0728" 720 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES Depository Whole.. Retail Copy- Title sale Price right No. Price F.0.B. Date J. B. Lippincott Company 846 Grade 9-12-Living in Social Groups-Quinn- 1st Ed. 4.05 4.66 1962 The L.W. Singer Company 847 Grade 12-Understanding Our Times-Walker, et al-Reg. Ed. 3.36 3.86 1961 10. American History Ginn and Company 848 Grade 11-Our American Republic-Muzzey and Link-lst Ed. "B" Imprint 4.50 5.18 1963 849 Grade 11-Our Country's History-Muzzey- Reg. Ed. 4.50 5.18 1961 Harcourt, Brace & World, Inc. 850 Grade 11-12-Rise of the American Nation-Todd and Curti-lst Ed 4.80 5.52 1961 Harper & Row, Publishers, Inc. 851 Grade 9-12-The American People: Their History- Ver Steeg-Reg. Ed. 4.47 5.14 1964 Holt, Rinehart and Winston, Inc. 852 Grade 11-12-Story of America-Harlow and Noyes-Rev. Ed. 4.47 5.14 1964 Houghton Muffin Company 853 Grade 9-12-The Making of Modern America- Canfield and Wilder-Reg. Ed 4.65 5.35 1964 Laidlaw Brothers, Inc. 854 Grade 9-12-Our Nation's Story-Augspurger and McLemore-Reg. Ed. 4.35 5.00 1960 McGraw-Hill Book Company, Inc. (Webster Publishing Division) 855 Grade 9-12-This Is Our Nation-Boiler & Tilford-lst Ed. 4.47 5.14 1961 The Macmillan Company 856 Grade 9-12-History of a Free People-Bragdon and McCutchen-5th Rev. Ed. 4.65 .5.35 1964 Rand McNally & Company 857 Grade 9-12-The Adventure of the American People- Grail and Krout-lst Ed. 4.47 5.14 1964 59 PAGENO="0729" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 721 Depository Whole. Retail Copy. Title sale Price right No. Price F.O.B. Date 11. World History Allyn and Bacon, Inc. 858 Grade 9-10-The Pageant of World History- Leinwand-Reg. Ed. 4.56 5.24 1962 859 Grade 10-The Making of Today's World- McCrocklin-Reg. Ed. 4.74 5.45 1962 860 Grade 10-11-A Global History of Man- Stavrianos, et al-Reg. Ed. 4.80 5.52 1962 American Book Company 861 5Grade 10-A History of the World-Magenis and Appel-Reg. Ed. 4.44 5.10 1963 *Teachers' edition available at the same price as the text. Ginn and Company 862 Grade 10-A World History-Roselle-Reg. Ed. 4.65 5.35 1963 863 Grade 10-Our World History-Black-Reg. Ed. 4.65 5.35 1962 Harcourt, Brace and World, Inc. 864 Grade 10-Men and Nations: A World History- Mazour and Peoples-3rd Ed. 4.80 5.52 1964 D. C. Heath and Company 865 Grade 10-11-The World Story-Bruun and Haines-Reg. Ed. 4.71 5.42 1963 Holt, Rinehart and Winston, Inc. 866 Grade 9-11-Story of Nations-Rog~~s, et al-Rev. Ed. 4.47 5.14 1962 Houghton Muffin Company 867 Grade 9-12-The History of Our World-Boak, et al-Reg. Ed. 4.80 5.52 1963 Laidlaw Brothers, Inc. 868 Grade 9-12-World History, The Story of Man's Achievements-Habberton, et al-Reg. Ed. 4.74 5.45 1962 The Macmillan Company 869 Grade 9-12-Past to Present: A World History- Zebel and Schwartz-Rev. Ed. 4.71 5.42 1963 Prentice-Hall, Inc. 870 Grade 9-12-Our World Through the Ages- Platt and Drummond-2nd Ed. 4.47 5.14 1961 Scott, Foresman and Company 871 Grade 10-Living World History-Wailbank and Schrier-Reg. Ed. 4.41 5.07 1964 60 PAGENO="0730" 722 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES Depository Whole- Retail Copy- Title, sale Price right No. Price F.0.B. Date 12. Ancient History Silver Burdett Company - 872 Grade 10-Ancient and Medieval History- Magoffin and Duncalf-Reg. Ed. 4.23 4.86 1959 13. Modern History Silver Burdett Company 873 Grade 11-Modern History-Becker-Reg. Ed. 4.35 5.00 1964 14. Psychology Harcourt, Brace & World, Inc. 874 Grade 9-12-Psychology: Its Principles and Applications-Engle-3rd Ed. 4.20 4.83 1957 McGraw-Hill Book Company (Webster Publishing Division) 875 Grade 10-12-Psychology for Living-Sorenson and Malm-2nd Ed.-Rev. 4.47 5.14 1964 Prentice-Hall, Inc. 876 Grade 9-12-Psychology and Personality- Phillips and Gibson-ist Ed. 3.84 4.42 1957 61 PAGENO="0731" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 723 SECTION V Contracts Begin July 1, 1963 5-Year Listing. Contracts expire June 30, 1968 BUSINESS EDUCATION 1. Bookkeeping Depository Whole- Retail Copy. Title sale Price right No. Price F.O.B. Date Prentice-Hall, Inc. 877 Grade 10-12-Introductory Bookkeeping- Olson, et al-3rd Ed. $3.03 $3.48 1961 South-Western Publishing Co. 878 Grade 9-12-20th Century Bookkeeping and Accounting, Carison et al-(First Year)- 22nd Ed. 2.79 3.20 1962 879 Grade 9-12-20th Century Bookkeeping and Accounting, Carlson, et al-(Second Year)- 21st Ed. 3.06 3.51 1958 2. Business English D. C. Heath and Co. 880 Grade 9-12-Business English in Action- Tressler and Lipman-Reg. Ed..... 3.60 4.14 1957 Gregg Publishing Division 881 Grade 9-12-Business English and Communication- Stewart, et al-2nd Ed. 3.42 3.93 1961 Prentice-Hall, Inc. 882 Grade 10-12-English for Business- Parkhurst-4th Ed. 3.09 3.55 1963 South-Western Publishing Company 883 Grade 9-12-Effective English for Business- Aurner and Burtness-5th Ed. 3.30 3.79 1962 3. Business Law Prentice-Hall, Inc. 884 Grade 9-12-Business Law for Everyday Living- Geta-2nd Ed. 2.97 3.42 1959 South-Western Publishing Co. 885 Grade 9-12-Applied Business Law- Fisk and Snapp-8th Ed. 2.91 3.34 1960 62 PAGENO="0732" 724 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES Depository Whole- Retail Copy. Title sale Price right No. Price F.0.B. Date 4. General Business Allyn and Bacon, Inc. 886 Grade 9-12-Introduction to Business- Reed, et al-Reg. Ed. 3.33 3.83 1958 Gregg Publishing Division 887 Grade 9-12-General Business for Everyday Living- Price, et al-2nd Ed. 3.84 4.42 1960 Prentice-Hall, Inc. 888 Grade 9-12--General Business for Today and Tomorrow-Aberle, et al-lst Ed. 2.97 3.42 1959 South-Western Publishing Co. 889 Grade 9-12-General Business-Crabb; et al-8th Ed.... 3.27 3.76 1961 5. Office Practice Gregg Publishing Division 890 Grade 11-12-General Office Practice- Archer, et al-lst Ed. 3.42 3.93 1958 South-Western Publishing Co. 891 Grade 9-12-Clerical Office Practice- Agnew and Meehan-3rd Ed. 3.09 3.55 1961 6. Secretarial Practice Gregg Publishing Division 892 Grade 12-Applied Secretarial Practice- Gregg, et al-5th Ed. 3.48 4.00 1962 Prentice-Hall, Inc. 893 Grade 11-12-Office and Secretarial Training- Stickney, et al--4th Ed. 2.97 3.42 1959 South-Western Publishing Co. 894 Grade 9-12-Secretarial Office Practice- Agnew and Meehan-Gth Ed. 3.09 3.55 1960 7. Shorthand Gregg Publishing Division 895 Grade 10-12-Gregg Shorthand Manual Simplified (First Year)-Gregg, et al-2nd Ed. 2.52 2.90 1955 896 Grade 10-12-Gregg Shorthand Manual Simplified Functional Method (First Year)- Leslie and Zoubek-2nd Ed. 2.82 3.24 1955 63 PAGENO="0733" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 725 Depository Whole Retail Copy- Title sale Price right No. Price F.O.B. Date 897 Grade 10-12-Gregg Dictation Simplified (First Year)-Leslie and Zoubek-2nd Ed. 2.82 3.24 1955 898 Grade 10-12-Gregg Speed Building Simplified (Second Year)-Gregg, et al-2nd Ed. 2.91 3.35 1957 899 Grade 10-12-Gregg Transcription Simplified (Second Year)-Leslie and Zoubek-2nd Ed. 2.97 3.42 1956 900 Grade 9-12-Gregg Notehand-A Personal-Use Shorthand With Integrated Instruction in How to Make Notes-Leslie, et al-lst Ed. 3.45 3.97 1960 South-Western Publishing Co. 901 Grade 9-12-Shorthand Dictation Studies- Bowman and Oliverio-Srd Ed. 2.85 3.27 1961 902 Grade 9-12-Shorthand Transcription Studies- Balsley and Wanous-3rd Ed. 2.85 3.27 1958 8. Typewriting Gregg Publishing Division 903 Grade 9-12-Gregg Typing, 191 Series, Book One- Rowe, et al-lst Ed. 2.73 3.14 1962 904 Grade 9-12-Gregg Typing, Complete Course- Rowe and Lloyd-2nd Ed. 2.97 3.42 1958 South-Western Publishing Co. 905 Grade 9-12-20th Century Typing-(First Year) Lessenberry, et al-8th Ed. 2.34 2.69 1962 906 Grade 9-12-20th Century Typing (Complete Edition) Lessenberry, et al.-Sth Ed. 2.85 3.27 1962 DISTRIBUTIVE EDUCATION Gregg Publishing Division 907 Grade 11-12-Retailing Principles and Practices- Richert, et al-4th Ed. 4.11 4.73 1962 908 Grade 11-12-Salesmanship Fundamentals- Ernest and DaVall-2nd Ed. 3.42 3.93 1959 Prentice-Hall, Inc. 909 Grade 11-12-Facts About Merchandise- Logan and Moon-lst Ed. 4.35 5.00 1962 910 Grade 11-12-Sales Horizons- Haas and Perry-2nd Ed. 3.18 3.66 1963 911 Grade 11-12-Store Salesmanship- Robinson, et al-Sth Ed. 2.94 3.38 1959 South-Western Publishing Co. 912 Grade 9-12-Fundamentals of Selling- Wingate and Nolan-7th Ed. 3.09 3.55 1959 64 PAGENO="0734" 726 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES Depository Whole.. Retail Copy- Title sale Price right No. Price F.0.B. Date 913 Grade 9-12-Retail Merchandising- Wingate and Weiner-Sth Ed. 3.15 3.62 1957 914 Grade 9-12-Fundamentals of Advertising- Rowse and Nolan-6th Ed. 2.79 3.20 1957 915 Grade 9-12-Business Principles and Management- Shut and Wilson-4th Ed. 3.36 3.86 1961 DRIVER EDUCATION Chas. A. Bennett Co., Inc. 916 Grade 9-12-Youth at the Wheel-Glenn--lst Ed. 3.06 3.52 1958 Laidlaw Brothers, Inc. 917 Grade 9-12-When You Take the Wheel- Strasser, et al-Reg. Ed..... 2.55 2.93 1963 McGraw-Hill Book Co., Inc. 918 Grade 7-12-Sportsmanlike Driving- American Automobile Association-4th Ed. 3.27 3.76 1961 Prentice-Hall, Inc. 919 Grade 9-12-Man and the Motor Car-Center for Safety Education, New York University-6th Ed. 2.76 3.17 1962 FINE ARTS 1. Music Allyn & Bacon, Inc. 920 Grade 1-This is Music-Sur, et al-Reg. Ed. 4.20~ 4.83 1962 921 *Grade 2-This is Music-Sur, et al-Reg. Ed. 1.80 2.07 1961 922 *Grade 8-This is Music-Sur, et al-Reg. Ed. 1.80 2.07 1961 923 *Grade 4-This is Music-Sur, et al-Reg. Ed. 1.89 2.17 1961 924 *Grade 5-This is Music-Sur, et al-Reg. Ed. 1.95 2.24 1962 925 *Grade 6-This is Music-Sur, et al-Reg. Ed. 2.10 2.41 1962 *Teachers' editions available at the same price as the text. American Book Company 926 Grade 1-Music for Young Americans- Berg, et al-Reg. Ed. 3.90 4.48 1963 927 *Grade 2-Music for Young Americans- Berg, et al-Reg. Ed. 1.80 2.07 1963 928 Grade 2-Music for Young Americans, Guide and Accompaniment for Book 2-Berg, et al-Reg. Ed..... 2.70 3.10 1963 929 *Grade 3-Music for Young Americans- Berg, et al-Reg. Ed. 1.86 2.13 1963 930 Grade 8-Music for Young Americans, Guide and Accompaniment for Bdok 3-Berg, et al-Reg. Ed..... 2.85 3.27 1963 931 *Grade 4-Music for Young Americans- Berg, et al-Reg. Ed. 1.92 2.20 1963 65 PAGENO="0735" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 727 Depository Whole- Retail Copy- Title sale Price right No. Price F.0.B. Date 932 Grade 4-Music for Young Americans, Guide and Accompaniment for Book 4, Berg, et al-Reg. Ed. 3.00 3.45 1963 933 ~ 5-Music for Young Americans- Berg, et al-Reg. Ed. 1.98 2.27 1963 934 Grade 5-Music for Young Americans, Guide and Accompaniment for Book 5-Berg, et al-Reg. Ed. ... 3.30 3.79 1963 935 *t3~.~cl~ 6-Music for Young Americans- Berg, et al-Reg. Ed 2.04 2.34 1963 936 Grade 6-Music for Young Americans, Guide and Accompaniment for Book 6-Berg, et al-Reg. Ed..... 3.45 3.96 1963 937 ~ 7-Music for Young Americans- Berg, et al-Reg. Ed. 2.49 2.86 1963 938 Grade 7-Music for Young Americans, Guide and Accompaniment for Book 7-Berg, et al-Reg. Ed..... 4.20 4.83 1963 939 *Grade 8-Music for Young Americans- Berg, et al-Reg. Ed. 2.55 2.93 1963 940 Grade 8-Music for Young Americans, Guide and Accompaniment for Book 8-Berg, et al-Reg. Ed..... 4.20 4.83 1963 *Teachers' editions available at the same price as the text. Banks Upshaw Division (National Textbook Corporation) 941 Grade 9-12-Adventures in Music-Howell-lst Ed. 2.70 3.11 1960 Follett Publishing Company 942 *Grade 1-Music Round the Clock-Wolfe, et al-Diamond Ed. 1.59 1.83 1963 943 *Grade 2-Music Round the Town-Wolfe, et al-Diamond Ed. 1.77 2.04 1963 944 *~~ü 3-Music Through the Year-Wolfe, et al-Diamond Ed. 1.86 2.14 1963 945 *Grade 4-Music Across Our Country-Wolfe, et al-Diamond Ed. 1.92 2.21 1963 946 *Grade 5-Voices of America-Wolfe, et al-Diamond Ed. 2.01 2.31 1963 947 *Grade 6-Voices of the World-Wolfe, et al-Diamond Ed. 2.07 2.38 1963 948 *Grade 7-Music Sounds Afar-Wolfe, et al 2.64 3.04 1958 949 *Grade 8-Proudly We Sing-Wolfe, et al 2.70 3.11 1958 *Teachers' editions available at the same price as the text. Gina and Company 950 Grade 1-The First Grade Book, Enlarged Ed.- Pitts, et al-Reg. Ed. 4.20 4.83 1959 951 Grade 1-Singing as We Play, Primer 1- Pitts, et al-Reg. Ed. .75 .86 1957 952 Grade 1-Singing All the Day, Primer 2- Pitts, et al-Reg. Ed. .75 .86 1957 953 Grade 1-Playing As We Sing (Piano)- Pitts, et al-Reg. Ed. .75 .86 1955 66 PAGENO="0736" 728 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES Depository Whole.. Retail Copy- Title sale Price right No. Price F.0.B. Date 954 *Grade 2-Singing On Our Way, Enlarged Ed.- Pitts, et al-Beg. Ed. 1.74 2.00 1959 955 ~ 3-Singing and Rhyming, Enlarged Ed.- Pitts, et al-Reg. Ed. 1.80 2.07 1959 956 *Grade 4-Singing Every Day, Enlarged Ed.- Pitts, et al-Beg. Ed. 1.86 2.14 1959 957 *(1.~j~ 5-Singing Together, Enlarged Ed.- Pitts, et al-Beg. Ed. 1.92 2.21 1959 958 *Grade 6-Singing in Harmony, Enlarged Ed.- Pitts, et al-Beg. Ed. 2.04 2.35 1959 959 Grade 7-Singing Juniors, Enlarged Ed.- Pitts, et al-Reg. Ed. 2.88 3.31 1961 960 Grade 8-Singing Teen-Agers, Enlarged Ed.- Pitts, et al-Reg. Ed. 2.94 3.38 1961 961 Grade 9-12-Music Makers-Pitts, et al-Reg. Ed. 3.00 3.45 1956 *Teacherss editions available at the same price as the text. Music Publishers Holding Corporation (M. Witmark & Sons) 962 Grade 7-9-Living with Music, Volume I- Richardson and English-Rev. Ed 2.23 2.85 1962 963 Grade 7-9-Living with Music, Volume II- Richardson and English-lst Ed. 2.06 2.65 1958 Prentice-Hall, Inc. 964 Grade 7-Time for Music-Ehret, et al-ist Ed. 2.34 2.69 1959 965 Grade 8-Music for Everyone-Ehret, et al-ist Ed. 2.34 2.69 1959 Shawnee Press, Inc. 966 Grade 7-12-Fred Waring Song Book-Ades 1.30 1.50 1962 967 Grade 7-12-Have Songs-Will Sing (Fred Waring Workshop Series)-Simeone 1.30 1.50 1962 968 Grade 7-12-Youth Sings (Fred Waring Workshop Series)-Simeone 1.30 1.50 1954 969 Grade 5-12-A Singing Bee (Fred Waring Workshop Series)-Gearhart 1.30 1.50 1956 970 Grade 7-12-Songfest (Fred Waring Workshop Series)-Simeone 1.30 1.50 1956 971 Grade 6-12-Sugar and Spice (Fred Waring Workshop Series)-Ades 1.30 1.50 1957 972 Grade 7-12-Belles and Beaus (Fred Waring Workshop Series)-Gearhart 1.30 1.50 1957 973 Grade 7-12-Gentlemen Songsters (Fred Waring Workshop Series)-Gearhart 1.30 1.50 1959 974 Grade 9-12-3 to Make Music (Fred Waring Workshop Series)-Ades 1.30 1.50 1959 975 Grade 5-12-Rise and Shine (Fred Waring Workshop Series)-Simeone 1.30 1.50 1960 976 Grade 4-12-Little Folk Songs (Fred Waring Workshop Series)-Israel, et al 1.30 1.50 1961 977 Grade 7-12-Once Upon a Song-Gearhart 1.30 1.50 1961 67 PAGENO="0737" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 729 Depository Whole- Retail Copy- Title sale Price right No. Price F.O.B. Date Silver Burdett Company 978 Grade 1-Music for Living, I Like the City- Mursell, et al-Reg. Ed. 1.05 1.21 1962 979 Grade 1-Music for Living, I Like the Country- Mursell, et al-Reg. Ed. 1.05 1.21 1962 980 Grade 1-Music for Living, Music Through the Day (Teacher's Book 1 with accompaniments)- Mursell, et al-Reg. Ed. 3.09 3.55 1962 981 Grade 2-Music for Living, Music in Our Town- Mursell, et al-Reg. Ed. 1.80 2.07 1962 982 Grade 2-Music for Living, Music in Our Town- (Teacher's Book 2 with accompaniments)- Mursell, et al-Reg. Ed. 2.52 2.90 1962 983 Grade 3-Music for Living, Music Now and Long Ago-Mursell, et al-Reg. Ed. 1.83 2.10 1962 984 Grade 3-Music for Living, Music Now and Long Ago-(Teachers's Book 3 with accompaniments)- Mursell, et al-Reg. Ed. 2.67 3.07 1962 985 Grade 4-Music for Living, Music Near and Far- Mursell, et al-Reg. Ed 1.86 2.14 1962 986 Grade 4-Music for Living, Music Near and Far- (Teacher's Book 4 with accompaniments)- Mursell, et al-Reg. Ed. 2.73 3.14 1962 987 Grade 5-Music for Living, Music in Our Country- Mursell, et al-Reg. Ed. 2.01 2.31 1962 988 Grade 5-Music for Living, Music in Our Country- (Teacher's Book 5 with accompaniments)- Mursell, et al-Reg. Ed. 3.12 3.59 1962 989 Grade 6-Music for Living, Music Around the Worid-Mursell, et al-Reg. Ed. 2.07 2.38 1962 990 Grade 6-Music for Living, Music Around the World-(Teacher's Book 6 with accompani- ments)-Mursell, et al-Reg. Ed. 3.51 4.04 1962 991 Grade 7-Music in Our Life-Cooper, et al-Reg. Ed. 2.76 3.17 1959 992 Grade 7-Music in Our Life-(Teacher's Edition with accompaniments)-Cooper, et al-Reg. Ed. 3.60 4.14 1959 993 Grade 8-Music in Our Times-Cooper, et al-Reg. Ed... 2.82 3.24 1959 994 Grade 8-Music in Our Times-(Teacher's Edition with accompaniments)-Cooper, et al-Reg. Ed. 3.60 4.14 1960 995 Grade 9-12-Music in Our Heritage- Serposs and Singleton-Reg. Ed. 3.00 3.45 1962 996 Grade 9-12-Music in Our Heritage-Serposs and Singleton-Reg. Ed. (Source Book for Teaching) 3.45 3.97 1962 Summy-Birchard Company 997 Grade 1-Birchard Music Series: Book One- (Teacher's Book-Cloth)-Ernst, et al-ist Ed. 4.20 4.83 1962 998 Grade 2-Birchard Music Series: Book Two-. Ernst, et al-lst Ed. 1.86 2.14 1962 999 Grade 2-Birchard Music Series: Book Two- (Teacher's)-Ernst, et al-ist Ed. 3.60 4.14 1962 68 71-368 0 - 66 - 47 PAGENO="0738" 730 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES Depository Whole. Retail Copy. Title sale Price right No. Price F.0.B. Date 1000 Grade 3-Birchard Music Series: Book Three.- Ernst, et al-lst Ed. 1.86 2.14 1962 1001 Grade 3-Birchard Music Series: Book Three (Teacher's)-Ernst, et al-lst Ed 3.60 4.14 1962 1002 Grade 4-Birchard Music Series: Book Four-. Ernst, et al-lst Ed. 1.98 2.28 1962 1003 Grade 4-Birchard Music Series: Book Four (Teacher's)-Ernst, et al-lst Ed. 3.75 4.31 1962 1004 Grade 5-Birchard Music Series: Book Five- Ernst, et al-lst Ed. 2.10 2.42 1962 1005 Grade 5-Birchard Music Series: Book Five (Teacher's)-Ernst, et al-lst Ed. 3.90 4.49 1962 1006 Grade 6-Birchard Music Series: Book Six- Ernst, et al-lst Ed. 2.22 2.55 1962 1007 Grade 6-Birchard Music Series: Book Six (Teacher's)-Ernst, et al-lst Ed. 4.05 4.66 1962 1008 Grade 7-Birchard Music Series: Book Seven- Ernst, et al-lst Ed. 2.97 3.42 1959 1009 Grade 7-Birchard Music Series: Book Seven (Teacher's)-Ernst, et al-lst Ed. 2.85 3.28 1959 1010 Grade 8-Birchard Music Series: Book Eight- Ernst, et al-lst Ed. 2.97 3.42 1959 1011 . Grade 8-Birchard Music Series: Book Eight (Teacher's)-Ernst, et al-lst Ed. 2.85 3.28 1959 1012 Grade 9-12-Music Throughout the World- Cotton and Bradburn-Rev. Ed. 3.72 4.28 1980 1013 Grade 9-12-Hearing, Gateway to Music- Katz and Rowen-lst Ed. 2.25 2.59 1959 2. Art Chas. A. Bennett Company, Inc. 1014 Grade 7-12-Art for Young America- Nicholas, et al-4th Ed. 3.54 4.07 1962 W. S. Benson and Company 1015 Grade 1-Our Expanding Vision, A Way to Tell- Fearing, et al-Reg. Ed. .84 1.12 1960 1016 Grade 2-Our Expanding Vision, A Way to Know- Fearing, et al-Reg. Ed. .84 1.12 1960 1017 Grade 3-Our Expanding Vision, A Way to See- Fearing, et al-Reg. Ed. .84 1.12 1960 1018 Grade 4-Our Expanding Vision, Discovering Your Way-Fearing, et al-Reg. Ed. .84 1.12 1960 1019 Grade 5-Our Expanding Vision, Knowing Yourself and Others-Fearing, et al-Reg. Ed. .84 1.12 1960 1020. Grade 6-Our Expanding Vision, Expressing Your Ideas-Fearing, et al-Reg. Ed. .84 1.12 1960 1021 Grade 7-Our Expanding Vision, You and the World-Fearing, et al-Reg. Ed. 84 1.12 1960 69 PAGENO="0739" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 731 Depository Whole Retail Copy. Title sale Price right No. Price F.O.B. Date 1022 Grade 8-Our Expanding Vision, Greater Understanding-Fearing, et al-Reg. Ed. .84 1.12 1960 Laidlaw Brothers, Inc. 1023 Grade 1-Art for You-Stafford, et al-Reg. Ed. .66 .75 1960 1024 Grade 2-Art for You-Stafford, et al-Reg. Ed. .66 .75 1960 1025 Grade 3-Art for You-Stafford, et al-Reg. Ed. .66 .75 1960 1026 Grade 4-Art for You-Stafford, et al-Reg. Ed. .66 .75 1960 1027 Grade 5-Art for You-Stafford, et al-Reg. Ed. .66 .75 1960 1028 . Grade 6-Art for You-Stafford, et al-Reg. Ed. .66 .75 1960 1029 Grade 7-Art for You-Stafford, et al-Reg. Ed. .78 .89 1960 1030 Grade 8-Art for You-Stafford, et al-Reg. Ed. .78 .89 1960 Charles E. Merrill Books, Inc. 1031 Grade 1-The Prang Young Artists Series- Kysar, et al-Teacher's Book 2.00 2.30 1959 1032 Grade 2-The Prang Young Artists Series- Kysar, et al-Teacher's Book 2.00 2.30 1959 1033 Grade 3-The Prang Young Artists Series- Kysar, et al-Teacher's Book 2.00 2.30 1959 1034 Grade 4-The Prang Young Artists Series- Kysar, et al-Teacher's Book 2.00 2.30 1959 1035 Grade 5-The Prang Young Artists Series- Kysar, et al-Teacher's Book 2.00 2.30 1959 1036 Grade 6-The Prang Young Artists Series- Kysar, et al-Teacher's Book 2.00 2.30 1959 1037 Grade 7-The Prang Young Artists Series- Kysar, et al-Teacher's Book 2.00 2.30 1959 1038 Grade 8-The Prang Young Artists Series- Kysar, et al-Teacher's Book 2.00 2.30 1959 3. Crafts McKnight & McKnight Publishing Co. 1039 Grade 7-12-Handicrafts Simplfied- Amon and Rawson-lst Ed. 3.30 3.80 1961 INDUSTRIAL ARTS AND TRADES AND INDUSTRIAL EDUCATION 1. Auto Mechanics American Technical Society 1040 Grade 10-12-Automotive Collision Work- Frazee, et al-2nd Ed. 5.35 6.15 1955 1041 Grade 10-12-Automotive Fundamentals- Venk and Billiet-2nd Ed. 5.01 5.76 1961 Chas. A. Bennett Co., Inc. 1042 Grade 9-12-Automechanics--Glenn-lst Ed. 5.22 6.00 1962 70 PAGENO="0740" 732 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES Depository Whole- Retail Copy. Title sale Price right No. Price F.O.B. Date The Bruce Publishing Company 1043 Grade 9-12-Automotive Essentials-Kuns-Rev. Ed...... 3.72 4.28 1958 Chilton Publications, Inc. 1044 Grade 9-12-Automobile Sheet Metal Repair-Sargent ... 6.06 8.05 1961 1045 Grade 9-12-Glenn's New Auto Repair Manual-Glenn.... 6.81 9.05 1962 McGraw-Hill Book Company, Inc. 1046 Grade 9-12-Automotive Mechanics-Crouse-Sth Ed.... 5.04 5.80 1965 2. Bricklaying, Tile Setting, and Masonry American Technical Society 1047 Grade 10-12-Bricklaying Skill and Practice- Dal.zell and Townsend-2nd Ed. 2.70 3.11 1954 1048 Grade 10-12-Masonry Simplified, Vol. I- Daizell, et al-2nd Ed. 4.43 5.09 1956 1049 Grade 10-12-Masonry Simplified, Vol. II- Daizell, et al-2nd Ed. 4.58 5.27 1957 Chas. A. Bennett Co., Inc. 1050 Grade 9-12-Art of Bricklaying-Ray-2nd Ed. 3.38 3.89 1961 3. Carpentry American Technical Society 1051 Grade 10-12-Fundamentals of Carpentry, Vol. I- Durbahn-3rd Ed. 3.66 4.21 1961 1052 Grade 10-12-Fundamentals of Carpentry, Vol. II- Durbahn-2nd Ed. 3.81 4.38 1956 4. Drawing (Architectural and Mechanical) American Technical Society 1053 Grade 11-12-How to Plan a House- Townsend, et al-3rd Ed. 5.35 6.15 1958 1054 Grade 11-12-Engineering-Technical Drafting and Graphics-Gianchino and Beukema-lst Ed. 7.51 8.64 1961 Chas. A. Bennett Co., Inc. 1055 Grade 7-12-Drawing and Planning for Industrial Arts-Feirer-2nd Ed. 3.39 3.90 1963 The Bruce Publishing Company 1056 Grade 9-12-Architectural Drawing-Waffle-Rev. Ed.... 5.10 5.87 1962 1057 Grade 9-12-Mechanical Drawing-Berg-Rev. 5th Ed... 2.40 2.76 1962 1058 Grade 7-9-Visualized Basic Mechanical Drawing- Almon-lst Ed. 1.92 2.21 1961 1059 Grade 7-9-Modern Drafting-Wyatt-lst Ed. 1.47 1.69 1962 71 PAGENO="0741" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 733 Depository Whole. Retail Copy. Title sale Price right No. Price F.0.B. Date McGraw-Hill Book Co., Inc. 1060 Grade 9-12-Mechanical Drawing- French and Svensen-6th Ed. 4.41 5.07 1957 1061 Grade 9-12---Industrial Arts and Blueprint Reading-Coover-2nd Ed. 8.60 4.14 1961 McKnight & McKnight Publishing Company 1062 Grade 7-9-Applied Drawing and Design- Scrogin and Bettencourt-4th Ed. 8.45 3.97 1959 1063 Grade 7-9-General Drafting- Fryklund and Kepler-3rd Ed. 2.70 3.11 1960 1064 Grade 10-12-Graphic Architectural Drafting- Edgar-2nd Ed. 3.75 4.31 1960 The Macmillan Company 1065 Grade 9-12-Basic Technical Drawing- Spencer-Reg. Ed. 4.05 4.66 1962 Prentice-Hall, Inc. 1066 Grade 9-12-Architectural Drafting-Hornung-3rd Ed. 5.22 6.00 1960 1067 Grade 9-12-Technical Drafting Essentials- Luzadder-2nd Ed. 4.14 4.76 1956 1068 Grade 9-12-Mechanical Drafting-Hornung-ist Ed..... 4.62 5.31 1957 5. Electricity American Technical Society 1069 Grade 9-12-Electricity and Electronics-Basic- Steinberg and Ford-2nd Ed. 3.47 3.99 1961 1070 Grade 11-12-Interior Electric Wiring-Residential- Graham-6th Ed. 3.66 4.21 1961 1071 Grade 9-12-Fundamentals of Electricity- Graham-4th Ed. 3.66 4.21 1960 Chas. A. Bennett Co., Inc. 1072 Grade 7-10-Industrial-Arts Electricity- Lush and Engle-3rd Ed. 2.28 2.62 1959 The Bobbs-Merrill Company, Inc. 1073 Grade 10-12-Learning Electricity Fundamentals (EFC-1)-Crow-lst Ed. 4.46 5.13 1957 1074 Grade 10-12-Basic Electricity and an Introduction to Electronics (VEY-IT)-Howard W. Sams Engineering Staff-ist Ed. 2.70 3.11 1959 Chilton Publications, Inc. 1075 Grade 9-12-Fundamentals of Electricity-Bishop 5.31 7.05 1960 McGraw-Hill Book Company, Inc. 1076 Grade 9-12-Basic Electrical and Electronic Principles-Suflern-3rd Ed. 5.40 6.21 1962 72 PAGENO="0742" 734 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES Depository Whole. Retail Copy. Title sale Price right No. Price F.O.B. Date 1077 Grade 9-12-Understanding Electricity and Electronics-Buban and Schmitt-lst Ed. 4.86 5.59 1962 McKnight & McKnight Publishing Company 1078 Grade 9-12-Experimental Basic Electronics- Evans and Porter-lst Ed. 2.10 2.42 1959 1079 Grade 9-12-30 Instruction Units in Basic Electricity-Matson-ist Ed. 1.28 1.47 1961 1080 Grade 7-12-General Electricty-Jones---3rd Ed. 1.20 1.38 1954 1081 Grade 7-9-Exploratory Electricity- Schank and Arnold-lst Ed. .94 1.08 1960 Prentice-Hall, Inc. 1082 Grade 9-12-Basic Electricity-Marcus-2nd Ed. 4.83 5.55 1964 6. Foundry American Technical Society 1083 Grade 11-12-Foundry Practices-Rusinoff----.lst Ed. 5.01 5.76 1955 McKnight & McKnight Publishing Company 1084 Grade 10-12-Patternmaking and Founding- Smith-2nd Ed. 1.20 1.38 1954 7. General Shop The Bruce Publishing Company 1085 Grade 7-12-Comprehensive General Shop I- Bauer, et al-ist Ed. 3.24 3.73 1959 1086 Grade 7-12-Comprehensive General Shop II- Miller, et al-lst Ed. 3.45 3.97 1962 D. C. Heath and Company 1087 Grade 9-12-General Shop for Everyone- Newkirk-Reg. Ed. 3.00 3.45 1959 McGraw-Hill Book Company, Inc. 1088 Grade 7-12-General Shop-Groneman and Feirer -3rd Ed. 3.72 4.28 1963 The Macmillan Company 1089 Grade 9-12-The Farm Shop- Wakeman and McCoy-Reg. Ed. 4.47 5.14 1960 Prentice-Hall, Inc. 1090 Grade 7-9-Industrial Arts for the General Shop- Olson-2nd Ed. 3.96 4.54 1961 1091 Grade 9-12-General Metal: Principles, Procedures and Projects-Fraser and Bedell-2nd Ed. 3.66 4.21 1961 73 PAGENO="0743" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 735 Depository Whole- Retail Copy- Title sale Price right No. Price F.0.B. Date The Steck Company 1092 Grade 7-12-Exploring the Industries- Groneman-Reg. Ed. 2.88 3.31 1962 8. Machine Shop / American Technical Society 1093 Grade 10-12-Machine Trades Blueprint Reading- Ihne and Streeter-4th Ed. 270 3.11 1962 1094 Grade 10-12-Machine Shop Operations and Setups- Porter, et al-2nd Ed. 4.24 4.88 1960 McGraw-Hill Book Company 1095 Grade 9-12-Machine Tool Metalworking- Feirer and Tatro-lst Ed. 4.96 5.70 1961 1096 Grade 9-12-Machine Tool Operation, Part I- Burghardt, et al-5th Ed. 5.00 5.75 1959 1097 Grade 9-12-Machine Tool Operation, Part II- Burghardt, et al-4th Ed. 5.28 6.07 1960 McKnight & McKnight Publishing Company 1098 Grade 9-12-Metalwork Technology and Practice- Ludwig-4th Ed. 495 5.70 1962 9. Plumbing American Technical Society 1099 Grade 10-12-How to Design and Install Plumbing- Matthias, et al-4th Ed. 3.81 4.38 1960 10. Printing American Technical Society 1100 Grade 10-12-Graphic Arts Procedures- Karch-2nd Ed. 3.66 4.21 1957 Chas. A. Bennett Co., Inc. 1101 Grade 7-12-Practice of Printing-Polk-Sth Ed. 375 4.31 1962 1102 Grade 7-12-Graphic Arts-Carlsen-2nd Ed 2.85 3.28 1964 The Bruce Publishing Company 1108 Grade 9-12-Printing and Allied Graphic Arts-Hague. 3.16 3.63 1957 McGraw-Hill Book Company, Inc. 1104 Grade 9-12-Printing: A Practical Introduction to the Graphic Arts-Jackson-lst Ed. 4.02 4.62 1957 McKnight & McKnight Publishing Company 1105 Grade 9-12-Photo Offset Fundamentals- Cogoli-ist Ed. 3.60 4.14 1960 74 PAGENO="0744" 736 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES Depository Whole- Retail Copy- Title sale Price right No. Price F.0.B. Date 1106 Grade 9-12-General Printing- Cleeton and Pitkin-3rd Ed. 3.00 3.45 1953 11. Radio-Television and Electronics American Technical Society 1107 Grade 10-12-Radio-Television and Basic Electronics- Oldfield-2nd Ed. 3.81 4.38 1960 The Bobbs-Merrill Company, Inc. 1108 Grade 10-12-Basic Electronics Series: Amplifier Circuits (BEA-1)-Adams-lst Ed. 2.21 2.54 1961 1109 Grade 10-12-Basic Electronics Series: Detector and Rectifier Circuits (BED-1)-Adams----lst Ed 2.21 2.54 1961 1110 Grade 10-12-Basic Electronics Series: Oscillator Circuits (BEO-1)-Adams-lst Ed. 2.21 2.54 1961 1111 Grade 10-12-Basic Electronics Series: Transistor Circuits (BET-1)-Adams-lst Ed. 2.21 2.54 1962 1112 Grade 10-12-Computer Basics: Introduction to Analog Computers (CSS-1)-Technical Educa- tion and Management, Inc.-lst Ed. 3.71 4.27 1962 1113 Grade 10-12-Computer Basics: Analog Computers- Mathematics and Circuitry (CSS-2)-Technical Education and Management, Inc.-lst Ed. 3.71 4.27 1962 1114 Grade 10-12-Computer Basics: Digital Computers- Mathematics and Circuitry (CSS-3)-Technical Education and Management, Inc.-lst Ed. 3.71 4.27 1962 1115 Grade 10-12-Computer Basics: Digital Computers- Storage and Logic Circuitry (CSS-4)-lst Ed. 3.71 4.27 1962 1116 Grade 10-12-Computer Basics: Analog and Digital Computers-Organization, Programming and Maintenance (CSS-5)-Technical Education and Management, Inc.-lst Ed. 3.71 4.27 1962 1117 Grade 10-12-Computer Basics: Solid-State Computer Circuits (CSS-6)-Technical Education and Management, Inc.-lst Ed. 3.71 4.27 1962 1118 Grade 9-12-Modern Dictionary of Electronics (DIC-1)-Graf-lst Ed. 5.21 5.99 1962 McGraw-Hill Book Company, Inc. 1119 Grade 9-12-Understanding Radio-Watson, et al-3rd Ed. 4.65 5.35 1960 Prentice-Hall Inc. 1120 Grade 9-12-Elements of Television Servicing for Bench and Field-Marcus and Gendler-2nd Ed. 5.46 6.28 1963 1121 Grade 9-12-Radio Servicing: Theory and Practice- Marcus-Srd Ed. 5.04 5.80 1960 1122 Grade 9-12-Elements of Radio-Marcus-5th Ed. -4.62 5.31 1965 75 PAGENO="0745" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 737 Depository Whole- Retail Copy. Title sale Price right No. Price F.O.B. Date 12. Sheet Metal American Technical Society 1123 Grade 10-12--Sheet Metal Shop Practice- Bruce-2nd Ed. 3.54 4.07 1959 Chas. A. Bennett Co., Inc. 1124 Grade 7-12-Sheet-Metal Pattern Drafting and Shop Problems-Daugherty and Powell- 3rd Ed. (cloth) 3.60 4.14 1961 The Bruce Publishing Company 1125 Grade 7-12-Metalwork Essentials-Tustison, et al-Rev. Ed. 2.88 3.31 1962 McGraw-Hill Book Company, Inc. 1126 Grade 7-10-General Metals-Feirer-2nd Ed. 4.32 4.97 1959 The Steck Company 1127 Grade 7-12-Basic Metalwork-Glazener-Reg. Ed. 2.88 3.31 1962 13. Tailoring The Bruce Publishing Company 1128 Grade 9-12-How to Tailor-Schwebke--lst Ed. 4.40 5.06 1960 14. Upholstering Chilton Publications, Inc. 1129 Grade 9-12-Upholstering at Home-Parker and Fornia 4.56 6.05 1951 15. Welding American Technical Society 1180 Grade 10-12-Welding Skills and Practices- Giachino, et al-ist Ed 3.81 4.38 1960 McKnight & McKnight Publishing Company 1181 Grade 9-12-Contemporary Metal Home Furnishings- Lux and Towers-ist Ed. 3.00 3.45 1957 1132 Grade 9-12-Gas & A C Arc Welding and Cutting- Jennings-3rd Ed. 1.20 1.38 1956 Prentice-Hall, Inc. 1133 Grade 9-12-Basic Welding Principles-Stieri-ist Ed... 5.25 6.04 1953 16. Woodworking and Cabinet Making American Technical Society 1134 Grade 10-12-Cabinetmaking and Millwork-Dahl and Wilson-2nd Ed. 5.01 5.76 1956 76 PAGENO="0746" 738 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES Depository Whole. Retail Copy- Title sale Price right No. Price F.O.B. Date Chas. A. Bennett Co., Inc. 1135 Grade 7-12-Industrial Arts Woodworking- Feirer-2nd Ed. 3.30 3.80 1960 1136 Grade 7-12-I. A. Bench Woodwork-Feirer-ist Ed. 2.55 2.93 1959 1137 Grade 742-Advanced Woodwork and Furniture Making-Feirer-3rd Ed. 3.42 3.93 1963 The Bruce Publishing Company 1138 Grade 7-8-Instructional Units in Hand Woodwork- Tustison, et al-Rev. Ed 2.25 2.59 1954 1139 Grade 7-12-Operation of Modern Woodworking- Hjorth and Holtrop 3.00 3.45 1958 1140 Grade 9-12-Principles of Woodworking-Holtrop and Herman-Rev. Ed. 4.05 4.66 1961 1141 Grade 7-8-Basic Woodworking Processes-Hjorth and Fowler-Rev. Ed. 2.40 2.76 1961 1142 Grade 10-12-Modern Machine Woodworking- Hjorth and Holtrop-lst Ed. 3.60 4.14 1960 McGraw-Hill Book Company, Inc. 1143 Grade 7-12-General Woodworking-Groneman-3rd Ed. 3.99 4.59 1964 McKnight & McKnight Publishing Company 1144 Grade 7-12-General Shop Bench Woodworking- Fryklund and Kepler-4th Ed. 2.70 3.11 1955 1145 Grade 9-12-Woodworking Technology-Hammond, et al-ist Ed. 5.10 5.87 1961 1146 Grade 9-12-Machine Woodworking-Smith-3rd Ed. 3.00 3.45 1958 1147 Grade 9-12-Finishing Materials and Methods- Soderberg-2nd Ed. 3.60 4.14 1959 1148 Grade 9-12-Woodworking with Machines- Douglass-lst Ed. 3.15 3.62 1960 Prentice-Hall, Inc. 1149 Grade 7-12-Woods and Woodworking for Industrial Arts-Olson-lst Ed. 3.99 4.59 1958 17. Others American Technical Society 1150 Grade 10-12-Building Trades and Blueprint Reading, Part 1-Daizell, et al-3rd Ed. 2.12 2.44 1956 1151 Grade 10-12-Building Trades Blueprint Reading, Part II-Sunderberg-lst Ed. 2.27 2.61 1959 Chas. A. Bennett Co., Inc. 1152 Grade 7-12-Exploring Power Mechanics- Glenn-lst Ed. 2.85 3.28 1962 1153 Grade 9-12-Making Things of Plastic- Edwards-ist Ed. 2.81 3.23 1954 77 PAGENO="0747" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 739 Depository Whole- Retail Copy- Title sale Price right No. Price F.0.B. Date 1154 Grade 9-10-Leathercraft-Groneman-2nd Ed. 3.15 3.62 1963 1155 Grade 9-12-General Crafts-Willoughby-lst Ed. 3.00 3.45 1959 The Steck Company 1156 Grade 7-12-Basic Leathercraft-McCoy-Worktext Ed. .90 1.04 1961 READING Developmental Allyn and Bacon, Inc. 1157 *Grade 1-Picture Stories, Readiness 1-Sheldon, et al-Reg. Ed. .69 .79 1957 1158 Grade 1-More Picture Stories, Readiness 2-Sheldon, et al-Reg. Ed. .69 .79 1957 1159 Grade 1-At Home, Pre-Primer 1-Sheldon, et al-Reg. Ed. .57 .66 1957 1160 Grade 1-Here and Near, Pre-Primer 2-Sheldon, et al-Reg. Ed. .60 .69 1957 1161 Grade 1-Here and Away, Pre-Primer 3-Sheldon, et al-Reg. Ed. .60 .69 1957 1162 Grade 1,2, and 3 (Teacher's Edition) (At Home, Here and Near, Here and Away)-Sheldon, et al-Reg. Ed. 1.47 1.69 1957 1163 *Grade 1-At Home and Away, Senior Pre-Primer- Sheldon, et al-Reg. Ed. 1.47 1.69 1957 1164 *Grade 1-Our School, Primer-Sheldon, et al-Reg. Ed. 1.47 1.69 1957 1165 *Grade 1-Our Town-Sheldon, et al-Reg. Ed. 1.56 1.79 1957 1166 *Grade 2-Fields and Fences, Book 1-Sheldon, et al-Reg. Ed. 1.68 1.93 1957 1167 *Grade 2-Town and Country, Book 2-Sheldon, et al-Reg. Ed. 1.68 1.93 1957 1168 *Grade 3-Magic Windows, Book 1-Sheldon, et al-Reg. Ed. 1.95 2.24 1957 1169 *Grade 3-Story Caravan, Book 2-Sheldon, et al-Reg. Ed 1.95 2.24 1957 1170 *Grade 4-Believe and Make-Believe-Sheldon, et al-Reg. Ed. 2.10 2.41 1957 1171 *Grade 5-Finding the Way-Sheldon, et al-Reg. Ed..... 2.19 2.52 1957 1172 *Grade 6-Arrivals and Departures-Sheldon, et al-Reg. Ed. 2.22 2.55 1957 1173 *Grade 7-High Trails-Sheldon, et al-Reg. Ed. 2.97 3.42 1958 1174 *Grade 8-Widening Views-Sheldon, et al-Reg. Ed. 2.97 3.42 1958 *Teachers' editions available at the same price as the text. American Book Company 1175 Grade 1-The ABC Fun for All (language readiness)-Betts and Welch-Reg. Ed. .66 .75 1963 1176 Grade 1-The ABC Ready! Go! (reading readiness)-Betts and Welch-Reg. Ed. .72 .82 1963 78 PAGENO="0748" 740 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES Depository Whole- Retail Copy- Title sale Price right No. Price F.0.B. Date 1177 Grade 1-The ABC Teacher's Edition for Fun for All and Ready! Go!-Betts and Welch-Reg. Ed. 1.38 1.58 1963 1178 Grade 1-The ABC On Our Way (1st Pre-primer)- Betts and Welch-Reg. Ed. .57 .65 1963 1179 Grade 1-The ABC Time to Play (2nd Pre-primer)- Betts and Welch-Reg. Ed. .60 .69 1963 1180 Grade 1-The ABC All in a Day (3rd Pre-Primer)- Betts and Welch-Reg. Ed. .63 .72 1963 1181 Grade 1-The ABC Teacher's Edition for 3 Pre- primers (annotated and keyed)-Betts and Welch-Reg. Ed 1.80 2.07 1963 1182 *Grade 1-The ABC Up the Street and Down (Primer)-Betts and Weich-Reg. Ed. 1.35 1.55 1963 1183 *Grade 1-The ABC Around Green Hills (1st Reader)-Betts and Welch-Reg. Ed. 1.47 1.69 1963 1184 *Grade 2-The ABC Down Singing River (2nd Reader, Level 1)-Betts and Welch-Reg. Ed. 1.80 2.07 1963 1185 *Grade 2-The ABC Over a City Bridge (2nd Reader, Level 2)-Betts and Weich-Reg. Ed. 1.80 2.07 1963 1186 *Grade 3-The ABC Beyond Treasure Valley (3rd - Reader, Level 1)-Betts and Welch-Reg. Ed. 2.04 2.34 1963 1187 *Grade 3-The ABC Along Friendly Roads (3rd Reader, Level 2)-Betts and Weich-Reg. Ed. 2.04 2.34 1963 1188 *Grade 4-The ABC American Adventures (4th Reader)-Betts and Weich-Reg. Ed. 2.22 2.55 1963 1189 *Grade 5-The ABC Adventures Here and There (5th Reader)-Betts and Welch-Reg. Ed 2.22 2.55 1963 1190 *Grade 6-The ABC Adventures Now and Then (6th Reader)-Betts and Weich-Reg. Ed. 2.22 2.55 1963 1191 Grade 9-High School Reading, Book 1-Caughran and Mountain-Reg. Ed 3.36 3.86 1961 1192 Grade 10-High School Reading, Book 2- Caughran and Mountain-Reg. Ed. 3.45 3.96 1961 *TeachersS editions available at the same price as the texts. Ginn and Company 1193 Grade 1-My ABC Book-Ousley-Reg. Ed. .84 .97 1962 1194 Grade 1-Games to Play (Readiness)-Haynes and Russell-Reg. Ed. .90 1.04 1961 1195 Grade 1-Fun with Tom and Betty (Readiness)- Russell and Ousley-Star Ed. .69 .79 1961 1196 Grade 1-My Little Red Story Book (Pre-primer 1)- Russell and Ousley-Reg. Ed. .54 .62 1961 1197 Grade i-My Little Green Story Book (Pre- primer 2)-Russell and Ousley-Reg. Ed. .54 .62 1961 1198 Grade 1-My Little Blue Story Book (Pre- primer 3)-Russell and Ousley-Reg. Ed. .57 .66 1961 1199 Grade 1-Teacher's Edition, Pre-Primer Program- Russell and Ousley-Reg. Ed. 1.65 1.90 1961 1200 *Grade 1-The Little White House (Primer)- . Russell and Ousley-Reg. Ed. 1.35 1.55 1961 79 PAGENO="0749" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 741 Depository Title No. 1201 *Grade 1-On Cherry Street (1st Reader)- Russell and Ousley-Reg. Ed. 1.56 1202 *Grade 2-We Are Neighbors (2nd Reader, Level 1)-Russell and Ousley-Reg. Ed. 1.62 1203 *Grade 2-Around the Corner (2nd Reader, Level 2)-Russell and Ousley-Reg. Ed. 1.62 1204 *Grade 3-Finding New Neighbors (3rd Reader, Level 1)-Russell, et al-Reg. Ed. 1.77 1205 *Grade 3-Friends Far and 1~ear (3rd Reader, Level 2)-Russell and Wulfing-Reg. Ed. 1.77 1206 *Grade 4-Roads to Everywhere (4th Reader)- Russell, et al-Reg. Ed 2.10 1207 *Grade 5-Trails to Treasure (5th Reader)- Russell, et al-Reg. Ed. 2.19 1208 *Grade 6-Wings to Adventure (6th Reader)- Russell, et al-Reg. Ed. 2.22 1209 *Grade 7-Doorways to Discovery (7th Reader)- Russell, et al-Reg. Ed. 2.40 1210 *Grade 8-Windows on the World (8th Reader)- Russell and Gunn-Reg. Ed. 2.40 *Teachers' editions available at the same price as the texts. Grade 1-Come With Us (Enrichment Pre-primer)- Ousley-Reg. Ed. .57 Grade 1-Under the Apple Tree (Enrichment Primer)-Ousley-Reg. Ed. 1.41 Grade 1-Open the Gate (Enrichment First Reader)-Ousley-Reg. Ed. 1.50 Grade 2-Ranches and Rainbows (Enrichment Second Reader)-Ousley-Reg. Ed. 1.77 Grade 3-Fun and Fancy (Enrichment Third Reader)-Robison-Reg. Ed. 1.83 Grade 4-Down Story Roads (Enrichment Fourth Reader)-Russell, et al-Reg. Ed. 2.16 Grade 5-Along Story Trails (Enrichment Fifth Reader)-Russell, et al-Reg. Ed. 2.31 Grade 6-On Story Wings (Enrichment Sixth Reader)-Russell, et al-Reg. Ed. 2.34 Harcourt, Brace & World, Inc. 1219 Grade 7-Adventures for You-Kincheloe and Pumphrey-lst Ed. 2.94 1220 Grade 8-Adventures Ahead-Pumphrey and Kincheloe-lst Ed. 2.94 1221 Grade 9-Adventures for Today-Clark and Potell- 2nd Ed 3.36 1222 Grade 10-Adventures in Living-Potell and Clark-2nd Ed.... 3.36 1223 Grade 11-Adventures for Americans-Derrick, et al-2nd Ed. 3.72 1224 Grade 12-Adventures in Modern Literature- Lazarus, et al-Sth Ed. 3.72 Whole- Retail Copy- sale Price right Price F.O.B. Date 1211 1212 1213 1214 1215 1216 1217 1218 1.79 1961 1.86 1961 1.86 1961 2.04 1961 2.04 1961 2.42 1961 2.51 1961 2.55 1961 2.76 1960 2.76 1961 .66 1959 1.62 1959 1.73 1959 2.04 1959 2.10 1959 2.48 1962 2.66 1962 2.69 1962 3.38 1962 3.38 1962 3.86 1962 3.86 1962 4.28 1962 4.28 1962 80 PAGENO="0750" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES Depository Whole- Retail Copy. Title sale Price right No. Price F.0.B. Date Harper & Row Publishers, Inc. 1225 Grade 1-Here We Go, Diagnostic Readiness- Betts and O'Donnell-Reg. Ed. .45 .52 1956 1226 Grade 1-Over the Wall, Developmental Readiness- Wilson and O'Don.nell-Reg. Ed. .36 .41 1956 1227 Grade 1-Skip Along, First Pre-primer-O'Donnell_ Reg. Ed. *39 .45 1957 1228 Grade 1-Under the Sky, Second Pre-primer- O'Donnell-Reg. Ed. 51 .59 1957 1229 Grade 1-Open the Door, Third Pre-primer- O'Donnell-Reg. Ed. .51 .59 1957 1230 Grade 1-High On a Hill, Fourth Pre-primer- Coughlan and O'Donnell-Reg. Ed. .39 .45 1957 1231 Grade 1-Day In and Day Out, Basic Primer- O'Donnell-Reg. Ed. 1.23 1.41 1957 1232 Grade 1-The Wishing Well, Parallel Primer- Coughlan and O'Donnell-Reg. Ed. 1.14 1.31 1957 1233 Grade 1-Round About, Basic First Reader- O'Donnell-Reg. Ed. 1.41 1.62 1957 1234 Grade 1-Anything Can Happen, Parallel First Reader-Phillips and O'Donnell-Reg. Ed. 1.38 1.59 1957 1235 Grade 2-Down the River Road, Readiness Second Reader-O'Donnell-Reg. Ed. 1.26 1.45 1957 1236 Grade 2-Friendly Village, Basic Second Reader- O'Donnell-Reg. Ed. 1.47 1.69 1957 1237 : Grade 2-Neighbors on the Hill, Parallel Second Reader-Flack and O'Donnell-Reg. Ed. 1.41 1.62 1957 1238 Grade 3-Through the Green Gate, Readiness Third Reader-O'Donnell-Reg. Ed. 1.41 1.62 1957 1239 Grade 3-If I Were Going, Basic Third Reader- O'Domiell-Reg. Ed. 1.74 2.00 1957 1240 Grade 3-The Five-and-a-Half Club, Parallel Third Reader-Bianco and O'Donnell-Reg. Ed. 1.65 1.90 1957 1241 Grade 4-Singing Wheels, Basic Fourth Reader- O'Donnell-Reg. Ed. 1.95 2.24 1957 1242 Grade 4-From Codes to Captains, Basic Reader in Subject Areas-O'Donnell-Reg. Ed. 2.10 2.42 1963 1243 Grade 5-Engine Whistles, Basic Fifth Reader- O'Dormell-Reg. Ed. 1.95 2.24 1957 1244 Grade 6-Runaway Home, Basic Sixth Reader- Coatsworth-Reg. Ed. 1.95 2.24 1957 Holt, Rinehart and Winston, Inc. 1245 Grade 1-Ready to Go (Readiness, Level 1)- Stauffer and Burrows-Reg. Ed .69 .79 1960 1246 Grade 1-Ready to Read (Readiness, Level 2)- Staufi'er and Burrows-Reg. Ed. .63 .72 1960 1247 Grade 1-Come Here (Pre-primer, Level 3)- Staufler, et al-Reg. Ed. .45 .52 1960 1248 Grade i-Stop and Look (Pre-primer, Level 2)- Stauffer, et al-Reg. Ed. .51 .59 1960 81 PAGENO="0751" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 743 Depository Whole Retail Copy- Title sale Price right No. Price F.0.B. Date 1249 Grade 1-Go Up (Pre-primer, Level 3)- Stauffer, et al-Reg. Ed. .60 .69 1960 1250 Grade 1-Come With Me (Primer)- Stauffer, et al-Reg. Ed. 1.65 1.90 1960 1251 Grade 1-Away We Go (First Reader)-Stauffer, et al-Reg. Ed. 1.71 1.97 1960 1252 Grade 2-Friends All About (Second Reader, Level 1)-Stauffer, et al-Reg. Ed. 1.89 2.17 1960 1253 Grade 2-People on Parade (Second Reader, Level 2)-Stauffer, et al-Reg. Ed. 1.92 2.21 1960 1254 Grade 3-Into the Wind (Third Reader, Level 1)-Stauffer, et al-Reg. Ed. 2.07 2.38 1960 1255 Grade 3-Across the Valley (Third Reader, Level 1;-Stauffer, et al-Reg. Ed. 2.10 2.42 1960 1256 Grade 4-Around the Bend (Fourth Reader, Level 1)-Stauffer, et al-Reg. Ed. 2.43 2.79 1961 1257 Grade 4-Above the Clouds (Fourth Reader, Level 2)-Stauffer, et al-Reg. Ed. 2.52 2.90 1961 1258 Grade 5-Through the Years-Stauffer, et al-Reg. Ed... 2.52 2.90 1961 1259 Grade 6-Skyways to Tomorrow-Stauffer, et al-Reg. Ed. 2.58 2.97 1961 Houghton Muffin Company 1260 Grade 1-Getting Ready to Read (Readiness)- McKee, et al-Reg. Ed. .90 1.04 1962 1261 Grade 1-Tip (Pre-primer 1)-McKee, et al-Reg. Ed... .60 .69 1963 1262 Grade 1-Tip and Mitten (Pre-primer 2)- McKee, et al-Reg. Ed. .63 .72 1963 1263 Grade 1-The Big Show (Pre-primer 3)-McKee, et al-Reg. Ed. .63 .72 1963 1264 Grade 1-Jack and Janet (Primer)-McKee, et al-Reg. Ed. 1.44 1.66 1963 1265 Grade 1-Up and Away (First Reader)-McKee, et al-Reg. Ed. 1.50 1.73 1963 1266 Grade 2-Come Along (Level 1)-McKee, et al-Reg. Ed. 1.71 1.97 1963 1267 Grade 2-On We Go (Level 2)-McKee, et al-Reg. Ed... 1.71 1.97 1963 1268 Grade 3-Looking Ahead (Level 1)-McKee, et al-Reg. Ed. 1.86 2.14 1963 1269 Grade 3-Climbing Higher (Level 2)-McKee, et al-Reg. Ed. 1.86 2.14 1963 1270 Grade 4-High Roads-McKee, et al-Reg. Ed. 2.25 2.59 1962 1271 Grade 5-Sky Lines-McKee, et al-Reg. Ed. 2.40 2.76 1962 1272 Grade 6-Bright Peaks-McKee, et al-Reg. Ed. 2.46 2.83 1962 1273 Grade 7-Adventure Bound-Jewett, et al-Reg. Ed. 3.30 3.80 1961 1274 Grade 8-Journeys Into America-Jewett, et al-Reg. Ed. 3.36 3.86, 1961 Lyons and Carnahan 1275 Grade 1-Pictures to Read (Readiness)-Bond, et al-Reg. Ed. .66 .76 1962 82. PAGENO="0752" 744 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES Depository Whole.. Retail Copy. Title sale Price right No. Price F.O.B. Date 1276 Grade 1-Three of Us (Regular Pre-primer, Level 1)-Bond, et al-Reg. Ed. .51 .59 1962 1277 Grade 1-Play With Us (Regular Pre-primer, Level 2)-Bond, et al-Reg. Ed. .51 .59 1962 1278 Grade 1-Fun With Us (Regular Pre-primer, Level 3)-Bond, et al-Reg. Ed. .51 .59 1962 1279 Grade 1-Ride With Us (Pre-primer, Level 4)-Bond, et al-Reg. Ed. .51 .59 1962 1280 Grade 1-See Us Come (Companion Pre-primer, Level 1)-Bond, et al-Reg. Ed. .51 .59 1958 1281 Grade 1-See Us Play (Companion Pre-primer, Level 2)-Bond, et al-Reg. Ed. .51 .59 1958 1282 Grade 1-See Us Have Fun (Companion Pre-primer, Level 3)-Bond, et al-Reg. Ed. .51 .59 1958 1283 Grade 1-See Us Ride (Companion Pre-primer, Level 4)-Bond, et al-Reg. Ed. 51 .59 1958 1284 Grade 1-Many Surprises (Primer, Regular)- Bond, et al-Reg. Ed. 1.35 1.55 1962 1285 Grade 1-Surprises for Us (Companion Primer)- Bond, et al-Reg. Ed. 1.29 1.48 1962 1286 Grade 1-Happy Times (First Reader)-Bond, et al-Reg. Ed. 1.44 1.66 1962 1287 Grade 2-Down Our Way (Second Reader, Level 1)- Bond, et al-Reg. Ed. 1.68 1.93 1962 1288 Grade 2-Down Our Way (Second Reader, Level 1)-Bond, et al-Classmate Ed. 1.68 1.93 1962 1289 Grade 2-Just for Fun (Second Reader, Level 2)-Bond, et al-Reg. Ed. 1.50 1.73 1962 1290 Grade 2-Just for Fun (Second Reader, Level 2)- Bond, et al-Classmate Ed. 1.50 1.73 1962 1291 Grade 3-Stories from Everywhere (Third Reader, Level 1)-Bond, et al-Reg. Ed. 1.74 2.00 1962 1292~ Grade 3-Stories from Everywhere (Third Reader, Level 1)-Bond, et al-Classmate Ed. 1.74 2.00 1962 1293 Grade 3-Once Upon a Storytime (Third Reader, Level 2)-Bond, et al-Reg. Ed. 1.68 1.93 1962 1294 Grade 3-Once Upon a Storytime (Third Reader, Level 2)-Bond, et al-Classmate Ed. 1.68 1.93 1962 1295 Grade 4-Meeting New Friends-Bond, et al-Reg. Ed... 2.07 2.38 1962 1296 Grade 4-Meeting New Friends-Bond, et al-Classmate Ed. 2.07 2.38 1962 1297 Grade 5-Days of Adventure-Bond, et al-Reg. Ed. 2.16 2.48 1962 1298 Grade 5-Days of Adventure-Bond, et al-Classmate Ed. 2.16 2.48 1962 1299 Grade 6-Stories to Remember-Bond, et al-Reg. Ed..... 2.16 2.48 1962 1300 Grade 6-Stories to Remember-Bond, et al-Classmate Ed. 2.16 2.48 1962 1301 Grade 7-A Call to Adventure-Bond, et al-Reg. Ed..... 2.70 3.11 1962 1302 Grade 7-A Call to Adventure-Bond, et al-Classmate Ed. 2.70 3.11 1962 1303 Grade 8-Deeds of Men-Bond, et al-Reg. Ed. 2.70 3.11 1962 83 PAGENO="0753" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 745 Depository Whole.. Retail Copy. Title sale Price right No. Price F.O.B. Date 1304 Grade 8-Deeds of Men-Bond, et al-Classmate Ed. 2.70 3.11 1962 The Macmillan Company 1305 Grade 7-8-Advanced Skills in Reading, Book I- Gates, et al-Reg. Ed. 2.43 2.79 1962 1306 Grade 8-9-Advanced Skills in Reading, Book li- Gates, et al-Reg. Ed. 2.55 2.93 1962 Scott, Foresman and Company 1307 *Grade 1-We Read Pictures (Readiness)- Robinson, et al-Reg. Ed. .54 .62 1962 1308 *Grade 1-We Read More Pictures (Readiness)- Robinson, et al-Reg. Ed. .54 .62 1962 1309 *Grade 1-Before We Read (Readiness)- Robinson, et al-Reg. Ed. .57 .66 1962 1310 Grade 1-The New We Look and See (First Pre-primer)-Gray, et al-Reg. Ed. .54 .62 1956 1311 Grade 1-The New We Work and Play (Second Pre-primer)-Gray, et al-Reg. Ed. .57 .66 1956 1312 Grade 1-The New We Come and Go (Third Pre-primer)-Gray, et al-Reg. Ed. .60 .69 1956 1313 Grade 1-Teacher's Edition Pre-primer Program- Gray, et al-Reg. Ed. 1.71 1.97 1956 1314 *Grade 1-The New Fun With Dick and Jane (Primer)-Gray, et al-Reg. Ed. 1.35 1.55 1956 1315 *Grade 1-The New Our New Friends (First Reader)-Gray, et al-Reg. Ed. 1.47 1.69 1956 1316 4Grade 2-The New Friends and Neighbors- Gray, et al-Reg. Ed. 1.62 1.86 1956 1317 *Grade 2-The New More Friends and Neighbors- Gray, et al-Reg. Ed. 1.62 1.86 1956 1318 *Grade 3-The New Streets and Roads-Gray, et al-Reg. Ed. 1.71 1.97 1956 1319 *Grade 8-The New More Streets and Roads-Gray, et al-Reg. Ed. 1.71 1.97 1956 1320 *Grade 4-Just Imagine (Transition Reader)- Gray, et al-Reg. Ed. 1.62 1.86 1962 1321 *Grade 4-The New Times and Places-Gray, et al-Reg. Ed. 1.71 1.97 1962 1322 *Grade 4-More Times and Places-Gray, et al-Reg. Ed 1.71 1.97 1962 1323 *Grade 5-The New Days and Deeds-Gray, et al-Reg. Ed. 1.71 1.97 1962 1324 *Grade 5-More Days and Deeds-Gray, et al-Reg. Ed. 1.71 1.97 1962 1325 *Grade 6-The New People and Progress-Gray, et al-Reg. Ed. 1.71 1.97 1962 1326 *Grade 6-More People and Progress-Gray, et al-Reg. Ed. 1.71 1.97 1962 1327 *Grade 7-Parades-Gray, et al-Reg. Ed. 1.83 2.10 1956 1328 *Grade 7-More Parades-Gray, et al-Reg. Ed. 1.83 2.10 1957 1 84 71-368 0 - 66 -48 PAGENO="0754" 746 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES Depository Whole- Retail Copy. Title sale Price right No. Price F.O.B. Date 1329 *Grade 8-Panoramas--Gray, et al-Reg. Ed. 1.86 2.14 1957 1330 *Grade 8-More Panoramas-Gray, et al-Reg. Ed. 1.86 2.14 1957 *Teachers' editions available at the same price as the texts. SUPPLEMENTARY READING 1. Literary The Bobbs-Merrill Company (Best of Children's Literature Series) 1331 *Grade 1-Sunny and Gay-Smith, et al-Reg. Ed. 1.74 2.00 1960 1332 *Grade 2-Foolish and Wise-Smith, et al-Reg. Ed. 1.89 2.17 1960 1333 *Grade 3-Fun All Around-Smith, et al-Reg. Ed. 1.98 2.28 1960 1334 5Grade 4-Shining Hours-Smith, et al-Reg. Ed. 2.13 2.45 1960 1335 *Grade 5-Time for Adventure-Smith, et al-Reg. Ed... 2.13 2.45 1960 1336 *Grade 6-Beyond the Horizon-Smith, et al-Reg. Ed... 2.25 2.59 1960 *Teachers' editions are available without charge on a ratio basis. Harper & Row Publishers, Inc. 1337 Grade 1-Once Upon a Time (Primer)- O'Donnell-Reg. Ed. 1.59 1.83 1962 1338 Grade 1-I Know a Story (First Reader)- Huber, et al-Reg. Ed. 1.65 1.90 1962 1339 Grade 2-It Happened One Day (Second Reader)-Huber, et al-Reg. Ed. 1.71 1.97 1962 1340 Grade 3-After the Sun Sets (Third Reader)- Huber, et al-Reg. Ed. 1.95 2.24 1962 1341 Grade 4-It Must Be Magic (Fourth Reader)- Huber, et al-Reg. Ed. 2.25 2.59 1962 1342 Grade 5-They Were Brave and Bold (Fifth Reader)-Huber and Salisbury-Reg. Ed 2.25 2.59 1962 1343 Grade 6-These Are the Tales They Tell- Huber and Salisbury-Reg. Ed. 2.25 2.59 1962 Laidlaw Brothers, Inc. 1344 *Grade 1-Tales to Read-Shane and Hester-Reg. Ed... 1.29 1.48 1961 1345 *Grade 1-Stories to Remember-Shane and Hester- Reg. Ed 1.35 1.55 1961 1346 *Grade 2-Storyland Favorites-Shane and Hester- Reg. Ed. 1.59 1.82 1961 1347 *Grade 3-Doorways to Adventure-Shane and Hester-Reg. Ed. 1.86 2.13 1961 1348 *Grade 4-Magic and Laughter-Shane and Hester-Reg. Ed 2.10 2.41 1962 1349 *Grade 5-Words With Wings-Shane and Hester-Reg. Ed. 2.22 2.55 1963 1350 *Grade 6-Courage and Adventure-Shane and Hester-Reg. Ed. 2.22 2.55 1963 *Teachers' editions available at the same price as the texts. 85. PAGENO="0755" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 747 Depository Whole Retail Copy- Title sale Price right No. Price F.O.B. Date Charles E. Merrill Books, Inc. (Treasury of Literature Series) 1351 *Grade 1-Merry-Go-Round-Jacobs, et al-Textbook Ed. 1.86 2.14 1960 1352 *Grade 2-Happiness Hill-Jacobs, et al-Textbook Ed... 1.95 2.24 1960 1353 *Grade 3-Treat Shop-Jacobs, et al-Textbook Ed. 2.04 2.35 1960 1354 *Grade 4-Magic Carpet-Jacobs, et al-Textbook Ed..... 2.16 2.48 1960 1355 *Grade 5-Enchanted Isles-Jacobs, et al-Textbook Ed. 2.16 2.48 1960 1356 *Grade 6-Adventure Lands-Jacobs, et al-Textbook Ed. 2.28 2.62 1960 *Teachers~ editions available at the same price as the texts. The L. W. Singer Company, Inc. 1357 Grade P-Story Wagon-Pratt, et al-Reg. Ed. 1.74 2.00 1960 1358 Grade 1-Story Time-Pratt, et al-Reg. Ed. 1.83 2.10 1960 1359 Grade 2-Story Train-Pratt, et al-Reg. Ed. 2.07 2.38 1960 1360 Grade 3-Story Carnival-DeLancey, et al-Reg. Ed. 2.25 2.59 1960 1361 Grade 4-Along the Sunshine Trail-DeLancey, et al-Reg. Ed. 2.34 2.69 1960 1362 Grade 5-Across the Blue Bridge-DeLancey, et al-Reg. Ed. 2.37 2.73 1960 1363 Grade 6-Aboard the Story Rocket-DeLancey, et al-Reg. Ed. 2.40 2.76 1960 The Steck Company 1364 Grade 7-Echoes of the Southland, Book 1- Bradley, et al-Reg. Ed. 2.85 3.28 1960 1365 Grade 8-Echoes of the Southland, Book 2- Bradley, et al-Reg. Ed 2.85 3.28 1960 2. Social Studies Follett Publishing Company 1366 *Grade 1-Billy's Friends-Mclntire and Hill-5th Ed... 1.86 2.14 1957 1367 *Grade 2-Billy's Neighbors-Mclntire and Hill-7th Ed. 2.01 2.31 1957 *Teachers~ editions available at the same price as the texts. Ginn and Company 1368 *Grade 1-Stories About Linda and Lee-Tiegs, et al-Reg. Ed. 1.95 2.24 1960 1369 *Gràde 2-Stories About Sally-Tiegs, et al-Reg. Ed. 2.07 2.38 1960 1370 *Grade 3-Your Town and Mine-Tiegs, et al-Reg. Ed. 2.67 3.07 1960 *Teachers~ editions available at the same price as the texts. The Macmillan Company 1371 Grade 1-Living As School Friends-Cutright, et al-2nd Ed. 2.10 2.42 1962 86 PAGENO="0756" 748 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES Depository Whole- Retail Copy- Title sale Price right No. Price F.O.B. Date 1372 Grade 2-Living in Places Near and Far- Cutright, et al-2nd Ed 2.19 2.52 1962 Scott, Foresman and Company 1373 *Grade 1-At Home (Primer)-Hanna and Hoyt-Reg. Ed. 1.23 1.41 1963 1374 *Grade 1-At School (First Reader)-Hanna and Hoyt-Reg. Ed. 1.29 1.48 1968 1375 *Grade 2-In the Neighborhood-Hanna and Hoyt-Reg. Ed. 2.04 2.35 1963 *Teachers' editions available at the same price as the texts. Silver Burdett Company 1376 Grade 1-The World Children Live in, Pets Around the World-Jackson and Raulin-Reg. Ed. 1.47 1.69 1957 1377 Grade 1-The World Children Live In, Fun Around the World-Scarry and Raulin-Reg. Ed. 1.62 1.86 1957 1378 Grade 1-The World Children Live In, Homes Around the World-Jackson and Raulin-Reg. Ed. 1.80 2.07 1957 1379 Grade 2-The World Children Live In, Schools Around the World-Jackson, et al-Reg. Ed. 1.86 2.14 1957 1380 Grade 3-The World Children Live In, Work Around the World-Jackson, et al-Reg. Ed. 1.98 2.28 1957 1381 Grade 4-Distant Doorways-Smith and Bayne- Reg. Ed. 2.31 2.66 1956 1382 Grade 5-Frontiers Old and New-Smith and Bayne- Reg. Ed. 2.34 2.69 1956 1383 Grade 6-On the Long Road-Smith and Bayne- Reg. Ed. 2.34 2.69 1956 The L. W. Singer Company, Inc. (A Division of Random House, Inc.) 1384 *Grade P-We Play-Hunnicutt, et al-Reg. Ed. 1.38 1.59 1963 1385 *Grade 1-We Live With Others-Hunnicutt, et al-Reg. Ed. 1.77 2.04 1963 1386 eGrade 2-We Have Friends-Hunnicutt, et al-Reg. Ed. 2.01 2.31 1963 1387 Grade 3-I Know People-Hunnicutt, et al-Reg. Ed 1.98 2.28 1957 *Teachers' editions available at the same price as the texts. 3. Others American Book Company (Golden Rule Series) 1388 *Grade 1-Open Windows-Leavell, et al-Reg. Ed. 1.86 2.13 1961 1389 *Grade 2-Open Doors-Leavell, et al-Reg. Ed. 1.95 2.24 1961 1390 aGrade 3-Open Roads-Leavell, et al-Reg. Ed. 2.01 2.31 1961 1391 5Grade 4-Paths to Follow-Leavell, et al-Reg. Ed. 2.10 2.41 1961 1392 *Grade 5-Frontiers to Explore-Leavell, et al-Reg. Ed. 2.16 2.48 1961 1393 *Grade 6-Widening Horizons-Leavell, et al-Reg. Ed... 2.19 2.51 1961 87 PAGENO="0757" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 749 Depocitory Whole. Retail Copy. Title cab Price right No. Price F.O.B. Date 1394 Grade 7-Reading with Purpose-Leavell and Caughran-Reg. Ed. 2.67 3.07 1962 1395 Grade 8-Reading for Signficance-Leavell and Caughran-Reg. Ed. 2.76 8.17 1962 *Teachers~ editions available at the same price as the texts. D. C. Heath and Company (Reading for Interest Series) 1396 Grade 1-Ned and Nancy-Witty, et al-Reg. Ed. .54 .62 1955 1397 Grade 1-Bigger and Bigger-Witty, et al-Reg. Ed. .54 .62 1955 1398 Grade 1-Little Lost Dog-Witty, et al-Reg. Ed. .54 .62 1955 1399 Grade 1-Molly, Pete, and Ginger-Witty, et al-Reg. Ed. .69 .79 1955 1400 Grade 1-A Home for Sandy-Witty, et al-Reg. Ed. 1.47 1.69 1955 1401 Grade 1-Rain and Shine-Witty, et al-Reg. Ed. 1.47 1.69 1955 1402 Grade 1-Something Different-Witty, et al-Reg. Ed..... 1.68 1.93 1955 1403 Grade 2-Lost and Found-Witty, et al-Reg. Ed. 1.86 2.14 1955 1404 Grade 2-Secrets and Surprises-Witty, et al-Reg. Ed... 1.86 2.14 1956 1405 Grade 3-Do and Dare-Witty, et al-Reg. Ed. 2.01 2.31 1955 1406 Grade 3-Fun and Frolic-Witty, et al-Reg. Ed. 2.01 2.31 1955 1407 Grade 4-Luck and Pluck-Witty, et al-Reg. Ed. 2.22 2.55 1955 1408 Grade 5-Merry Hearts and Bold-Witty, et al-Reg. Ed. 2.34 2.69 1955 1409 Grade 6-The Brave and Free-Witty, et al-Reg. Ed..... 2.34 2.69 1955 1410 Grade 7-12-Teen-Age Tales, Book A-Heavey and Stewart, Reg. Ed. 2.07 2.38 1959 1411 Grade 7-12-Teen-Age Tales, Book B-Heavey and Stewart-Reg. Ed. 2.07 2.38 1959 1412 Grade 7-12-Teen-Age Tales, Book C-Heavey and Stewart-Reg. Ed. 2.07 2.38 1962 1413 Grade 9-12-Teen-Age Tales, Book One-Strang and Roberts-Reg. Ed. 2.07 2.38 1959 1414 Grade 9-12-Teen-Age Tales, Book Two-Strang and Roberts-Reg. Ed. 2.07 2.38 1959 1415 Grade 9-12-Teen-Age Tales, Book Three-Strang and Heavey-Reg. Ed. 2.07 2.38 1956 1416 Grade 9-12-Teen-Age Tales, Book Four-Roberts and Barbe-Reg. Ed 2.07 2.38 1957 1417 Grade 9-12-Teen-Age Tales, Book Five-Heavey and Stewart 2.07 2.38 1957 1418 Grade 9-12-Teen-Age Tales, Book Six-Strang and Melnik-Reg. Ed 2.07 2.38 1958 1419 Grade 6-7-Wings for Reading-Hovious-Reg. Ed. 3.30 3.80 1952 1420 Grade 9-12-New Trails in Reading-Hovious- Reg. Ed. 3.15 3.62 1956 Holt, Rinehart and Winston, Inc. 1421 Grade Pre-primer-Mary and Bill (Level 1)- Hildreth, et al-Reg. Ed. .90 1.04 1951 1422 Grade Pre-primer-Mac and Muff (Level 1)- Hildreth, et al-Reg. Ed. .81 .93 1957 88 PAGENO="0758" 750 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES Depository Whole. Retail Copy. Title sale Price right No. Price F.0.B. Date 1423 Grade Pre-primer-The Twins, Tom and Don (Level 2)-Hildreth, et al-Reg. Ed. .81 .93 1947 1424 Grade Pre-primer-Going to School (Level 2)- Hildreth, et al-Reg. Ed. .81 .93 1947 1425 Grade Primer-At Play (Level 1)-Hildreth, et al-Reg. Ed. 1.65 1.90 1957 1426 Grade Primer-Fun in Story (Level 2)- Hildreth, et al-Reg. Ed. 1.65 1.90 1957 1427 Grade 1-I Know a Secret-Hildreth, et al-Reg. Ed..... 1.65 1.90 1957 1428 Grade Pre-Second-Good Stories-Hildreth, et al-Reg. Ed. 1.65 1.90 1957 1429 Grade 2-Along the Way (Level 1)-Hildreth, et al-Reg. Ed. 1.86 2.14 1957 1430 Grade 2-The Story Road (Level 2)-Hildreth, et al-Reg. Ed. 1.86 2.14 1957 1431 Grade 3-Faraway Ports (Level 1)-Hildreth, et al-Reg. Ed. 1.86 2.14 1957 1432 Grade 3-Enchanting Stories (Level 2)-Hildreth, et al-Reg. Ed. 1.86 2.14 1957 1433 Grade 4-Today and Tomorrow-Hildreth, et al-Reg. Ed.; 2.34 2.69 1956 1434 Grade 5-Looking Forward-Hildreth, et al-Reg. Ed.... 2.34 2.69 1956 1435 Grade 6-Moving Ahead-Hildreth, et al-Reg. Ed. 2.61 3.00 1957 Laidlaw Brothers, Inc. 1436 Grade 1-On the Way to Storyland-Yoakam, et al-Reg. Ed. 1.20 1.38 1961 1437 Grade 2-Making Storybook Friends-Yoakam, et al-Reg. Ed. 1.20 1.38 1961, 1438 Grade 3-Stories We Like-Yoakam, et al-Reg. Ed. 1.77 2.03 1961 1439 Grade 4-Children Everywhere-Yoakam, et al-Reg. Ed. 2.01 2.31 1961 1440 Grade 5-On the Trail of Adventure-Yoakam, et al-Reg. Ed. 2.34 2.61 1961 1441 Grade 6-The World Around tls-Yoakain, et al-Reg. Ed. 2.40 2J70 1961 1442 Grade 7-8-From Every Land-Yoakam, et al-Reg. Ed. 2.40 2.70 1961 The Macmillan Company 1443 Grade Pre-reading-Here We Come-Gates, et al-Reg. Ed. .63 .72 1957 1444 Grade Pre-reading-Splash-Gates, et al-Reg. Ed. .51 .59 1957 1445 Grade Pre-reading-Tuffy and Boots-Gates, et al-Reg. Ed. .51 .59 1957 1446 Grade Pre-reading-At the Lake-Gates, et al-Reg. Ed. .54 .62 1951 1447 Grade Primer-Ted and Sally-Gates, et al-Reg. Ed. 1.32 1.52 1957 1448 Grade Primer-Tommy Little-Gates, et al-Reg. Ed. 1.44 1.66 1951 1449 . Grade 1-On Four Feet-Gates, et al-Reg. Ed. 1.38 1.59 1957 1450 Grade 1-Two Boys and a Tree-Gates, et al-Reg. Ed..... 1.44 1.66 1951 1451 Grade 2-Friends and Fun-Gates, et al-Reg. Ed. 1.74 2.00 1957 89 PAGENO="0759" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 751 Depository Whole- Retail Copy- Title sale Price right No. Price F.O.B. Date 1452 Grade 3-Good Times Today and Tomorrow- Gates, et a1-Reg. Ed. 1.86 2.14 1957 1453 Grade 4-Sharing Adventures-Gates, et al-Reg. Ed..... 2.01 2.31 1957 1454 Grade 5-The World I Know-Gates, et al-Reg. Ed. 2.04 2.35 1957 1455 Grade 6-All Around Me-Gates, et al-Reg. Ed. 2.16 2.48 1957 (Unit Readers) 1456 Grade Primer-Snow-Gates, et al-Reg. Ed. .48 .55 1951 1457 Grade Primer-The Christmas Tree-Gates, et al-Reg. Ed. .48 .55 1951 1458 Grade Primer-The House in the Woods-Gates, et al-Reg. Ed. .48 .55 1956 1459 Grade Primer-Mr. and Mrs. Big-Gates, et al-Reg. Ed. .48 .55 1951 1460 Grade 1-Three Little Elephants-Gates, et al-Reg. Ed. .48 .55 1951 1461 Grade 1-Toby-Gates, et al-Reg. Ed. .48 .55 1951 1462 Grade 1-The Open Window-Gates, et al-Reg. Ed. .48 .55 1951 1463 Grade 1-Willie Duck-Gates, et al-Reg. Ed. .45 .52 1959 1464 Grade 2-Buster the Burro-Gates, et al-Reg. Ed. .48 .55 1952 1465 Grade 2-Skippy the Monkey-Gates, et al-Reg. Ed. .48 .55 1952 1466 Grade 2-On a Tugboat-Gates, et al-Reg. Ed. .48 .55 1953 1467 Grade 2-Princess with the Dirty Face-Gates, et al-Reg. Ed. .48 .55 1952 1468 Grade 2-Mrs. Talky and Jim Spot-Gates, et al-Reg. Ed. 45 .52 1959 1469 Grade 3-Susan and the Sheep-Gates, et al-Reg. Ed. 48 .55 1953 1470 Grade 3-Robin Fly South-Gates, et al-Reg. Ed. 48 .55 1953 1471 Grade 3-A Cat Becomes Contented-Gates, et al-Reg. Ed. .48 .55 1953 1472 Grade 3-Sandy in the Green Mountains-Gates, et al-Reg. Ed. .48 .55 1953 1473 Grade 3-George and Herbert-Gates, et al-Reg. Ed. .45 .52 1959 1474 Grade 3-Who's Afraid ?-Gates, et al-Reg. Ed. .45 .52 1959 1475 Grade 3-Stories for Fun-Gates, et al-Reg. Ed. .45 .52 1959 1476 Grade 3-(Advanced Level)-Pirate Gold-Gates, et al-Reg. Ed. .45 .52 1959 1477 Grade 3-(Advanced Level)-Bronze Billy-Gates, et al-Reg. Ed. .45 .52 1959 1478 Grade 3-(Advanced Level)-Animals Wise and Otherwise-Gates, et al-Reg. Ed. .45 .52 1959 1479 Grade 3-(Advanced Level)-Cross Country Trucker- Gates, et al-Reg. Ed. .45 .52 1960 1480 Grade 3-(Advanced Level)-State Trooper- Gates, et al-Reg. Ed.. .45 .52 1960 1481 Grade 3-(Advanced Level)-Keeper of the Lights- Gates, et al-Reg. Ed. .45 .52 1960 Scott, Foresman and Company 1482 Grade 1-The New We Three-Monroe, et al-Reg. Ed..... 1.32 1.52 1959 1483 Grade 2-The New What Next? Part 1-Monroe, et al-Reg. Ed. 1.20 1.38 1959 90 PAGENO="0760" 752 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES Depository Whole- Retail Copy. Title sale Price right No. Price F.0.B. Date 1484 Grade 2-The New What Next? Part 2-Monroe, et al-Reg. Ed. 1.20 1.38 1959 1485 Grade 3-The New Tall Tales, Part 1-Monroe, et al-Reg. Ed. 1.20 1.38 1959 1486 Grade 3-The New Tall Tales, Part 2-Monroe, et al-Reg. Ed. 1.20 1.38 1959 The Steck Company 1487 Grade 1 (Pre-primer)-Who Are You ?-Sharp, et al-Reg. Ed. .45 .52 1947 1488 Grade 1 (Primer)-Watch Me-Sharp, et al-Reg. Ed... .99 1.14 1947 1489 Grade 1-Downy Duck Grows Up-Sharp, et al-Reg. Ed. 1.08 1.24 1947 1490 Grade 2-Little Lost Bobo-Sharp, et al-Reg. Ed. 1.26 1.45 1947 1491 Grade 3-Chippy Chipmunk's Vacation-Sharp, et al-Reg. Ed. 1.32 1.52 1947 1492 Grade 4-Gordo and the Hidden Treasure-Sharp, et al-Reg. Ed. 1.56 1.79 1955 1493 Grade 5-Chichi's Magic-Sharp, et al-Reg. Ed. 1.59 1.83 1954 1494 Grade 6-Heart of the Wild-Sharp, et al-Reg. Ed. 1.74 2.00 1955 1495 Grade 1 (Pre-primer)-Secret Places-Sharp, et al-Paper Ed .45 .52 1955 1496 Grade 1 (Primer)-Every Day a Surprise-Sharp, et al-Reg. Ed. 1.08 1.24 1956 1497 Grade 1-Did You Ever ?-Sharp, et al-Reg. Ed 1.32 1.52 1957 1498 Grade 2-Rainbow in the Sky-Sharp, et al-Reg. Ed. ... 1.41 1.62 1957 1499 Grade 3-Whatnot Tales-Sharp, et al-Reg. Ed. 1.47 1.69 1957 1500 Grade 1-Boxes Are Wishes-Shepherd-Paper Ed. .60 .69 1959 1501 Grade 1-2-Cappy Cardinal-O'Leary-Paper Ed. .60 .69 1960 1502 Grade 1-Daffy-Sharp-Paper Ed. .60 .69 1950 1503 Grade 1-Dilly Daily-Smith-Paper Ed. .60 .69 1961 1504 Grade 1-Up a Tree-Smith-Paper Ed .60 .69 1956 1505 Grade 1-Where Is Cubby Bear-Sharp--Paper Ed. .60 .69 1950 1506 Grade 1-Willy Waddle-Carter-Paper Ed. .60 .69 1959 1507 Grade 1-The Sleepy Squirrel-Smith-Paper Ed. .60 .69 1962 Webster Publishing Company 1508 Grade 2-Basic Goals in Reading-Kottmeyer and Ware-lst Ed. 2.28 2.62 1962 1509 Grade 3-Basic Goals in Reading-Kottmeyer and Ware-lst Ed. 2.28 2.62 1962 NOTE The wholesale, or state contract prices, and the retail prices have been fixed by con- tract between the publishers and the State of Tennessee. Any deviation from these prices should be reported to the State Commissioner of Education. 91 PAGENO="0761" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 753 APPENDIX State Textbook Commission Policies Which Concern the Superintendent and His Local Selecting Committees 1. Seventh- and eighth-grade books listed as literature by publishing companies may be used as readers in the seventh and eighth grades if local adoption committees feel that the literature books fit into their reading programs. 2. Local units may make a multiple adoption of textbooks. They shall adopt only one basal textbook in each subject offered (except agriculture, home economics, industrial arts in which an open adoption may be made), and they shall adopt whatever supplementary texts may be needed to enrich instruction in a given course. 3. The placing of books in the basal or the supplementary category is a local problem and requires no action by the Commission. 4. In the event that a local board of education fails to make necessary adoptions in any subject-matter field during an adoption period, the local board may reactivate its adoption committees and select the lacking textbook or textbooks from the State Textbook Commission's Official List. When this supplementary adoption has received the approval of the local board of education, this action shall be promptly transmitted by the local superintendent to the Secretary of the Commission, to- gether with the following information about the book: Name of Author Name of Book Name of Publishing Company Copyright Date of Book 5. If the Commission lists no textbook in a subject area offered in Tennessee schoOls and if a local unit offers that subject in one or more of its schools, the local unit may go outside the official list of textbooks and try to find a suitable book. If such a book is thus found, it may be recommended by the local board of education, and the local superintendent shall transmit the board's recommendation to the Secretary of the Commission and secure his approval before the book can be purchased out of free textbook funds. 6. During the period extending from the official meeting of the Commission on the second Monday in October to the beginning of local hearings about the first of February, only bonn fide Tennessee representatives of publishing companies shall be permitted to operate in the State. Consultants shall visit local school systems only upon request of the superintendent during this period. 7.. An adoption period shall be defined as that period during which the counties, cities, and special school districts of the State hold textbook hearings incident to their making their own local adoptions. This period shall extend from approxmately the first of February until such time as the local hearings have been completed, usually a total period of 10 to 12 weeks' duration. 8. A bona fide publishing company representative shall be defined as "A person who has charge of a regular territory." 9.. A consultant shall be defined as "A publishing company employee whose assigned responsibility is that of furnishing, upon the request of superintendents, profes- 92 PAGENO="0762" 754 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES sional services for teachers and not that of promoting the sale of his or her com- pany's textbooks." 10. After the official list has been distributed to the superintendents of the State, each publishing company shall send from one to three complete sets of official samples through the superintendent to his local adoption committees, with the stipulation that, if additional copies of samples are needed, they should be requested through. the Secretary of the Textbook Commission. 11. After the final hearings in the local units (counties and cities) of the State, pub- lishing company representatives, including consultants, will be permitted to contact administrative staff members and members of local adopting committees only upon the request of the local superintendents. 12. No publishing company representative or consultant shall present to any local hear- ing committee any textbook not listed by the Commission. Violation of this policy will subject the offending publishing company to cancellation of its contract by the Commission. 93 PAGENO="0763" Reprinted from the JOURNAL OF NEGRO EDUCATION - Summer 1965 Issue WHAT NOW DO WE LEARN OF RACE AND MINORITY PEOPLES? L. D. REDDICK Professor of Social Sciences, Coppin State College Some twenty years ago when a similar survey was done for the JournaP~, it was relatively easy to run through the "literature" of the subject. Take the movies for example: then, any motion picture buff, who had visited the theater regularly for a decade and who had read, say, Lewis Jacobs' history of the movies could know how Hollywood pictured race relations in general and the Negro in particular. Even a foreigner, Peter Noble, way away in Britain, could do an effective round-up as in his The Negro and The Films. Such a quick, efficient survey would be hardly possible today. A solitary ob- server certainly could not himself see all of the films that included race relations themes or sub-themes nor could he do his space-time calculations without a small- size computer at his elbow. All of this, of course, makes the obvious point that the quantity of the words and images on the relations of ethnic, cultural and national groups in our social order has expanded enormously since the sec- ond world war. We are exposed to much more than ever before about regions and peoples and cultures within and without our country. And it is not dif- ficult to explain why this is so. After Hitler, the reading, writing and ~`L. D. Reddick, "Educational Programs for the Improvement of Race Relations: Mo- tion Pictures, Radio, the Press, and Libraries," journal of Negro Education, XIII (July 1944), 367-389. listening world became highly conscious of the possible fate of minorities. It took some time before the enormity of the inhumanity of the concentration camps became common knowledge. Even now, it is difficult to comprehend such be- havior on the part of one of the most literate and "civilized" nations of the modem world. Thoughtful students of recent history add the footnote that now Europeans had done wholesale to other Europeans what they had been d&ng piecemeal for some time to colonials - wherever these "primitive" and "back- ward" folk resisted conquest and exploita- tion. Whole tribes have been wiped out in Africa without a single book or film to record the genocide. After Bandung (1955), the world re- alized that global race relations were in for a sharp shift. This was the first congress of its type in modern history: (1) in which Asia and Africa excluded Europe and (2) rejected not only eco- nomic and political colonialism but cul- tural imperialism as well. Figuratively speaking, the books of "the white man's burden" were burned and the anti-Euro- pean stance became characteristic. One delegate at Bundung is reported to have said: "My father somehow felt that he was helped by white missionaries and government officials. I know better. When I think of a white man, I spit." After the Supreme Court's desegrega- tion decision of 1954 and the Mont- gomery bus boycott of the following year, 755 PAGENO="0764" 756 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES we all sensed that the race relations rev- olution in the United States was on. As we know, this issue has become the prime domestic concern and has wide-sweeping international consequences and implica- tions. Finally, part of the explanation for the appreciable quantity of what we current- ly see, hear and read about intergroup relations must be ascribed to the fantastic expansion of the means of communica- tion - a sort of electronics revolution has occurred. Not only do we have books and newspapers and movies and radio (as twenty years ago) but today we are flooded with transistors, tape re- corders and that world-encircling octopus television. Everyone must know that without TV the nation could not have possibly realized what really went on during the sit-in demonstrations of Birm- ingham, Atlanta and Mississippi. It is a social fact that there are more TV sets in our country than there are bath-tubs and that a peasant in the deep South can literally see the world within his own cabin. Thus, there is no question that today we learn more about everybody every- where. It remains for us to attempt some examination of the sources, forms and quality of this knowledge. GOVERNMENT AS IMAGE MAKER In a larger. sense, what we learn about ethnic and cultural groups embraces all that is transmitted about these groups, directly and indirectly, by all of the or- gans of information and communication. This universe of data may be indicated by several of its major formations. In the political area, government from the international summit down to the lowest local level exerts tremendous in- fluence in this as in most other fields. The United Nations, of course, is the supreme supra-national authority in our lives. Moreover, it does accept respon- sibility for improving symbolic relations between nations and peoples. Perhaps one of the best examples of UN activity in this regard is the series of studies by UNESCO, entitled, The Race Question In Modern Science. These were pam- phlets that were written by scholars on such topics as "Racial Myths," "Race and Psychology," "Race and . . . Culture, - History, . . . Society, . . - Biology" and "The Roots of Race Prejudice." These were all readable and authoritative little pieces that might have had a real impact had they been translated into the various languages and circulated extensively. Un- happily, the distribution was poor. Ths is also the case with the periodical The UNESCO Courier, a monthly that reaches the hands of the educated classes who reach for it. It should be said, perhaps in passing, that we learn more about race relations from UN activity than from UN 1nthU- cations. Thousands of visitors and millions of TV viewers see the multi-colored and multi-cultured UN delegates in action- And to see Africans and Asians and Latin- Americans speaking and at times presid- ing over the various sessions tells its own story. Unlike the UN, the government of the United States does not willingly as- sume direct responsibility for improving ethnic and cultural relations among its people. Although the Declaration of In- dependence proclaimed that all men are created equal, the original Constitution avoided the question completely. The Civil War amendments meant to guaran- PAGENO="0765" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 757 tee "Negro rights" but the stipulation was so unclear that for decades the Four- teenth Amendment was more useful to big business than it was to the freedmen and their children. The wider obligations of the Govern- ment more recently for employment and welfare and now for the culturally disadvantaged indicate a grudging realiz- ation that sooner or later our National Government will have to do what India and Soviet Russia have already done in their Constitutions - clearly outlaw dis- crimination and bias. The Supreme Court has led the way with its desegrega- tion decrees. The Civil Rights Laws of 1957, `60, and `64 indicate that Congress will follow suit. No doubt the most consistent and deliberate effort of the United States Government to influence attitudes on race relations is made through the USIA (United States Information Agency). In- terestingly, this is one of the few Federal agencies that is under the drection of a Negro, ~ albeit one who is conservative enough to denounce both Malcolm X and W.E.B. Du Bois. The USIA in reality is an arm of our diplomatic serv- ice; its messages are beamed abroad. Its announced policy is to report, swiftly and accurately, developments in race re- lations but to emphasize the "positive elements" of each situation in order that our image to the world may remain as bright as possible. Negro achievement and the improvement of race relations are recurrent themes of the flood of news- stories, films and books that stream from our shores. Other Government agencies, supplying the home market, seem not to have so affirmative a policy. There is a great He resigned July 1, 1965. deal of "neutralism" in government pro- grams. Agency people say that they are under orders to avoid the charge that Washington is attempting to tell the citi- zens of the various states what to do. For example, in the "Publications of the Office of Education," 1963 edition, there is no category in the table of contents for race relations, human relations, minor- ity peoples or anything similar. The list- ing is strictly according to the structures of the education systems. Any number of the printed items may be in fact he1p- ful to inter-group relations but the reader gets little assistance from the Government in locating them as such. However, there are any number of manuals for those who ask for them. One of the best of these how-to-do pamphlets was done some years ago by the late Ambrose Caliver, who was at first a speciaPst on Negro Education in the U. S. Office of Education and was finally made assist- ant to the Commissioner. His little book- let on Education of Teachers For Improv- ing Majority-Minority Relationships, Bul- letin 1944, No. 2 was an excellent guide to books and other instructional materials. As with the UN, it may well be that what the U. S. Government does with re- spect to desegregation may be indirectly more influential in shaping attitudes than what the Government does directly in image making. This is to say that the Supreme Court's decisions and the direc- tives of the Federal Housing Authority against jim crow and the U. S. Office of Education's notice that Federal funds may be withheld from institutions that do not pledge themselves to a nonsegregation policy must have quite an effect upon public attitudes, especially of the people who are involved in the actiQn areas of these agencies, PAGENO="0766" 758 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES Despite the improved record of the legis- lative branch of our National Government as indicated by the Civil Rights Laws and the `War on Poverty" measures, it is still possible for a member of Congress to stand up there and smear minority groups and their leaders with impunity. Incidentally, these tirades are seldom an- swered with equal thrust and spirit by fellow Congressmen, who classify them- selves as liberals. However, in retrospect, the frequency and violence of these verb- al assaults upon Negroes and other mi- norities in the House and Senate have markedly declined over the years. Apparently, the move toward the "great society" will further develop the tendency for the Government to assume a bit more responsibility for improving the human relations of its people. This orientation, historically, was first noticeable in Teddy Roosevelt's "Square Deal," became more definite in Franklin Roosevelt's "New Deal," and was continued in Harry Tru- man's `Pair Deal" and John Kennedy's "New Frontier." This is a most important trend, for the cold fact is that the Ameri- can Government has never thrown its full weight behind a program of integre- gating its diverse elements and eliminating inequality. At the state level, there are more than a dozen anti-discrimination committees that deal with fair employment, housing and public service. Advertisments for workers or for the rental or purchase of dwellings fall under review by such bodies. This is thus a restraint on public references to race, religion or national origin. Even so, most states even when they are motivated to take affirmative ac- tion in the realm of inter-group relations, tend to deal with nonverbal behavior, that is with public facilities, personnel and opportunities. This is, of course, following the lead of the National Govern- ment. A dramatic example of municipal ac- tion in the realm of symbolic behavior is supplied by Philadelphia. Customarily, the Mummers New Year's day parade in that city included participants who blacked their faces. Negroes and their friends protested and won out over those who insisted that it was a personal right and privilege for anyone who wanted to do so to apply brunt cork to his face and walk down a public street. Even in the deep South "colored" and "white" signs are less conspicuous than in the 1940s. Such symbols of racial sep. aration have disappeared completely from trains, busses and street cars. Fresh paint has been applied in some places where the words "white only" or "white ladies" and "colored women" had been chiseled into the stone structures of pub- lic buildings. Like time-worn scars that cannot be completely erased, these are reminders of the old system that is no longer legal. Moreover, in many places in the South today where the Negro vote is consider- able, racial epithets are seldom heard. But in Alabama and Mississippi and per- haps Louisiana the campaigns for state- wide as well as local officials still revolve around who is best qualified to keep the Negro in his place. Torrents of anti- Negro slander are poured forth at the political rallies, over radio and TV and in leaflets. All of the old bugaboos are resurrected and each politico glorifies him- self as the most capable defender of "white virtue, civilization and rule." It must be noted, hQwever, that the area PAGENO="0767" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 759 of such crude political behavior has now shrunk to a few states and local pockets. "Goidwaterism" was out-and-out racism in the South; more subtly so in the North. Its crushing defeat in the `64 presidential campaign may have been the death blow to racism as a primary issue in nation- wide elections. When Lyndon Johnson danced with Mrs. Hobart Taylor, an attractive Negro woman, at one of the inaugural balls last January, he performed what was pos- sibly the most significant symbolic act of a President of the United States in the field of race relations since Teddy Roosevelt had Booker T. Washington for dinner in the White House. Johnson's deed was deliberate (unlike Roosevelt's). Moreover, it was done for the whole world to see and in the presence of friends from the South. This act not only placed the stamp of approval from the White House on "social equality," but was also notice that Lyndon John- son no longer considered himself a "South- erner;" he meant to be "an American, president of all of the people!" SCHOOLS ALSO TEACH AMrrY Almost everyone (including Govern- ment officials) generally looks upon the im- provement of race relations as the job of education. This is more a vague hope and faith than a program. Many scholars and educators shy away from this duty for they fear the charge of "indoctrination" and "involvement in partisan affairs." On many campuses, "race relations" is a controversial question. Nevertheless, in this field our colleges and schools and their off-campus ad- juncts have made many strides forward during the past two decades. At the high- est level of scholarship, most of the na- tional organizations of the sociologists, anthropologists, psychologists and even the biologists have passed resolutions and issued pronouncements that put them on the side of scientific truth and human understanding. The Social Science Research Council boldly organized a committee on "tech- niques for reducing group hositility." It produced a notable booklet of some one hundred and fifty-three pages entitled, The Reduction of Inter-Group Tensions by Robin Williams. The sub-title of the modest volume is even more descriptive: "A Survey of Research on Problems of Ethnic, Racial and Religious Group Re- lations." This was a good critical sum- mary. Any group that wanted a copy of the report could get it but the SSRC semed to have felt that with publication its job was completely done. There was no follow-up to insure wide distribution, even within intellectual and institutional circles. Since the 1940s, the colleges have in- creased the number of their classes on inter-cultural relations. Thus, Dr. Cali- ver could only count 1478 courses of this type after he had examined the catalogs of some two hundred and sixty- two institutions. The number now is more than double. Incidentally, Caliver did not include Jews, Catholics, Puerto Ricans and Appalaehaian whites in his list of minorities. He did realize, how- ever, that a reference to race or a minor- ity in the title of a course was only one index to the studies that might be de- voted to such subject areas. Scholars have produced many more books on our subject and' some of these are intended to give some guidance to PAGENO="0768" 760 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES the mass of printed materials available in libraries and book-stores. Thus, we have World Culture by Hannah Logasa. Her table of contents has sub-divisions such as: Civilization and Culture, Communi- cation Media, Ideas, Man and Mankind, Nations - People. Similar publications are available on down the line for every grade level. Most of the professional organizations of teachers and scholars have come forth with a guidebook for their clientel. This is especially true for teachers of English, History and Social Studies. For example, Ch;ldren's Books To Enrich The Social Studies has chapters on `People Today" and "Living Together." Perhaps the most important negative action with respect to our schools and colleges has been the widespread criticism of textbooks - mainly in the Social Sciences. Last year a group of American historians released a joint communique on the mistreatment of the Negro in American history. Again, under the leadership of Professor Walter Johnson of the University of Chicago, some two dozen American historians joined the civil rights march from Selma into Mont- gomery last March 25. This was a ritual- istic confession of the guilt of American historians in glorifying the ideals of the * Old South and the Confederacy. It was thus repentance and a plea for another chance for self-purging. Today groups that are studying the con- tent of school textbooks are more numer- ous than ever. Many of the civil rights organizations have included the throwing out of biased texts as part of their pro- gram of social action. Negro, Jewish and Catholic groups have been particularly ac- tive in this regard. It is, of course, easier to ban a "bad" book than it is to write a "good" one. As yet, there is no general American History that has received approval of the various organized minorities nor is there an ac- ceptable world history that gives balance of Asian and African cultures to "west- ern civilization." All too often, each minority appears to be only interested in what the textbooks say or do not say about it. Perhaps a joint committee could agree on common elements and pick the books or the scholars to. write the histories and social studies that would give a fair and accurate portrayal of reality. As of now, outlines and supplementary syllabi are offered as correctives to the standard texts. Thus, we have from the Detroit public schools, The Struggle For Freedom and: ants; Basic Pacts About The Negro in American History; from Washington, D. C.: The Negro In Ameri- can History (a curriculum resource bulletin for secondary schools); and from New York City: The Negro In American His- tory (Curriculum Bulletin, 1964-65 series). Coppin State College in Balti- more, for example, has outlines for courses on (1) Modem Africa, (2) American Minorities, (3) The Negro in America and (4) Children's Literature (well in- tegrated). Most active in the fight for better text- books are the NAACP, the Anti-Defama- tion League, various Catholic organiza- tions and the Association for The Study of Negro Life and History and the Na- tional Conference of Christians and Jews. The publishers, too, are responding to this pressure. Not only are we getting volumes of the type of Chase's Books To Build World Preindships (Oceana) and Sechrist's and Woolsey's It's Time For PAGENO="0769" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 761 Brotherhood (Macrae Smith) by small publishers but the big "houses" appear to be in a race to capture the new mar- ket. The great demand now is for readings (1) that will appeal to child- ren who live in urban environments, in- cluding the poorer sections; and (2) that will include pictures and stories of minor- ity peoples. America's largest publish- ing establishments are planning and push- ing ahead rapidly but only one has seen the wisdom of apjiointing a Negro as editor-in-chief of its series (Charles Harris of Doubleday). The modem school master is no longer content to rely upon books alone. He has to have his tape recorder, his movie camera and projector, his radio and his TV. The audio-visual aids to educa- tion for better human relations are be- coming voluminous, ,There are guides and bibliographies añd~ centers for films, film strips, slides, tapes and the rather expensive video tapes for classroom pro- jectors. In the headlong rush to meet this new demand many blunders are made. For example one catalog: For Effective Creative Teaching Materials has on its first page an advertisment on meet- ing one's neighbors. These are life-like figures portraying (1) "a white family" and (2) "a Negro family." Does not this kind of designation make the pupil more conscious of differences? Again, some of the films and recordings leave out the more aggressive elements of mi- nority history and culture. Thus, a widely publicized disc on the history of the Negro in America, omitted complete- ly the slave revolts as led by Gabriel Prosser, Denmark Vesey and Nat Turn- er. There is still a tendency to high- light the work of more conservative and less militant Negro leaders of the type of Booker T. Washington and George Washington Carver rather than Frederick Douglass, W.E.B. Du Bois and A. Philip Randolph. Librarians, some labor unions and wel- fare organizations have joined with the schools and civil rights organizations in putting out guides to better relations be- tween minority and majority groups. For years the New York public library has put out periodically an attractive annotat- ed list of the "Best Books By and About Negroes". Mrs. Augusta Baker of that system has expanded one phase of this idea with her "Books About Negro Life For Children." Similarly, from the Chi- cago public library, Mrs Charlemae Rol- lins has issued and re-issued over the years, her book selections on the Negro and race relations. The American Library As- sociation has printed guides of this sort for the whole profession. The use of such listings has sharply declined in the South ever since the "Ne- gro Revolution" began. Many Southern librarians on their own or because of ob- jections from readers or parents or boards of control have stopped purchasing Ne- gro books. There have been several sen- sational cases of Southern politicians and others who have objected to books that they thought suggested equalitarian race relations. Thus, Alabama had a big stir about a librarian who recommended a book written by Martin Luther King and in Florida there was quite a commotion about a children's book that told of a friendship between two rabbits, one black and the other white. Another trend has been the surge of interest in Africa. This, of course, is a reflection on the rise of the new nations of the erstwhile "dark continent." Many 71-368 0 - 66 - 49 PAGENO="0770" 762 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES libraries of the North and West have re- sponded to the requests of their readers for biographies, folktales, histories and current surveys on the "New Africa". An odd development has followed the desegregation of public education in many of the border states. Prior to 1954, most all-Negro schools in this middle region as well as in the deep South, celebrated Negro History Week and felt that it was essential to give Negro children some appreciation of the achievements of "their" people. However, with the coming of desegregation, many of these programs have been abandoned. Some Negro school officials and community leaders immediately took the view that it would be wrong to continue such celebrations if the student body was mixed and above all, "since we were all now Americans." A decade of desegregation, however, has removed some illusions. On second thought, many persons now realize that all students (the whole community really) need to know about the struggles and achievements of the minority as well as majority groups, if we are ever to have mutual appreciation in an integrated so- dety. TELSTAR AND EARLY Bmn Although the school is our principal institution for the systematic transmission of the culture, it is scarcely as important today as it once was in molding social at- titudes. This leading role has been taken over by the media of mass communica- tion. Perhaps the single greatest in- fluence is television. We recall that twenty years ago it did not exist and, of course, was not even mentioned in our survey of 1944. As has been suggested, the Negro Rev- olution has been, for the most part, a TV story. And for many of our children as well as adults this is also true for the UN and the doings of our Presidents. Television started out with the inherited racial patterns of radio and the movies. In the beginning, it was, like them, strictly jim crow where it was inconven- ient to be exclusively lily-white. In the early days, the Negro on TV - if at all - was the familiar stereotype. But part of the race relations rebellion is symbolic - revolt against supression and exclusion not only in life but in the culture; in the images, news and opinions that are transmitted across the nation and the world. CORE, creatively, once sta- tioned TV sets on street corners in Har- lem and stood by with stop watches to demonstrate to passers-by that Negro faces seldom appeared and that when they did, they were most often in an unfavor- able light. The public pressures upon the television industry have brought about many pro- gressive changes. So much so that cur- rently whenever a personality or an in- terviewee makes a slip and uses a de- rogatory term for a minority, the station knows that its switchboard will be jammed with protests. Accordingly, "live" TV has been cleansed of epithets, slurs and slanders. Exceptions, of course, must be made for local programs of the deep South. The "canned" or film shows do not come out so well. A large share of viewing time is given over to old movies on the "late" and "sunrise" TV. One can see re-runs of all those ancient melo- dramas that featured Stepin Fetchit, Hat- tie McDaniels, Louise Beavers, "Bo- jangles" and other minstrel actors and actresses. Perhaps a campaign against PAGENO="0771" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 763 these stereotyped-studded portrayals could clear them from the air. Positively, some of the networks have engaged consultants who would know the do's and dont's to minority character- ization and presentation. George Norford is possibly the best known of these ad- visors. He feels that he has had notice- able success with script writers, producers and high network officials. However, his second and related assignment had been to get employment for Negroes and other minority workers at all levels of production and operation in the industry. In this he has had few concrete gains of which to boast but believes that most of the "chains" are open-minded. Television, thus, is far ahead of most of the media of public information in fairness and in willingness to let the minority groups speak for themselves. Still, it has a long way to go. Negro heroes on television are yet few and severely circumscribed. And the great taboo of all the performing arts is still the Ne- gro romancer. Male and female Negro lovers are seen more often than mixed couples but here and there, now and then, the viewer will encounter such. Perhaps it is too much to expect a "happy ending" for their screen stories. At times, the live entertainers them- selves betray great self-consciousness before cameras. It is customary for many of the MC's to hug and/or kiss the female stars who appear on their program. This is a sort of salutation or farewell for a splendid performance. But when the star is female and Negro and the MC is male and white, they usually shake or hold hands. After all, TV is a business and dience is not entirely composed of North- ern liberals. As a matter of fact, protests do come from the South. Some stations in Dixie reject network offerings that are felt to be too "strong" on race mixing. Herman Talmadge used to object loudly when he was Governor of Georgia but since he has become Senator and spends much of his time in Washington, we have not heard much from him on this score. Av~v GARDE It would be improper, perhaps, to con- clude this survey without a word as to the view of creative writers and artists. This was eloquently and at times fero- ciously expressed at a conference, held in New York City April 23-25, that was entitled, "The Negro Writer's Vision of America." One comment that was often heard at the sessions was that Negroes today - especially the younger ones - are completely indifferent to what white people may think about them. As one writer puts it: "Black folk used to go around in `white America,' asking them- selves, `Who am I?' Now, instead, they look their white fellow citizens in the eye and insist that the question is no longer `Who am I?' but `Who the hell are you?" Another artist said: "Some- body is always urging us to get into the main stream of American life. First, I want to know if the main stream is worth getting into." Thus, as the minorities become more sophisticated about the realities of d& segregation - its limitations as well as its advantages - they may be becoming less fascinated by "white standards." In dress, language, food as well as in music, art and literature, Negroes appear to be insisting more and more upon their the American listening and viewing au- PAGENO="0772" 764 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES "Negroness" - at least this seems to be the tendency in artistic and intellectual circles. This may be the American ver- sion of what the Africans term "Negri- tude" or "the liberation of the African personality." It is, of course, a sign of social health in a democracy when its minorities feel sufficiently secure psychologically that they can ignore whatever may be said about them in the main channels of communi- cation. The detection and rejection of propaganda is an essential part of learn- ing about race - and much else. The ultimate goal for the minorities as for in- dividuals is not only a favorable image but a favorable self-image as well. PAGENO="0773" THE NEGRO IN AMERICAN HISTORY TEXTBOOKS A Report of a Study of the Treatment of Negroes in American History Textbooks Used in Grades Five and Eight and in the High Schools of California's Public Schools CALIFORNIA STATE DEPARTMENT OF EDUCATION Max Rafferty, Superintendent of Public Instruction Sacramento June, 1964 765 PAGENO="0774" 766 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES THE NEGRO IN AMERICAN HISTORY TEXTBOOKS Prepared by a Panel of Historians from the University of California Kenneth M. Stampp, Chairman MEMBERS Winthrop D. Jordan Lawrence W. Levine Robert 1. Middlekauff George G. Sellers George W. Stocking, Jr. U PAGENO="0775" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 767 FOREWORD In late 1963, the Berkeley chapter of the Congress of Racial Equality became interested in the treatment accorded the Negro in the Ameri- can history textbooks used in California public schools. A panel of historians, all members of the staff of the University of California, Berkeley, was organized to make an analysis of the books. To make its study, the panel selected the American history textbooks adopted for use in grades five and eight of California public schools and two of the textbooks, used in the public high schools of the state. The panel then made an objective analysis of these textbooks to de- termine the treatment accorded American Negroes, and the results of this analysis were presented in a report entitled "The Negro in American History Textbooks." On March 12, 1964, Professor Ken- neth M. Stampp, Chairman of the panel, presented copies to the State Board of Education and discussed the report with the Board. The State Board of Education, impressed with the work of the panel, directed the Department of Education to provide copies of the report to textbook publishers, the California Curriculum Commission, Cali- fornia schools, and others especially interested in the information. ,S1uperintendent of Publio Instruction In PAGENO="0776" 768 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES CONTENTS FOREWORD INTRODUCTION - 1 Trail Blazers of American History Charles G. Sellers 7 The Story of American Freedom George W. Stocking, Jr. 9 America Is My Country: The Heritage of a Free People Kenneth lii. Stampp 13 The Growth of America Lawrence W. Levine 16 Story of the American Nation Winthrop D. Jordan 19 The Story of American Democracy Winthrop IL Jordan 21 Story of America Robert L. Middleka'ztff 23 Iv PAGENO="0777" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 769 INTRODUCTION A panel of six American historians, members of the History De- partment of the University of California, Berkeley, have been asked to review the American history textbooks that are most widely used in California from the standpoint of their treatment of Negroes. Attached are individual reports on the two state-adopted textbooks used in grade five, the three state-adopted textbooks used in grade eight, and the two high school textbooks reported to be most widely used in the state. These reports disclose an unhealthy condition in California education. We are concerned first of all as historians that the history taught in our schools should accurately reflect the best findings of current schol- arship. Professional scholars are aware that historical "truth" is an elusive quality. Well into the twentieth century professional scholars themselves were affected by the emotional aftermath of the Civil War, and there was a "Northern" and a "Southern" interpretation of such sensitive matters as slavery and Reconstruction. In the late nineteenth- century mood of national reconciliation, based on a widespread assump- tion of racial superiority among whites in both North and South, the "Southern" view tended to prevail; and the deference of textbook publishers to the special sensitivities of the Southern market has caused it to continue by and large to prevail in textbooks until this day. Mean- while several generations of scholars, freer of sectional emotions and racist assumptions, through their researchers and writings developed a substantially different understanding of many of these matters. Most of the textbooks we have examined reflect views on racial and sectional themes that have been rejected or drastically modified by the best of current historical scholarship. We are additionally concerned as citizens because these historical distortions help perpetuate and intensify the pattern of racial discrim- ination which is one of our society's most serious problems. We are con- cerned not only because much of the material in these books is bad history, but additionally because it is a kind of bad history that rein- forces notions among whites of their superiority and among Negroes of their inferiority. Admittedly there is a danger in assessing historical writing in terms of its social consequences. A laudable desire to combat racism, and especially to bolster self-respect among Negro students, might result in exaggerating Negro contributions and the heroic qualities of Negro figures. In our view this would be an equal distortion of historical truth, and in the long run would fail to have the desired social effects. We do feel, however, that the seriousness of the problem of racism underscores the textbook author's responsibility to portray the Negro `s role in American life fully, accurately, and without either sentimental- ity or condescension. There should be a conscious effort to portray out- PAGENO="0778" 770 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES standing Negro figures selected by the same criterion of historical sig- nificance applied to non-Negro figures. Even those textbooks that now make some effort in this direction tend to single out men like Booker T. Washington and the minor scientist George Washington Carver, whose attitudes about race relations are least disturbing to conservative whites. Equally or more worthy of inclusion by the standard of his- torical relevance are men like Denmark Vesey, Nat Turner, Frederick Douglass, W. E. B. DuBois, and the Reverend Martin Luther King. Always and everywhere our children should be told the truth, and the whole truth, as near as the best current scholarship can bring us to this elusive quality. This means, among other things, not obscuring the harsher aspects of the truth-the fact that Negroes entered Amer- ican society as slaves, the brutalities of slavery, the racism of the Re- construction and post-Reconstruction era, and the continuing depth and harshness of the problem of segregation and discrimination. In the light of these general principles, the greatest defect in the textbooks we have examined is the virtual omission of the Negro. As several of the individual reports point out, the Negro does not "exist" in the books. The authors of the books must know that there are Negroes in America, and have been since 1619, but they evidently do not care to mention them too frequently. In one book there is no account of slavery in the colonial period; in a second, there is not a single word about Negroes after the Civil War; in a third (composed of documents and substantive chapters), the narrative does not mention Negroes in any connection. As Ralph Ellison `s novel, Invisible Man, demonstrates, whites fre- quently do not "see" Negroes. But Negroes are Americans; their his- tory is part of American history. They need to be "seen" in textbooks. The space given Negro history will, of course, depend in part on the nature of the textbook, and minimum standards of coverage are pro- posed later in this report. What is especially important is that the dis- cussions of Negroes appear as an integral part of the book. Perfunctory or casual treatment may imply that Negroes are not part of America. Important aspects of Negro experience, of course, depart from that of many other groups in America. Negroes were not just another im- migrant group; no other group could be so readily identified by its color, no other group was so systematically enslaved, and no other group has been subjected to as persistent and virulent discrimination. From the seventeenth century to our own day, Negro life has been filled with violence. These facts highlight another failing of these textbooks that is almost as distressing as the invisibility of Negroes in them. All the texts play down or ignore the long history of violence between Negroes and whites, suggesting in different ways that racial contacts have been distin- guished by a progressive harmony. The tone of a textbook is almost as important as anything it has to say. In their blandness and amoral optimism, these books implicitly deny the obvious deprivations suffered by Negroes. In several places they go further, implying approval for 2 PAGENO="0779" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 771 the repression of Negroes or patronizing them as being unqualified for life in a free society. We should now like to suggest in some detail the substantive and in- terpretive elements relating to Negroes that should be included in text- books covering the whole period of American history. These suggestions do not reflect any effort to give a special emphasis for the purpose of present-day social effects, but only what is necessary for portraying accurately the Negro `s role as understood by current scholarship. We regard the suggested content as an indispensable minimum at the junior high level. Some compression would doubtless be necessary at the elementary level, while high school treatment should be expanded beyond our suggested content. Early in the seventeenth century Negroes were brought by force from Africa to the English colonies, and over the next 50 years whites in the colonies reduced them to a slavery that was inherited and perpetual. The Negro incurred debasement because he was different, particularly because he was "heathen," black, and helpless. Other colonials entered types of servitude, but their arrangements were usually contractual, their rights were protected by the state, their physical and moral treat- ment was much better, and their status was temporary. Not even the American Indian, whose exploitation began in the seventeenth century, was reduced to slavery on a substantial scale. Textbooks should tell this story from its African beginnings, through the slave trade, to the en- slavement of the Negro. As the history of the origin of Negro slavery is important, so also is an understanding of slavery as a mature institution in the eighteenth and nineteenth centuries. Students should know that it existed in the North until after the Revolution. Textbooks should supply the most important statistics; for example, that in 1860 there were four million slaves in the United States, virtually all located in the South. Although a majority of Southern whites held no slaves, one out of every two persons in the South's fourteen million people was either a slave or a member of a slaveholding family. There should be a full account of the life of the slave, starting from the fact that he was an article of property held for the profit that could be gained from his labor. Recent scholarship has shown that slaves labored in Southern factories as well as fields. They were often over- worked, and customarily housed, clothed, and fed at only a subsistence level. As a result the slave was often ill, and his life expectancy was shorter than that of the whites around him. His master could punish or sell him at will, and could even kill him with near impunity, since slaves were not allowed to testify against white men. The informal character of slave marriages made for an unstable family life; and the whole pattern of debasement under slavery inflicted psychological and sociological scars from which Negroes still suffer. Understandably the slave resented, even hated, his condition, though he usually disguised his real feelings by subservient behavior designed to protect him from the master's power. Students should be told that 3 PAGENO="0780" 772 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES slaves often ran away, committed sabotage, and plotted revolts, and on one occasion a slave, Nat Turner, led a bloody general insurrection against the masters. Slavery's moral and social evil did not go unremarked in the colonial period. The Quakers, for example, insisted that slavery violated both human dignity and divine law. Not until the Revolution, however, did most Americans become sensitive to the discrepancy between slavery and their professed ideals as embodied in the Declaration of Inde- pendence. All the states north of Delaware put the institution on the road to extinction, slavery was banned from the Old Northwest, and the Constitutional Convention opened the way for abolition of the slave trade after 1808. Even in the upper South, where the tobacco economy was languishing, liberal leaders hoped that the gradual operation of economic forces would eventually permit the abolition of slavery. In- stead, the developing cotton market revived plantation agriculture. Slaves proved so productive in Southern cotton fields that slaveowners shut their ears to any criticism of the institution until the Civil War brought its demise. Meanwhile antislavery sentiment was growing in the North. Even here racist assumptions caused free Negroes to be segregated and dis- criminated against, but after 1830 a vocal abolitionist movement had increasing effect. The efforts of the abolitionists, who included a sub- stantial body of Northern free Negroes, deserve serious and sympathetic exposition in textbooks. They are often derided for their occasional extravagance and for their internal disagreements, yet the fact is that they performed an immense service in educating Americans to the moral evils of slavery. Abolitionists are frequently blamed for the Civil War by people who also insist that slavery had nothing to do with the coming of the war, that indeed the South fought to preserve state rights. Most scholars to- day agree, however, that slavery, and especially the issue of extending slavery into the territories, was fundamental. Certainly a careful ap- praisal of the slavery issue in national politics should be included in any textbook covering this period. When the Civil War came, some 200,000 Negroes participated in the fighting that resulted in their formal emancipation. Following the war they also took an important part in the struggle over Southern Reconstruction, which determined whether their emancipation was to be nominal or full. Reconstruction is a controversial issue in American history. The best scholarship today portrays sympathetically the radical Republicans in Congress, who opposed Lincoln's and later Johnson's plans for bringing the Southern states back into the Union as quickly and painlessly as possible under conservative white leader- ship. The radicals, this scholarship holds, operated from mixed motives: to be sure they were interested in maintaining their political advantage, but they also wished to reform the structure of Southern life. They es- pecially wanted to help the Negro make himself a full partner in a free society. 4 PAGENO="0781" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 773 It is in treating the Reconstruction state governments in the South that the older scholarship is most distorted by racist assumptions and most pernicious in its present-day effects. Modern scholarship over- whelmingly rejects the myth of Reconstruction as a saturnalia of mis- government and corruption by ignorant and/or venal carpetbaggers, Negroes, and scah~wags. Though the Reconstruction regimes had their quota of corruption, as did most other American governmental units in this period, the student needs to know that the radical Republican experiment for a time made progress toward a healthy reconstruction of Southern society, that many Negroes served ably in the Reconstruc- tion governments, and that the Reconstruction governments had many constructive accomplishments, particularly the extension of the public school system, and the protection of equal civil and political rights of all. The experiment in Reconstruction failed after a few years, owing to a growing Northern indifference which permitted conservative South- ern whites to regain control by violence through such agencies as the Ku Klux Klan. Soon Negroes had been reduced to a kind of unofficial slavery. The vote was taken from them, first by trickery and intimida- tion and later by amendments to the state constitutions. Denied eco- nomic opportunity, many were exploited as sharecroppers, and others in menial jobs. By the end of the century, they were born and reared in segregated communities, and they lived and died in a state of in- equality, isolated from the mainstream of American life. Southern state laws and a disastrous Supreme Court decision, Plessy vs. Fer- guson (1896), helped encase them in segregation. Segregation and violence continued to characterize race relations in the South during the first half of the twentieth century. The hun- dreds of lynchings which used to occur annually have almost disap- peared, but bombings, burnings, and shootings have increased. A more important change has been the movement of millions of Negroes to the cities and to the North. Here repression has been somewhat more subtle but only somewhat less damaging. Employers and unions relegate most Negroes to menial jobs. They are segregated into ghettoes where they pay high rents for slum housing. Segregated housing means in turn segregated and inferior schools. The other side of the story is the increasingly vigorous effort, especially by Negroes themselves, to change the situation. The growing Negro vote in crucial Northern cities and the cold-war campaign to win the support of the uncommitted nations of the world has made the federal government more responsive to the plight of Negroes. Prodded by the National Association for the Advancement of Colored People (NAACP), the federal courts began to declare in the 1930s and 1940s against racial discrimination in voting, jury service, and educational opportunities. This movement culminated in the Brown decision of 1954 (Brown vs. Board of Education of Topeka) outlawing racial segregation in the public schools. Meanwhile the executive branch * of the federal government had begun to move against segregation and 5 PAGENO="0782" 774 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES discrimination in the armed forces and in civil service employment. Some state legislatures acted against discrimination in housing and employment, and Congress took its first cautious steps since Recon- struction to advance civil rights. In the years since the Brown decision, a civil rights mass movement has taken shape among Negroes, utilizing the tactics of nonviolent direct action to demand immediate and full equality in all areas. The Reverend Martin Luther King led Negroes of Montgomery, Alabama, in a year-long boycott of the city's segregated bus system. Negro college students launched "sit-in's" throughout the South in a movement that ended segregation at lunch counters and other public facilities in hun- dreds of Southern communities. "Freedom riders" gave effect to court decisions outlawing segregaton in transportation facilities. By 1963 mass demonstrations for equality in public facilities, jobs, education, and housing had spread from the South to many Northern cities, and over 200,000 people joined a "March on Washington" in support of former President John F. Kennedy's proposal that Congress pass a substan- tial civil rights bifi. These efforts were pursued in the face of mob violence, the arrests of thousands of demonstrators, the assassination of an NAACP leader in Mississippi, and the death of four Negro girls in the bombing of a Birmingham church. This civil rights revolution seems to us to be one of the major his- torical events of the mid-twentieth century and to demand full treat- ment in any American history textbook. The gains that have been made should be described realistically and not as an ode to the inevitable justice and progress of the democratic system. It should be made clear that the outcome of the civil rights struggle is still in doubt and that the inequalities are so great as to defy quick remedy by even the most vigorous effort. In the midst of this civil rights revolution, historians and educators have a clear responsibility, at the very least, to see to it that the role of Negroes in American life is taught fully and accurately. We have tried to indicate what a minimally full and accurate textbook account should be. Surely the state of California can no longer tolerate text- books that fall far short of this minimal standard. 6 PAGENO="0783" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 775 Trail Blazers of American History' By Charles G. Sellers2 This book is a series of biographical stories about 25 outstanding Americans, arranged topically and chronologically so as to provide a general account of American history. The authors have made a special effort to include minority groups, devoting one of their stories to George Washington Carver and making clear the moral basis of the opposition to slavery. Yet even this well-intended effort leaves a great deal to be `desired. The basic problem is that Negroes are completely invisible except in the Carver story and in the section on the Civil War, where the exist- ence of slavery could hardly be ignored. The unit on colonization has a story on John Smith and the founding of Virginia, which might well have discussed the introduction of slavery. But instead, readers of this book get the impression that the settlers of colonial America were en- tirely from Europe. As far along as page 91 in the introduction to the unit on the Revolution, the following language is used: "You have learned how it happened that Europeans came to live in America At first the colonists thought of themselves as Englishmen, not Ameri- cans." This unit discusses Washington's boyhood on a plantation (he "lived on a large farm called a plantation," page 116) and his later management of Mount Vernon without any reference to the presence of slaves. In fact Negroes or slaves are. not mentioned at all in the book until page 187, where Lincoln encounters slavery on his trip to New Orleans. This is in a unit on the Civil War consisting of stories about Lincoln and Lee. This unit emphasizes that both Lincoln and Lee opposed slavery, implies that Southerners maintained the institution because they "depended upon slaves to do the work" on their cotton planta- tions, and even suggests the worst aspects of slavery by reporting that in New Orleans young Lincoln "saw Negroes chained together." This section continues (page 187): "Abe was a kind-hearted young man. It made him feel sad to see the slaves. `I do not believe in slavery,' he thought. `It must be hard to be a slave, even if your owner is kind. It would be terrible not to be free.' " (The suggestion that owners `were usually kind is made again when Lee is reported as saying to his wife (page 202), "They are our slaves, and we take good care of them. 1Mjriam B. Mason and William H. Cartwright, Trait Blazers of American His- tory. Boston: Ginn and Co., 1961. This is a supplementary textbook for grade five. 2 Professor Sellers has written numerous articles for scholarly journals, is the author of a biography of James Knox Polk, and has edited The ~Southerner as Ameri- can, a collection of essays. He is a member of the Executive Committee of the Missis- sippi Valley Historical Association, a professional society of American historians, and of the Board of Editors of the Journal of Southern History. Mr. Sellers has been a Professor at Princeton University and a Fellow of the Center for Advanced Study in the Behavioral Sciences, Stanford. He is now on leave from the University of California as a Guggenheim Fellow. 7 PAGENO="0784" 776 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES But if anything should happen to me, I would like to have our slaves set free. ` Yet even the Civil War section suffers from the book's persistent dodging of conffict and controversy, its unflagging commitment to a thesis of harmonious progress. The unit on the Civil War is introduced by the following statement (page 183): "As our country grew, people in different parts of it came to have different ways of thinking about some of their problems. These differences led to quarrels and finally to another terrible war. This was called the War between the States. But when the war was over, men and women in all parts of the country worked together again to make America great and strong." (Cf. page 192, "This was is now known as the War between the States or the Civil War.") It should be no surprise then that the Negro drops completely from view with the Emancipation Proclamation, not to reappear at all except in the Carver story. Here again the ugly realities of race relations are completely obscured. It is explained several times that Carver had great difficulty finding a school he could go to and a college he could go to, but there is no explanation of why he had difficulty. Tuskegee is de- scribed (page 251) as "a college in Alabama especially for Negro students," with no further explanation. The only general statement about the conditions of life for Negroes is a statement imputed to Carver (page 251): "Many people of my race are poor. They have little to eat." The only statement suggesting a ` `race problem" is quoted from a citation in praise of Carver (page 253): " `You have done much for the white people as well as for the Negroes,' he was told. `You are a bridge between the two races.' " While recognizing the authors' praiseworthy effort to include an outstanding Negro, I question whether Carver is the most appropriate figure to use. Carver deserves to be held up for emulation on account of his moral qualities, but the contention that his scientific work was distinguished or had any substantial effect on Southern agriculture is by and large a sentimental myth. Moreover both his Tuskegee connec- tion and the story line of his life are implicit arguments for Booker T. Washington's questionable philosophy of race salvation through hu- mility and hard work. The basic fault of this book, as of many others, is its effort to purv~y a sweetness-and-light picture of American history that is both false and vicious in its effects. Children, both black and white, need to know that through the institution of slavery Negroes were a major element in American life from the very beginning. They need to know what slavery was like before the Civil War and what it has been like to live under the "new peculiar institution" of segregation and discrimination since the Civil War. They need to know that Negroes, despite the handicaps imposed upon them, produced leaders who fought for justice and equal- ity. For the purposes of this book a figure like Frederick Douglass would have been much more representative of what has been best and most important in American Negro life. 8 PAGENO="0785" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 777 The Story of American Freedom' By George W. Stocking, Jr.2 Since my comments will serve only as partial basis for a later inte- grated report, it seemed appropriate to offer them in unintegrated topical form. Despite the suggestion on page 229 that slavery was "a way of life," it is in fact treated in narrow, sterile, and naively economic terms as a labor system pure and simple. Witness the definition on page 161: "Such a system of securing workers through ownership is called slavery." The major account of its development (pages 229-30) is coi~ched in a similar framework: "A new country needs workers. [The English] met this need in two ways. . . . [Although the first Negroes were bound servants], slavery later became common. Slavery increased in the South, where it met a need for workers [on] large plantations where only one crop was grown. - . . [The cotton gin increased the need for workers, which] brought an increase in slavery." The information offered as to its extent is at best mislead- ing. The statement that it was "accepted in the South" is supple- mented by the fact that many Southerners did not own slaves and that there were 18,000 free Negroes in New Orleans alone. Since this is the only numerical statement having to do with slavery in the whole book, one cannot help wondering if it was not intended to minimize the mag- nitude of the problem. As to the character of the slave system as "a way of life," we are given no more than incidental clues. On page 149 we are told that Negro women and children rode in wagons to Mississippi while the slave men walked; on page 165, that Negro slaves sometimes ran away to Florida; on page 230, that slaves "often ran away." But there is no inkling of the reasons why they might have run away, no mention of the slave trade, of the problems of discipline and order, no indication that Negro resistance to slavery ever took any other form than individual escape, no suggestion of the social or psy- chological meaning of slavery either for the Negro or the Southern white beyond the idea that the difference in labor systems was at the root of sectional conflict. Abolition, Civil War, and Reconstruction One feels that this book treads a very narrow course between a dora- inant traditional concern for Southern prejudices and a dawning con- 1Edna McGuire, The Story of American Freedom. New York: The Macmillan Co., 1961. This is a basic textbook for grade five. 2 Professor Stocking, a student of American social and cultural history, is a Fellow of the American Anthropological Association. He has written articles on the ideas of race and culture, and presently holds a fellowship from the American Council of Learned Societies to complete a book on Race and Culture in American Social Science, 1890-1915. 9 71-368 0 - 66 - 50 PAGENO="0786" 778 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES sciousness of the commercial significance of Negro-liberal sensitivities. If there is no attempt to justify slavery in other than economic terms, no repetition of the customary suggestion that Negroes worked better in the sun, neither is there any adequate indication of the moral im- plications of slavery. True, at one point it is suggested that "many people thought that slavery was wrong" (page 230), but we are given no clue why. And far from indicating that opposition to slavery ex- pressed the moral spirit of our modern democratic-industrial culture, the book suggests in effect that the Northern opponents of slavery were irresponsible trouble-makers whose views had no relation to the irresistible moral currents of their time: "Many people thought that slavery was right. But certain other people thought that slavery was very wrong" (page 220). "Some Northerners [by attacking it] stirred up differences between the American people" (page 230). In- deed, the only person who would seem to be permitted a legitimate and intense moral opposition to slavery is B. E. Lee, who, for reasons un- known, "hated slavery" and freed his own slaves (page 240). A similar excessive concern for Southern feelings is evident in regard to the war which began in 1861: "It is called the War Between the States. It is often [but not in this book] called the Civil War" (page 229). This, of course, exactly reverses the priorities of actual historical and even popular usage. The distortion is minor, but nonetheless indica- tive. As to the war itself, my main observation would be that there is no mention whatsoever of the considerable Negro participation in the Union armies. The rather confusing one-page discussion of Reconstruction and after (page 244) perpetuates a number of traditional anti-Radical views: the men "who wanted to punish the South" passed laws "neither wise* nor generous" and "several years of confusion followed." There is no mention of Black Code or Ku Klux Klan. Both the public school system and the breakup of the plantation system are by implication incorrectly attributed to the Redeemers. The New South is created in a phrase, the post-Reconstruction fate of Negroes disposed of with the laconic sug- gestion that they "learned to take care of themselves." The Negro in Modern America Once slavery is disposed of on page 244, the treatment of the Negro changes radically. He disappears completely as. the focus of a moral or social problem. There is no mention of the Jim Crow system, of the school segregation cases, or of the modern Negro movement for equality, though the book (published in 1961) carries right on up through Khrushchev to Castro. On the other hand, it is only after the Civil War and the abolition of slavery that Negroes emerge as distinguishable human individuals. Even so, only three Negroes are actually named in the whole book: Percy Julian and G. W. Carver, who receive brief biographies, and B. T. Washington, who is mentioned in the second of these as the founder of Tuskegee. But if Julian and Carver are "sympathetic" characters touched by the heroic aura surrounding all 10 PAGENO="0787" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 779 scientists in our society, their biographies are virtually devoid of spe- cifically racial significance. And whether by chance or design, these two are juxtaposed in separation from the biographies of white scientists (pages 298-300). Beyond the Text Itself In this lavishly illustrated book, there is only one picture (of the Tuskegee laboratory, page 300) which contains people who are ob- viously Negro. There is also on page 345 a small picture entitled "Negroes permitted to vote by Constitutional amendment-1870" in which two of the white-skinned figures might be identified as Negro by their costume and slightly Negroid characteristics. But beyond this, the Negro is invisible, even in the scene of life on a tobacco plantation (page 93). In the numerous exercises at the ends of chapters and sec- tions, I was able to find less than a handful of questions or activities which related to the Negro. On page 165, "slavery" is one of a list of words to master-but one looks in vain for the words "segregation," "discrimination," or "integration," though they are no more dif- ficult than many others in the book. Aside from a general "How did each event pictured help democracy grow 6?~~ under the aforementioned picture on page 345, the only "questions for thought" having to do remotely with the Negro is one on page 245: "Why did slavery grow in the South and die out in the North?" In the context provided, this question can only help to reinforce a generally amoral approach to slavery and its consequences. In the section, "Making History Live," the only suggestion relating to the Negro is one on page 279 that students learn to sing some of the "beautiful songs called spirituals" which "the Negroes have given us" (consider the implication of the phrasing). Among the many books suggested for those who like to read, there is not one whose title indicates any relation to the Negro, unless it be Carl Sandburg's Abe Lincoln Grows Up. Internal Evidence of Possible Alternative Approaches When I read the unelaborated suggestion on page 175 that their "neighbors objected to certain" Mormon beliefs, it occurred to me that much of the treatment of the Negro might be explained simply as product of a general desire to avoid any potential controversy. But in this text, at least, this is not the case. The section between pages 305 and 316, "Life in Modern America," is in cftect a discussion of a series of social issues in industrial America. If the treatment is insipid, the issues are nevertheless posed in normative terms (e.g., immigrants lived in "crowded, dark houses" and were sometimes "forced to work for very low pay," page 307). If most of the problems are now safely in the past of historical consensus, some of* them are still matters of cur- rent debate: e.g., that of adequate schools for America's growing popu- lation. It certainly would have been possible to include in this chapter, perhaps under the section "Saving America `s Human Wealth," some treatment of the problems of integration. 1'I PAGENO="0788" 780 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES Other alternatives are suggested by the treatment of the American Indian (see especially pages 253-57). An attempt is made here to pre- sent the Indian in both cultural and moral terms. "To understand the Indians on the last frontier, you need to know something of early Indians' `-and we are given a picture of the variety of Indian cultural forms. There is some suggestion of the history of violence and double- dealing which reduced the Indian to reservation life, and even a discus- sion of present social problems in this historical context: " Some Indian tribes have a difficult time today. They cannot make a living on their land. Their people have not had the training or help to make it possible for them to earn the things they need." The justice of the Indian resistance to the white advance is explicitly posed as a "questions for thought." Students are elsewhere urged to choose among individual Indian chiefs as subjects for library research and class report (page 279). While the role of the Negro and the Indian in American history and their positions in modern life are in many respects quite different, the utility of analogous approaches would seem obvious, both in more accurately portraying the Negro's historical role and in giving to both Negro and white children the sense of respect for self and fellow citizen which underlies the creation of a broader national identity. 12 PAGENO="0789" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 781 America Is My Country: The He4tage of a Free People1 By Kenneth M. Stampp2 About half of the book is devoted to teaching children how "We Americans Honor the Symbols of Our Democracy" (the flag, the Amer- ican eagle, the Statue of Liberty, etc.); which are "The Patriotic Land- marks and Monuments Every American Should Know" (Washington Monument, Lincoln Memorial, Mount Vernon, etc.); which are the best-known "Patriotic Poems and Songs for Americans" ("Old Iron- sides," "I Am an American," etc.); and which are "The Patriotic Holidays that Americans Celebrate." The substantive chapters are the following: 1. What It Means to Be an American 3. Our Documents of Freedom 4. lInde Sam's Government in Washington 5. Washington, Capital of Our Nation 7. Great Americans Express the Spirit of Our Nation 10. Good Americans Make Democracy Work How the Negro fares in these six chapters is easily described: he doesn't exist-he is never mentioned. He doesn't appear in the index; and, although the book is profusely illustrated, he does not appear in any of the photographs. The explanation for this is not white chau- vinism but timidity-the desire not to offend a~ayone. Since this book was first published in 1955, it was still possible not to be too concerned about offending Negroes. Actually, the book exudes a vague sort of good will toward all men. On page 3 there is this statement: "We Americans are different in a very important way from the people of most countries. . . . {Unlike other countries] we Americans do not come from one national stock. We are descended from people of many nationalities-English, Scotch, Irish, German, Scandinavian, Italian, Polish, Russian, and so on. We believe that our country is stronger and richer and more vigorous because our people come from many lands." The omission of Negroes, Asians, and Indians in this statement is an example of the timidity characteristic of this book. Harriett M. Brown and Joseph F. Guadagnolo, America Is My Country: The Heritage of a Free People. Boston: Houghton Muffin Co., 1061. This is a supplemen- tary textbook for grade eight. `Professor Stampp, chairman of the panel, teaches history of the Civil War and Reconstruction at the University of California and is the author of The Peculiar Institution, the definitive work on slavery in the United States. He is on the Execu- tive Committee of the Pacific Coast Branch of the American Historical Association. Formerly Mr. Stampp taught in the South, served on the Executive Committee of the Mississippi Valley Historical Association, and was a Guggenheim Fellow. He was also Harmsworth Professor of American History at Oxford University and Common- wealth Fund Lecturer at the University of London. 13 PAGENO="0790" 782 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES On pages 7 and 8 is this statement about equality: "Under our Constitution and our laws all citizens have equal rights. . . . It makes no difference what a man does for a living, to what race or religion he belongs, or how much money he has-he is the equal of any other citizen in the eyes of the law. . . . We Americans believe that every- one should have an opportunity to get an education and a job, and the chance to make a decent life for himself and his family. We have done a great deal to make these things possible for all Americans. Although some of our people stifi do not enjoy equal opportunities, we are working toward our ideal of `liberty and justice for all.'" Again,~ timidity accounts for the vagueness of this statement. In Chapter 3, which deals with "Our Documents of Freedom," one statement (page 55) concerning "What Should We Know About Our Constitution" declares: "We should know that no American can be refused the right to vote because of race, religion, or color." This, of course, is a vague and inaccurate reference to the Fifteenth Amend- ment. The following "documents of freedom" are completely ignored: Thirteenth Amendment; Fourteenth Amendment; Lincoln `s Emanci- pation Proclamation; the Supreme Court decision of 1954 (Brown vs. Board of Education, Topeka). Chapter 7, "Great Americans Express the Spirit of Our Nation," is a medley of well-known quotations from Lincoln, Webster, Washing- ton, Patrick Henry, etc. A portion of Lincoln `s second inaugural ad- dress is included, with the passage referring to slavery omitted. Indeed, there is no quotation with any reference to slavery, to emancipation, or to the post-Civil War struggle for civil rights. Chapter 10, "Good Americans Make Democracy Work," de~rotes more space to how to fight Communism than to any other topic. One might expect at least a brief discussion of the problem of race relations in this chapter, but the authors ignore the problem. On page 207 they make this astonishing statement: "Today almost all men and women over twenty-one have the right to vote, regardless of their race or their color or whether they are property owners." But elsewhere in this chapter there are additional vague statements which are good in them- selves but are not related to anything specific. On page 208: "We be- lieve that every person deserves respect as a human being, no matter who he is. We believe in fair play and in justice for all." On page 209: "Respect for the rights of others is part of our way of life in our democracy." On page 218: "We must remember that it is not possible for any government to be perfect. Government officials are human beings, and all humans make errors. Citizens may also criticize our democracy be- cause there are still Americans who are not given equal rights in the community where they live. . . ." At the very end of the book are two relatively bold statements, if still somewhat vague: Page 220: "We are a land of many races and nationalities, and we are proud that this is so. This is the wonderful and different thing 14 PAGENO="0791" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 783 about America. . . . There is no room in our way of life for racial prejudice. We are all Americans, living and working together in this great democracy of ours." Page 222: Part of "A Pledge for Americans": "I will judge a person by what he is, not by his race .or religion. I will not let prejudice affect my ideas, of justice and fair play." 15 PAGENO="0792" 784 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES The Growth of America1 By Lawrence W. Levine2 The first mention of Negroes in this book is with relation to their introduction into Virginia "as slaves" in 1619. There is no mention of where they came from nor is the continent of Africa mentioned once in this book. At no time in the discussion of slavery is there any attempt to explain what slavery actually was or how it differed from other labor systems such as indentured servitude which receives several paragraphs. The reasons given for the introduction of slavery are wholly economic: "No one person could do by himself all the work that was necessary for growing crops on such a large piece of land, so the Southern planter had slaves to help him" (page 78). There is no attempt to explain why slavery was wholly Negro slavery. This seems to be taken for granted. In the rather extended discussion of the co- lonial plantation economy there is no direct description of the life and condition of the slaves though there is a strong intimation that it was quite decent. The slaves did most of the work, but the plantation owner worked too. . . . He had to see that his family was well provided for and also that there was enough food and clothing for his slaves. Not many planters neglected their slaves, since each one represented a great deal of money. . . . The planter's wife . . . saw to it that the health of her family and of the slaves was good (pages 78- 79). The only comment that can even remotely be construed as a criticism of slavery is this stark one-sentence paragraph which appears in a dis- cussion of colonial education: "For the slave population there was no education" (page 86). There are no reasons given for this nor are the consequences of the lack of education pointed out. There is no fur- ther mention of slavery or the Negro during the colonial period or the Revolution or the early national period though in the section on Ante-Bellum America there is mention of the fact that the Northern states abolished slavery (no dates or reasons are given) and that such leaders as Washington, Jefferson, Franklin, Madison, and Henry op- posed slavery (again no reasons are given). The treatment of slavery in the section dealing with the causes of the Civil War (which is quaintly titled "WE DECIDE TO SEPARATE and then to UNITE") is as vague as it was in the earlier parts of this `Rebekah R. Liebman and Certrude A. Young, The G-rowth of Ameri~ca. Engle- wood Cliffs, N. J.: Prentice-Hall, Inc., 1959. This is a supplementary book for grade eight. 2 Professor Levine teaches recent United States history at the University of Cali- fornia. Before assuming his position at Berkeley, he served on the faculties of City College of New York and Princeton University. He has written a book on William Jennings Bryan which will be published next year. Mr. Levine is currently studying Negro protest movements in the twentieth century. 16 PAGENO="0793" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 785 text. Again there is absolutely no description of slavery as an institu- tion or a way of life, and the term "slave" itself is nowhere defined. All that is mentioned is that the South was convinced that slavery was absolutely necessary to the maintenance of their economy, and a group of people in the North called abolitionists felt that slavery was an evil. But there is not even a hint of the reasons for the latter `s antipathy to slavery. Indeed, if anything, the authors' treatment of slavery can be called favorable. In a subsection entitled "UNCLE TOM'S CABIN CAUSES TROUBLE," they have this to say of Harriet Beecher Stowe `s novel: It told of the sufferings of the slaves of the South and of the cruelty of the slave owners. Actually Uncle Tom's Cabin was not a fair nor a truthful picture of the conditions of the slaves. Although some slaves may have been badly treated, for the most part, they were not. Slaves represented a great deal of money to their owners, and their owners took care of them. There was also in many cases a close feeling between the slaves and their masters which the Abolitionists did not understand (page 2.88). The treatment of the events leading up to the Civil War is generally brief and inadequate. The Dred Scott Decision (Dred Scott vs. Sand- ford, 1857) for instance is described as follows: The Supreme Court of the United States decided two things: (1) that Dred Scott was still a slave, and (2) that a slave owner had a right to take his slaves to any part of the country where there were no laws against slavery (page 290). The part of the decision which most upset the North-that Congress could take no action with relation to slavery in the territories-is com- pletely ignored. The treatment of the Civil War (which in these pages is almost in- variably called The War Between the States) focuses mainly upon military events; however, this novel and fanciful account of the origins of the Emancipation Proclamation is given: During the war the people of the South had been using their slaves to do many jobs which helped in the war effort. They cooked for the army, dug trenches, drove wagons. The leaders in the North said that something should be done to stop this use of slaves. Lincoln's answer was the Emancipation Proc- lamation (pages 307-309). There is no mention of the participation of the Negro in the Northern war effort. The brief treatment of Reconstruction is the standard anti-Radical Republican .pro-Southern Democrat account. Again there is no attempt to describe the condition of the freedmen. The Thirteenth and Four- teenth amendments are mentioned without comment, and the Fifteenth is described with an o4vious lack of approval: The right to vote or to hold office~ was not given to the leaders of the Confederacy. However, the Negroes were given these rights, 17 PAGENO="0794" 786 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES although few of the Negroes could read or write; and none had any experience in government (pages 318-319). There is no description of the advances in civil rights made under Reconstruction governments though the corruption of the carpetbaggers is vaguely described. There is also this totally amoral account of the Ku Klux Klan: The purpose of the Ku Klux Klan was to frighten the Negroes and the people who were in control of the Southern state legislatures. The organization lasted for a time; but as the Southern states became once more part of the Union, there was `no longer any reason for the existence of an organization such as the Ku Klux Klan (pages 319- 320). (Italics mine) Why there was no longer any reason for the Klan and precisely what happened to the Negro after Reconstruction is not explained. Indeed, this is the last mention of the Negro in this text. Although the book was published in: 1959 and mentions events as recent as the launching of American space satellites in 1958, there is not one word about the civil rights movement, the migration of Negroes to the North, the condition of Negroes in the twentieth century, or the Supreme Court `s 1954 Brown decision. After Reconstruction, the Negro, who was treated vaguely enough up till then, becomes wholly invisible. The striking things about this volume is the dehumanized way in which Negroes are treated. They are mentioned only in the institutional setting of slavery, and there inadequately, but never as human beings; their way of life, their problems, their gains, their struggles are totally ignored. Not one Negro individual is named with the exception of Dred Scott. Words like "segregation," "desegregation," and "integration" do not appear once anywhere in this account. In a book which has two or three illustrations on every page, there are only two illustrations depicting Negroes, both of them during slavery. It should be mentioned that the authors are not morally obtuse or unwilling to take a stand on every issue. Thus they criticize the manner in which the Mormons were treated and describe their hardships (page 263) ; they describe the often inhuman conditions of early factories, the plight of the workers, and justify the rise of labor unions (pages 275- 276) ; the American Indians are treated sympathetically, and the treat- ment accorded them by the white settlers is criticized (page 336); the immigrants are treated with a bit less sympathy, but at least their plight is described (pages 360-361). The authors' treatment of the Negro, therefore, is not typical of their treatment of a number of other groups which have been victims of intolerance. The Negro above all is singled out not only for unsympathetic and inadequate treatment but for nontreatment. PAGENO="0795" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 787 Story of the American Nation1 By Winthrop D. Jordan2 While the treatment of Negroes in this eighth grade American his- tory textbook may be faulted at almost every turn, virtually all the myriad failings derive from four interrelated presuppositions. The most pervasive and insidious (because least conscious) assump- tion is that Negroes are not American; they do not share in the Story of the American Nation because, evidently, they are not part of the "American people." This assumption colors every mention and non- mention of Negroes in the book. It is responsible for the failure to describe the African cultural background (though the civilizations of China and Japan are fulsomely portrayed, pages 508-9) and for the absence of any discussion of Negro acculturation. (There were "Jewish people" and Roman Catholics, but "most people of the English colonies were Protestants," page 87.) It is responsible for the implicit exclusion of Negroes from the "people of many countries"-the French, Scotch, Irish, Scotch-Irish and Germans are mentioned-who "move [d] to America `s communities, seeking freedom and land" and who, "living together, beg[a]n to create American ways of life" partly through "marriage between people of different nationalities" (pages 92-4). Thus, "the melting pot" is endorsed while the most important element in the process is ignored and, thereby, implicitly disapprobated. Sim- ilarly, during Reconstruction "the people of the South found them- selves opposing the governments of their own states" (page 426) ; this assertion is the more striking because the authors are usually careful to qualify, as in the unexceptionable assertion on the same page that Southern Republican Congressmen "did not truly represent the ma- jority of the Southern people." One of the most unfortunate reflections of this exclusion of Negroes from the body national is the necessary and drastic depersonalization of Negroes. In the colonial period, while they are described as raising crops, working "as butlers, cooks, and gardeners" and "in shops," they are first introduced as one of "two different kinds of workers [who] were found [in order] to solve the labor shortage" (pages 72-3). After Eli Whitney invents the cotton gin, "slaves" are "owned" and "slave labor" is "depended upon" and "needed," but the slaves don't do anything (page 343). There is 1Mabel B. Casner, Ralph H. Gabriel, Edward L. Biller, and William H. Hartley, story of the American Nation. New York: Harcourt, Brace & World, Inc., 1962. This is a basic textbook for grade eight. 2 Professor Jordan, a colonial historian, taught at Browii University and was a Fellow at the Institute of Early American History and Culture, Williamsburg, Vir- ginia. He has written several articles on slavery and the Negro in colonial America, including "Modern Tensions and the Origins of American Slavery," Journal of ~S'outh- em History, and "American Ohiaroscuro: The Status and Definition of Mulattoes in the British Colonies," William ani Mary Quarterly. He is the author of a forthcom- ing book to be entitled White Over Black: The Development of American Attitudes Toward the Negro, 1550-1812. `19 PAGENO="0796" 788 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES no description of life in slavery or of Negro resistance to it. The same tendency is evident with individual Negroes. Nat Turner (who "led a Negro rebellion in Virginia") is one of three individuals mentioned in a section describing Abolition (pages 309-10) ; the other two, Garrison and Yancey [sic], are listed in the index; Turner is not. Later, B. T. Washington "opened Tuskegee Institute" (page 431) and is admitted to the index. Finally, there is a picture with caption showing "Nkrumah of Ghana" sp.eaking before the U.N. (page 683). These three and Dred Scott are the only individual Negroes so much as men- tioned in the text itself. On the other hand, three others are the subjects of books listed as enjoyable for further reading. A biography of Harriet Tubman is noted as the story of an underground railroad conductor (whose color is not specified, page 319); Washington's Up From Slavery is a "description of a Negro boy's struggle and triumph" and "gives a good picture of Negro development after the war" (page 435) ; a book on Ralph Bunche is also included. The second of the interrelated bases of approach is the felt necessity of avoiding any implication that racial differences have produced strains in American culture. This principle of avoidance concerns the Negro primarily and perhaps exclusively: witness the endorsement of racial pluralism and harmony in the section entitled "The population of Hawaii includes several races of people-all now United States cit- izens" (page 694). Sometimes the resultant faults are minor (rela- tively), as in the failure to indicate that the Spanish introduced Negro as well as Indian slavery (page 33) and in omission of the racial ele- ment in the proslavery argument (page 310). But this avoidance also results in omissions which produce serious distortion, as in the extended account of the Dred Scott decision where the court is presented as ruling that a slave was not a citizen while nothing is said of the court `s decision on citizenship of Negroes (pages 391-2). For a time, during Reconstruction, especially when the Klan terrorizes "Negro voters" and "Southerners struck at the Negro" (page 428), Negroes as such -rather than as slaves (for there is no discussion of Negroes who were not)-became a factor in the story. But then, almost predictably, they simply drop from view, appearing neither as an issue nor as share- croppers, much less as the targets of legislators or as migrants to Northern cities. They are ftnally resurrected, by implication rather than by name, in 1954 when the Supreme Court opines that the "segregation of races in the public schools" is "contrary to the Constitution." Just why this decision was made and why newspaper reporters had waited for it "for months" we are not told. Sectional differences in response to the decision are handled by reference to "Louisville" and "Balti- more" and "some communities." Still more remarkable is the ensuing discussion of two civil rights acts, in which "civil rights" are not described, the term Negro is not mentioned, and one waits until almost the end before the element of "race" is so much as referred to (pages 689-90). Finally, the recommendation of a biography of Ralph Bunche describes him as "raised in poverty and in the midst of ugly discrim- 20 PAGENO="0797" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 789 ination" but does not identify him as a Negro (page 705). This refer- ence to racial discrimination is the most direct in the book; it also seems to be the only one. Tightly linked with unwillingness to acknowledge race as a factor in American history is an apparent subservience to Southern sensitivities on the subject. Indications turn up at every hand. Among them, in ad- dition to many cited above, are the treatment of Abolition (the extent, motivation, and arguments of which are accorded less space than the Southern proslavery defense, pages 309-11), the incorrect suggestion that opposition to slavery began "in the early 1800 `s" (and therefore, by implication, had no connection with the founding of the nation and the ideals of the Revolution and the Founding Fathers, page 309), the literally invariable use of the ingenious "War Between the North and the South," and, inevitably, the unflattering presentation of the Radical Republicans. Finally, the treatment of the Negro in this book is strongly colored by blandness, timidity, and an underlying determination to present life as pretty. In fact, of course, much of the Negro `s experience in America has been far from pretty, and by implying otherwise this book distorts an important aspect of the American past. The Story of American Democracy' By Winthrop D. Jordan2 These remarks are merely by way of supplement to my report on the eighth grade textbook, Story of the American Nation (1962). The two books are substantially similar. Although the older book is used in the eleventh grade, it does not appear to be appreciably more sophisticated than the newer version; indeed the commercial publisher refers to the newer book as the "successor" of the older. While the newer book ap- pears to be essentially an up-dated and more sprightly version of the older, there are important differences between the two in their treat- ment of the Negro which suggest that some of the newer book's de- ficiencies may have derived from an unwillingness to arouse certain Southern sensibilities. Thus, though the older version is on most counts unsatisfactory in much the same ways as the newer, it includes several brief sections on the Negro which were altered or struck during revision. In contrast to the newer, it offers a picture of Crispus Attucks on a page headed "Patriots from Many Peoples" with the notation, "A Negro of Mas- sachusetts, [who] was the first to die for American liberty" (page 133); a not unfavorable reference to Uncle Tom's Cabin (page 358); the assertion that "As time passed, the Klan fell into the hands of men 1j~Iabel B. Casner and Ralph H. Gabriel, The story of American Democracy (Third edition). New York: Harcourt, Brace, & Co., 1955. This is a high school textbook. ~ See footnote 2 on page 19. 2~ PAGENO="0798" 790 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES who used it for selfish purposes" (page 389); and a review question asking the student to think about "What changes have taken place in the South since the end of the war. . . in the lot of the Negro" (page 395). In the process of revision, too, the title of one chapter has been changed from "Americans Seek the Goal of Equal Opportunity" to "Americans Improve and Enrich Their Ways of Life." A section on ante-bellum theatre and music in the older book, which included a dis- cussion of "Negro spirituals" summarized by the statement that "The Negroes made the first important contribution to American music" (pages 293-95, 297) has been discarded in the newer version. Gone (in the interests of factual accuracy?) is the statement re nullification, "In our day, nearly everybody accepts the power of the Supreme Court to decide whether or not a law is in accord with the Constitution" (page 273). Gone too is the categorical statement, "The democratic ideal of equality left no room for slavery. . . ." (page 297). Finally, the newer version contains nothing so explicit and forceful as the following: "For what is democracy but belief in the dignity of every individual human being, famous or unknown, whatever his color, race, or religion?" (pages 658-59). All in all, one gains the impression that The Story of American Democracy provides a more satisfactory treatment of Negroes in Ameri- can history than does Story of the American Nation (1962), but also that the older book is far from faultless in this respect since it contains so many of the defects which appear in the newly revised version. 22 PAGENO="0799" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 791 Story of America' By Robert L. Middlekauff2 This book contains few of the crudities that textbooks sometimes offer about Negroes. At times it shrinks before the tender sensibilities of the South, as, for example, in its elaborate explanation of why it refers to the Civil War as the "Civil War" ("The most common [name] but not the most correct") and as the "War Between the States" (page 211). It sometimes strives to be fair in treating controversal points either by maintaining a gray impartiality or by belaboring both sides (the true and the good, it seems to assume, in such cases, are always in the middle, halfway between the two sides). There are some striking omissions-the NAACP is not mentioned, nor are most Negro leaders in the nineteenth and twentieth centuries, and most court cases affect- ing Negro civil rights are ignored. And clumsy organization robs the book of some of its limited force (examples follow). After saying all this, I would still say that this text is much better than several others I examined. Despite omissions it makes a serious attempt to trace a variety of Negro experiences. And in the process it shows that the Negro has suffered in America but it does not roman- ticize him. Slavery The book assumes that the origins of Negro slavery were solely economic: because land was cheap in the colonies and white labor expensive, it holds, Negroes were imported. This emphasis upon slavery as an economic institution is maintained throughout the book. There is no suggestion that slavery developed over a period of time until it was recognized in law in the 1660s nor is there a hint that the Negro's color contributed to his enslavement. (The book may intend to suggest that the unfree status of Negroes gradually hardened into slavery, for it refers to the human cargo of 1619 as "the first Negro servants," but thereafter it uses the word "slaves.") Slave life is ignored in the book, and nothing is said about the psychological and social effects of the institution. In most places the treatment of slavery is factual, though no facts are given about broad areas of slavery. There is one admirable assess- ment of slavery: "The benefits of slavery were all on the side of the owners. As the anti-slavery speakers said, nobody ever asked to be a 1 Ralph V. Harlow and Ruth Elizabeth Miller, Etory of Arnerinz (Revised edition). New York: Henry Holt & Co., 1957. This is a high school textbook. 2 Professor Middlekauff taught colonial history at Yale University before joining the faculty of the University of California. As H. F. Brinton Fellow at Yale, he wrote a prize-winning dissertation which has been printed by Yale University Press as Ancients and A~vioms: ~Secondary Education in Eighteenth-Century New England. Mr. Middlekauff is now engaged in research for an intellectual biography of New England's famed Mather family. 23 PAGENO="0800" 792 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES slave . . . {and, the text concludes] nothing could make up for loss of freedom. . . ." (page 130). This passage occurs in a chapter on nineteenth century America~ Nothing comparable is said about slavery in the colonial period. In fact, slavery in the colonial period is treated in a chapter that presents colonial life as one of unrestrained achivement. The colonial period is a period of progress, of material advance; plantations served colonial enterprise and slaves served on plantations. In this context, which exudes utilitarian values, slavery may appear to the uncritical reader as an eminently useful-and good-institution. The account of the colonial period may lend itself to a second infer- ence (perhaps incompatible with the one above). The tone of the dis- cussion of the colonial period is one of relentless optimism. Colonial America was a going concern, as these section headings suggest: "Abil- ity counted more than birth in America," "A sturdy middle class de- veloped," "Colonists could better themselves," "Royal governors had a hard time." "Free American air" is contrasted with the stuff unfree Europe breathed. The setting is one described by Turner, and in it slavery by implication appears as an aberrant condition of relatively little importance. And although success is attributed in large part to American opportunity, at one point race is credited in a discussion of craftsmen like Benjamin Franklin-' `men of good racial stock and ability" (page 29). Abolition, Civil War, Reconstruction Although the book's treatment of slavery is unsatisfactory, the worst of it may be cancelled out by the discussion of the antislavery move- ment. "Here," the discussion begins, "was a system (slavery) that denied all the values of the American system to millions of Americans. Slaves had no share in economic opportunity, no part in politics, no rights to education, and not much chance at moral improvement. Slavery was completely out of line with American ideals" (page 151). But in its account of the antislavery movement, the book gives the impression that it was unfortunate that anyone insisted too strenu- ously that these American ideals should be extended to Negroes. Mod- erate men who "tried to end slavery by appealing to the American sense of fair play" are contrasted favorably with abolitionists, "men who thought they could get results by making everybody angry" (page 152). To incite hatred was the intention of the abolitionists, according to the text. Although the text does not advocate the view attributed to the South-that "the real danger to the welfare of the United States came not from slavery, but from abolitionists ` `-it evidently admires a statement cited from Daniel Webster "that abolitionists accomplished nothing good or useful." In a chapter heading the book makes obeisance to the argument that state rights "led to" the Civil War, but the substance of the chapter itself focuses on the problems of slavery, and especially the extension 24 PAGENO="0801" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 793 of slavery into the territories. The book fails to discuss any aspect of the part of Negroes in the War. Although the discussion of Reconstruction relays several bankrupt views, at one point implying, for example, that two disgruntled leaders, Sumner and Stevens, were largely responsible for postwar policy, for the most part it is detached and informed. It provides a detailed dc. scription of the "black codes," which are described as appearing as "slavery in disguise" (page 236); it points out that although Negroes held offices they never controlled the government of a~ny state; it shows that Congress attempted to protect Negroes and to elevate their social status; and it suggests that the motives of the Radical Republicans were mixed and included a desire to aid Negroes in the South. The treatment of the Ku Klux Klan is less than satisfactory, implying in a muddy passage that the "Fourteenth Amendment" forced Southerners to create it. Its terrorist activities are described, however. The New South The Negro's position in the "New South" is rendered in detail and with considerable sensitivity. The book probably overemphasizes the extent to which Negroes participated in the wealth of the New South. But it is more perceptive in its treatment of the denial of equality to Negroes. ("Southern whites refused to admit Negroes to any kind of equality," page 250). The repressive techniques employed to maintain white supremacy are catalogued; the failure to observe the Fourteenth Amendment is described; and Jim Crow laws are listed. A striking passage penetrates the basis of the surface harmony in Southern life. "White families employed Negro servants and nurses, and the relation- ship was kindly and pleasant on both sides-provided always that no one raised the issue of equality. White people patronized the shops and stores Negroes ran, provided only whites were served. Negro clergy- men, doctors, lawyers, and teachers worked only among their own people. If Negroes made no attempt to change this system, there was usually no trouble" (page 251). Twentieth Century Negroes Negroes are scanted in the second half of `the text; and there is no recognition of the importanceOf post-Civil War racial conflict. With the exception of Jack Johnson and Joe Louis, the boxers, no Negro is mentioned nor are Negro problems noted until post-World War II America is treated. The problems Negroes faced in getting a living in the postwar period are only acknowledged. Negro sharecroppers are singled out as a deprived group, and the text notes that President Truman's Civil Rights Commission reported "that a good many Americans still found their color, their religion, or their national origin a barrier to bettering their social and economic positions." Civil rights, the text suggests, remained a crucial issue. Finally, the Brown Case (Brown vs. Board of Education of Topeka, 1954) gets adequate treatment in the book. The decision is briefly de- 25 71-368 0 - 66 - 51 PAGENO="0802" 794 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES scribed and Southern resistance is noted. Unfortunately, the Brown case is treated without any reference to earlier Court cases; and the discussion fails to mention either the court's contention that separate facilities are inherently unequal or its use of sociological data. PAGENO="0803" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 795 INTEGRATED SCHOOL BooKs-A DESCRIPTIVE BIBLIOGRAPHY OF SELECTED CLASSROOM TEXTS' INTRODUCTION-ROY WILKINS In compiling this bibliography, the NAACP has made available to parents, school officials and interested citizens generally a guide to "integrated" study materials which cannot be found anywhere else today. Yet, in the crucial effort to guarantee to all our children, white and black, a curriculum that makes sense in a multi-racial society, such a listing is long overdue. Individual publishers circulate their own lists of publications, and it is good to see that these increasingly include both textbooks and supplementary reading materials in which some attempt is made to show that today's world does not consist exclusively of white, middle-class children and adults. These books vary widely in their competence and understanding, but it is only a. few years since they could not be found at all. The bibliography presented here does not include every book which purports to meet the need for representative text and illustrations as urged by the NAACP for many years. The list prepared by the New York City Board of Education, for example, contains somewhat more titles, but not all of these, in our judgment, merit recommendation. Above all, this bibliography is annotated, which is a feature not found in any other listing of comparable scope. Each title has been read and each entry includes a brief description and evaluation. Obviously, opinions will differ, and the judgments expressed are not offered as rigid or categorical. Although this list contains 175 titles, and represents an enormous expansion of what was available until only recently, it would be a mistake to assume that the surface has been more than scratched. The goal continues to be a supply of materials meeting every grade need, in every subject taught, and in sufficient abundance to accommodate the range of needs and tastes represented by the thousands of school districts across the country. We believe that publication of this bibliography and its conscientious use will not only meet an immediate need in scores of communities but will help to ac- celerate the attainment everywhere of curriculum and materials adequate to the times. The publications below are listed in alphabetical order by title or name of series. All are designed for use as classroom readers and textbooks for pre- school and elementary school pupils. Three additional lists are being prepared: (1) supplementary school readers for elementary and pre-school pupils (books which are intended to supplement regular classroom textbooks and readers); (2) biographies and autobiographies for elementary and secondary school stu- dents; and (3) books on the history of Negroes in America for elementary and secondary school students, including some new textbooks on American history. Bank Street Readers, Irma Black, Senior Editor, Macmillan Company, New York: A series of basic readers with unusually beautiful and striking illustra- t~ons, in color, of multi-racial urban life. The text of each selection varied- vignettes, poems, stories, dialogues *and little essays. Bank Street College of Education in New York City prepared the readers and a Teacher's Guide for each reader which includes Teaching Aids and Skills Practice Books. In the City (preprimer level 1). People Read (preprimer level 2). Around the City (primary level). Uptown, Downtown (first reader level). New York City (second reader, part one). Green Light, Go (second reader, part two). Basic Social Studies Program, Scott, Poresman & Co., Chicago: The books in this series range from primary to secondary grades. A Teacher's Guide and Edition is available for each book. At School. 1965. 96 pages. primary. An early reader; this book is about what happens in school and the people there, teachers, principal, to nurse and custodian. Very well integrated illustrations, pupils, parents, and teachers alike. In the Neighborhood. 1965. 189 pages. middle elementary. This book consists of five separate stories about a young boy or girl, their families, 1 Published by the National Association for the Advancement of Colored People, 1st edition, Summer 1966. PAGENO="0804" 796 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES and where they live-farm, country, city, and suburbs. Four of the stories are about white children living in all-white communities. One story is about a Negro girl who lives in an apartment house in integrated, suburban community. In City, Town, & Country. 1965. 261 pages. middle upper elementary. - Story of the development and interdependence of a small farming com- munity, a suburb, and metropolis,-and a family in each. A young Negro boy and his family is the focus of the section on suburbia. Clear discus- sion of farming, manufacturing, business methods, transportation, w-eather emergencies, communication, and community actions. Integrated illustra- tions throughout the book. In the Americas. 1965. 433 pages. upper elementary. Account of the history and growth of the North and South American countries and the present time. Section on the United States illustrated with integrated photographs and drawings. (Text not examined.) Beginning Social Studies Books, Follett Publishing Company, Chicago: This Is a Newspaper. 1965. 31 pages. primary. The story of how- news is gathered, put together and printed, and delivered to the public. Two illustrations, of 26, include `Negro reporter and artist. Big City Series, Follett Publishing Company, Chicago. Nine `books of urban life with integrated illustrations. Primary and upper elementary. Big City Book of Transportation, Big City Fun, Big City Government, Big City Homes, Big City and How It Grew-, Big City Neighborhoods, Big City Transportation, Big City Water Supply, Big City Workers. Challenge Readers, MèCormick-Mathers Publishing Company, Wichita. Kansas: Keeping Your Friends, 1965. 218 pages. Elementary. `Seven stories, two with integrated illustrations. Winning Friends. 1965. 186 pages. Elementary. Eight stories, two with integrated drawings. City' Schools Reading Program, Follett Publishing Company. Chicago: Stories (for pre-primary and primary grades) of Negro children, their families, and their white friends. Lively, attractive-integrated illustrations. One of the first integrated readers available. Prepared by the Detroit Public School System. Fun With David. 1962. 32 pages. Laugh With Larry. 1962. 48 pages. Play With Jimmy. 1962. 24 pages. A Day With Debbie. 1964. 36 pages. Four Seasons With Suzy. 1964. 72 pages~ In the Big City. 1964. 125 pages. Sunny Days in the Big City. 1965. 1SS pages. Language Arts Series, American Book Company, New York: On Our Way, 1965. 52 pages, pre-primer. Stories, tw-o small w-hite chil- dren. A Negro policeman and Negro children are shown in several illustra- tions. All in a Day. 1965. 76 pages, pre-primer. More stories about the two white children. Negro children and adults are show-n in a few- illustrations. Language-Experience Readers. Chandler Publishing Company, San Francisco: Reading Readiness Experiences: Let's Look (Readiness 1). Words To Read (Readiness 2). Pictures To Read (portfolio of 36 photographs of Negro, white, and Oriental children). Paperback Readers (pre-primer level). A series of six booklets, 24 pages eacn, illustrated with `many photographs of Negro, white, and Oriental children in urban settings. The last booklet has four separate subjects. Teacher's guides, l)Ortraits of the story-children, word cards, and films are available for this series. Swings (Book 1). Slides (Book 2).. Trucks and Cars To Ride (Book 3). Bikes (Book 4). Supermarket (Book 5). PAGENO="0805" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 797 Let's Go (Book 6). Let's Seethe Animals. 1966. (primer level). Let's Take a Trip. 1966. (first reader level). Both books have many attractive photographs of Negro and white children, and adults, sharing a wide range of activities in a city. Teacher's guides, portraits of the story-children, and word cards, are available for each book. Let's Find Out Books, by Martha and Charles Shapp, Franklin Watts, Inc., New York: A series of books which vary in degree of integrated illustrations. Let's Find Out About Firemen. pictures by Reginald Gammon. 1965. 42 pages. What a fireman does and how he does it. Well integrated. Ages 3-6. Let's Find Out About Policemen, pictures by Burmah Burns. 1962. 42 pages. What the policeman does and how he does it, from helping lost chil- dren find their parents to arresting criminals. Well integrated. Ages 3-6. Let's Find Out About School. pictures by Ida Scheib. 1961. unpaged. A day in school-what we do there and what we learn. The'book is very basic and might apply to nursery school, but the school clay includes learn- ing to read, write and arithmetic. The school has a few Negro children. Let's Find Out About the United Nations. pictures by Angela Conner. 1962. Unpaged. The book, which has a brief foreword by Dr. Ralph Bunche, explains the United Nations in the most basic terms as the family of the world. Let's Find Out About Water. Pictures by Richard Mayhew. 1962. 42 pages. A basic book which introduces the science of water-where it comes from, where it goes, what it is used for and the forms that it takes. Illus- trations with Negro children and a few white children. Ages 4-6. Let's Find Out What Electricity Does. pictures by Ida Scheib. Franklin Watts, Inc., New York. Unpaged. 1961. A very simple approach to elec- tricity which lists the various things that are made to work by electrical means. Only two integrated illustrations. Ages 4-6. Let's Find Out About Our Flag. pictures by Henry S. Gillette. 1964. 50 pages. The history of the American flag and of "The Star Spangled Banner." Ages 5-7. Integrated throughout. Macmillan Reading Program, Macmillan Company, New York. 1965: The following books in this series, each have a few integrated& illustrations. One book, as listed, is well integrated. Worlds of Wonder, 180 pages, primer. Enchanted Gates, Grade 2, Part 1. 251 pages. Better Than Gold, Grade 3, Part 1. 281 pages. This book has many colorful and well-integrated drawings. More Than Worlds, Grade 3, Part 2. 281 pages. My Second Dictionary, Marion Monroe and W. Cabell Greet, Scott, Foresman and Company, Chicago. 1964. 384 pages: A picture-dictionary with illustra- tions of Negro children and adults. Primary. Negro Heritage Reader for Young People, edited by Alfred E. Cain, Educational Heritage, Inc., New York. 1965. 320 pages: A selection of readings from Negro history, folklore, and literature intended as a book a child can grow with, from elementary to secondary grades; Selections include songs, stories, fables, the comic *strip "Tommy Traveler in the World of Negro History," selections by Alexander Dumas, Alexander Puskin, and many Negro American authors. A special section on Shakespe~ire'~ Othello. Biographical notes and a recommended reading list. Lovely illustrations. The New Basic Readers, Scott, Foresman and Company, Chicago: A reading program which ranges from the pre-primer level to fairly complicated upper elementary grades. The latter include poems and a dictionary-like glossary of words for the child himself to use. In the main, the books follow the adven- tures of two families, one white and one Negro, and their mutual friends who become more and more racially diverse as the books progress~ The series is ex- cellently integrated, the stories are interesting and amusing, and the books are warmly and pleasantly illustrated . A teachers' guide is available for each book in the series. Now We Read. 1965. 48 pages. The first of three pre-primers in the New- Basic Readers ~eries, this is a paperbound, pamphlet-sized book with a simple text. The children get into a series of small and somewhat amusing predicaments. Most of the action is in the illustrations. Fun With the Family. 1905. 64 pages. Another pre-primer, also paper- bound and pamphlet-sized. The two families, one Negro and one White, are introduced at separate units. The books consists of a series of pleasant PAGENO="0806" 798 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES incidents about each, and a good warm feeling is established about both families. - Fun Wherever We Are. 1965. 80 pages. Third pre-primer in this series. The text is more complicated and carries more of the action. The families travel away from their homes to a picnic, on a car ride, to a pet shop and to the supermarket. The New Guess Who. 1965. 96 pages. A junior primer, meant to be used in the New Basic Readers series for children who master the pre-primers at varying rates. Again, the hook consists of small incidents involving the two families, one Negro and one white, at home, in the playground and at the stores. The stories begin very simply and grow more complex. Fun with Our Friends. 1965. 160 pages. The primer in the New Basic Readers series contains stories divided into two groups. The first includes stories about the children of the two families established in the pre-primers and their growing number of friends, and the things they do together. The second group takes the children to such varied settings as an amusement park, a farm and the zoo. More Fun With Our Friends (Book One). 1965. 192 pages. This book includes Chinese as well as Negro and white children. The first group of stories continues the adventures of the children and their school friends. Animals-family pets, zoo and farm animals-become more important in the second group of stories, and the third unit introduces fantasy in stories aboiil animals, people and inanimate objects. Friends Old and New (Book Two, Part One). 1965. 240 pages. More stories about the children we have already met in the earlier books, but here the range of racial and ethnic groups represented is even wider than before. The first group of stories centers around the theme of mutual help between children as well as between children and adults. The second group is about devices ranging from a simple ramp to an airplane. The third group, as before, is a collection of fantasies about animals, people and objects. More Friends Old and New. (Book Two, Part Two). 1965. 270 pages. The concepts involved are more difficult than before, as is the text. The - book is again divided into three parts, the first concerned with a large and integrated group of friends and how they help each other and how they learn. Animals, domestic and wild, take the starring role in the second group of stories, and the third group is a retelling of some familiar-and lovely-fables and folk tales. Roads To Follow. (Book Three, Part One). 1965. 256 pages. More advanced than any of the earlier books, includes a dictionary-like glossary of words to introduce children to this basic reference source. The book includes poems as well as stories and, like the rest of the series, is very well integrated. The text is again divided into three parts: the first con- tains stories about children in the city and in the country; the second tells of the Pilgrims' early adventures in America; and the third is about various modern day mechanical devices and the common sense and ability that is necessary to best use them. More Roads To Follow. (Book Three, Part Two). 1965. 288 pages. Upper Elementary-Junior High School. The most advanced book in this excellent New Basic Readers' series. A dictionary is included, and there are poems as well as stories. The first group of tales is of general appeal, and covers a wide range of American sub-cultures, from Alaska to Harlem to Haw-aii. The second group consists of biographies of w-ell varied individuals from George Washington Carver to Abraham Lincoln to the man who in- vented hot dogs. The third group includes folk tales, fantasies, and fables. Ventures. (Book 4). 1965. 512 pages. Upper Elementary-Junior High School. This most advanced book in the New Basic Readers' series main- tains the high standards set in the earlier books. There are five sections here: The first consists of stories about boys from varied backgrounds. The second tells tales of early America; the third is about the wonders of nature and man's responsibility for the earth's natural resources. The fourth section includes true episodes from the lives of famous Americans. including Benjamin Banneker, Negro author of Banneker's Almanac. The fifth section contains tales of fantasy and nonsense, and finally, the book includes a complete novel for children, some integrated illustrations. Vistas (Book 5), 1965. 512 pages. Upper Elementary-Junior High School. One story is about the friendship of a white* and Negro boy and racial prejudice. Another story about Robert Peary's expedition to the PAGENO="0807" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 799 Xorth Pole is told by Matthew Henson, Negro, who was one of the ex- plorers with Peary. Oavalcades (Book 6), 1965. 512 pages. Upper Elementary-Junior High School. Six sections of stories, biographies, essays, and poems. The first section includes the story of Negro and white boys who went their sepa- rate ways in a segregated town until one of the white boys was saved from drowning by a Negro boy. The second section, "Dreams of Freedom", includes the true story of how a young African prince was captured and sold into slavery in America. (Many, many, years later, he worked out his freedom and was able to buy the freedom of others). Another section tells the story of 1)r. Charles R. Drew, Negro doctor, who developed the use of blood plasma. These stories have attractive illustrations. Reading For Meaning Series, Houghton, Muffin Company, Xew York. 1906: Four books in this series have one story each about young Negro children. Five additional books have a few drawings here and there of Negro boys and girls. Jack & Janet. 190 pages. Primary grade. One story, of eleven, is about a little Negro boy and his white friends. Integrated illustration with this story. Up and Aw-ay. 189 pages. Grade 1. One story, of ten, is about a little Negro boy and girl who have fun at a party with their white friends. Integrated drawings with this story. On We Go. 286 pages. Grade 2. Includes only a few drawings of Negro children in the entire book. Climbing Higher. 348 pages. Grade 3. One story, of seventeen, is about a young Negro boy who becomes a hero when he finds a child who has been lost. Integrated illustrations w-ith this story. Looking Ahead. 320 pages. Grade 3. One story, about a small white boy, has two illustrations showing Negro and white men working together to put up a telephone pole. Looking Ahead.320 pages. Grade 3. One story, about a small white boy, has two illustrations showing Negro and white men working together to put up a telephone pole. High Roads. 374 pages. Grade 4. One *story, of twenty, tells about the adventures of a young Negro boy at camp when he encounters a bear. Sky Lines. 422 pages. Grade 5. A few small drawings of Negro children. Bright Peaks. 422 pages. Grade 6. A few- small drawings of Negro children. Reading Round Table, American Book Company. New York: Each of the books in this series contains a number of different stories of varying quality, interest and degree of integration. The books vary in age levels, and each story in each book is follow-ed by questions to test and develop reading and vocabulary skills. The books that follow-s are included in the Reading Round Table series. Reading Round Table: Gold Book. 1965. 96 pages. Age 4-0. A begin- ning reader, which includes some stories with no text at all. One of the other stories is about a little Negro girl in a large family who wants a place of her ow-n; another is about a Negro family looking for a new home. Reading Round Table: Silver Book. 1965. 128 pages. Age 5-7. A simple reader, a collection of stories which begin with almost no text and grow- more complicated. The stories include one of a friendship between a Negro and a w-hite girl and another about a Mexican boy making friends in his new American school. Reading Round Table: Green Book. 1965. 192 pages. Age 7-9. Another collection of stories for the beginning reader w-ith a few integrated illus- trations. Reading Round Table: Blue Book. 1965. 256 pages. Age 7-10. There are thirteen stories in this book, and they include such diverse tales as a story about a cat w'ho found his home, a woman w-ho learned to appreciate the home she had, tw-o fairy tales, a story about a Danish boy, another about a Finnish girl, a story about a flying balloon, and one about a crow who prefers children to birds. One of the thirteen stories is about three Negro children who make friends with a dog. Reading Round Table: Brown Book. 1965. 288 pages. Age 8-12. An- other sampler of seven stories. One is a good story about a Negro family who decides to camp out during their vacation. PAGENO="0808" 800 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES Reading Round Table: Gray Book. 196~. 320 pages. Age 10 up. One of the seven stories is about a young Negro girl who learns the value-and high price-of honesty. Reading Round Table: Red Book. 1965. 288 pages. Age 10 up. One of the eight stories tells about the efforts of a young white boy who wants to play football with the other boys and how his is helped by his friends. Mr Breadman and Mr. Milkman. The illustrations show that the football team is well integrated and Mr. Breadman is Negro. Another story, about the ad- ventures of a white airplane pilot, has one integrated illustration showing a Negro pilot. Skyline Series, Webster Division, McGraw-Hill Book Company, New York: The three books in this series are all well told and warmly illustrated with fully integrated drawings of children and adults who live in a city. A Teacher's Guide is available for each book. Elementary grade. Book A-Watch out for ~-1965. 91 pages. Five stories having to do with safety, helping others, perseverance, fairness and responsibility. The title story is about a sign on a billboard, left incomplete overnight while the children try to guess what it will become. It is a picture of a car and some children at a school stop sign, and finishes, "Watch out for children school is open." There are Puerto Rican children, as well as Negro and white in this Skyline Series Book A. Book B-The Hidden Lookout-1065. 92 pages. Second book in the Sky- line Series is also excellently integrated. One of the five stories in this book concerns a little girl, whose crowded home in the crowded city leaves her no place for herself and how she creates a place of her own. Another tale is about a boy's imaginary world; another, about a boy's first pet, a turtle. Another boy learns how foolish and wasteful it is to sulk, and another boy, who collects odds and ends, builds his own big red fire truck out of a card- board box and pieces of scrap and thus makes a dream real. Book C-Who Cares! 1965. 90 pages. Five more stories of the same nature as the earlier ones. A Negro boy who receives little attention at home, has no friends and does poorly at school is saved from truancy by a chance accident, discovers music at school and for the first time is able to forget his own problems and begins to make friends. Four boys-three white and one Negro-tease an old man; he teaches them a lesson in a humorous way. Urban Living Series, Benefic Press, Chicago: This series for primary school children has integrated photographs to illustrate the stories. The series includes: You Visit a Fire Station-Police Station (reading level 1). You Visit a Dairy-Clothing Factory (reading level 2). You Visit a Newspaper-Television Studio (reading level 3). Urban Social Studies Program, Holt Rinehart and Winston, Inc., New York: The first two books now- available in this series are about William, Andy, and Ramon-friends and neighbors who play and attend school together in a big city. William is Negro, Andy is white, and Ramon is Puerto Rican. The characters are real people who were photographed in New York City by Peter Buckley as they engage in various activities together at home and in the com- munity. Both books convey an easy warmth with an abundance of very good photographs which allow the urban child to identify with people and surround- ings. Primary grades. William, Andy and Ramon, by P. Buckley and H. Jones. 1066. 70 pages. The three boys are visited by a country cousin for whom they construct a cardboard farm. Five Friends at School, by P. Buckley and H. Jones. 1966. 96 pages. The three boys are joined by a cousin and a friend who all learn about different stores and what they sell. Your Community and Mine, by C. W. Hunnicutt and Jean D. Grambs. L. W. Singer Company, Chicago. 1966. 218 pages. Middle Elementary: A social studies survey of life in the United States, in an average town, in Washing- ton, D.C., with a Japanese-American family in San Francisco and its suburbs, with a boy and his Mexican-American friends in Corpus Christi, Texas, with a Negro family in Detroit, and on a farm in Kansas. There are discussions of transportation methods, communications, the manufacturing of automobiles. clothing, preparation of food for markets, etc. There is a historical background given and a discussion of differences and similarities-of people as well as of communities. PAGENO="0809" BOOKS FOR SCHOOLS AND TREATMENT~ OF MINORITIES 801 Well integrated illustrations throughout the book. A Teacher's Manual is available. ARITHMETIC AND MATHEMATICS Arithmetic and Mathematics, by B. E. Eicholz and P. G. 0. Daffer, Addison- Wesley Publishing Company, Palo Alto, California: Series of three books. These books each have several drawings and a few photographs of Negroes alone or in integrated groups. Basic Modern Mathematics, First Course. 1965. 370 pages. Basic Modern Mathematics, Second Course. 1965. 377 pages. Modern General Mathematics. 1965. 396 pages. Arithmetic With Sets, Frank W. Banghart, Noble & Noble, Publishers, New York. 1963. 501 pages: A few sketches of Negroes accompany the various arithmetic exercises. ENGLISH Better Compositions for Everyone, Sister G. Calabrese, Noble & Noble Pub- lishers, New York. 1964: Four paper-bound books, two have 48 pages and two have 64 pages, all with the same title. Composition exercises for elementary grades. A few drawings of Negroes accompany the exercises in each book. Elementary English, Ginn and Company, New York. 1965: The basic English texts in this series, corresponding to grade level, are illustrated with many charming and we1l~integrated drawings. A Teacher's Edition, Practice or Work Book accompanies each book, all with well-integrated and lovely illus- trations. Alphabet, pre-primer-Grade 1. My Picture Dictionary, pre-primer-Grade 1. Elementary English, Grade 1, Part 1. Elementary English, Grade 1, Part 2. Elementary English, Grade 2, Part 1. Elementary English, Grade 2, Part 2. Elementary English, Grade 3. English Is Our Language Series, D.C. Heath and Company, Boston. 1960: The books in this series, corresponding to grade level, are illustrated with well- integrated and very attractive drawings. A Teacher's Edition is available for each book. English Is Our Language, Book 1. English Is Our Language, Book 2. English Is Our Language, Book 3. English Is Our Language, Book 4. English Is Our Language, Book 5. English Is Our Language, Book 0. Language for Daily Use, Harcourt, Brace & World, Inc., New York. 1964: Six of the eight books in this series, each corresponding to grade level, are illustrated with delightful and many well-integrated drawings. Language For Daily Use, Book 3. Language For Daily Use, Book 4. Language For Daily Use, Book 5. Language For Daily Use, Book 6. Language For Daily Use, Book 7. Language For Daily Use, Book 8. Modern English in Action Series, D.C. Heath and Company, Boston. 1966: The books in this series, each corresponding to grade level, have a scattering of integrated drawings and illustrations here and there. The last book, book 12, has only a few illustrations, but these are well integrated. A Teacher's Edition is available for each book. Modern English in Action, Seven. Modern English in Action, Eight. Modern English in Action, Nine. Modern English in Action, Ten. Modern English in Action, Eleven. Modern English in Action, Twelve. The Roberts English Series, Harcourt, Brace & World, Inc., New York. 1966: The four books in the series, each corresponding to grade level, have a few lovely and well-integrated illustrations. The Roberts English Series, Book 3. The Roberts English Series, Book 4. The Roberts English Series, Book 5. PAGENO="0810" 802 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES The Roberts English Series, Book 6. The Uses of Language, Neil Postman & Howard D. Damon, Holt, Rinehart anti Winston, Inc., New York. 1965. 275 pages: One of the purposes of this basic English textbook is to help students learn ways of the democratic process. There are several drawings of Negro children and adults throughout the book. HEALTH New Basic Health and Safety Program, Scott, Foresman and Company, Chi- cago: A kindergarten chart, a junior primer, and eight other books ranging from primary to junior high school grades on health and safety. All the books are beautifully illustrated and excellently integrated. A Teacher's Edition is available for each book. Health For All: Junior Primer. 1965. 76 pages. The children pictured, come from a variety of ethnic and racial backgrounds. The book is an introduction to topics covered later in the series, and includes such subject~s as getting to and from school safely, sharing arid playing, and learning to- gether while there, and a few- basics of nutrition arid cleanliness. A few poems and a story are included to be read to the beginning reader. Other- wise the text is simple and the print-large. Health For All: Book One. 1965. 144 pages. Primary. This book upholds the excellent standards already set by the primer in the New Basic Health and Safety Program. It explores further basic concepts of health and safety. nutrition, and healthy behavior. Dentists and doctors are introduced, as are some rules for care of the teeth and eyes. Also included are reasons w-hy it is necessary to stay `home from school when sick, and a few suggestions for passing `the sick day at home. Health For All: Book Two. 1965. 168 pages. Primary. Further explora- tion of the concepts of health, body care, nutrition, safety, and cooperative behavior touched on in the earlier books of this series. Book tw-o also in- cludes a special section on the hospital-what happens there, and how-, told through the eyes of a little boy who has broken his leg in a fall. Health For All: Book Three. 1965. 216 pages. Middle-Elementary. An- other in the excellently integrated series. This book explores the body-the senses, brain, heart, other organs, bones, etc. There is also more discussion of basic health, nutrition and safety concepts, and continued emphasis on healthy behavior as well. Health For All: Book Four. 1965. 210 pages. Upper Elementary. An- other beautifully illustrated and very w-ell-integrated book w-hich explores the human body and how it grow-s. the foods we eat, safety, and everyday experiences that affect our health. Health For All: Book Five. 1965. 279 pages. Upper Elementary. The five senses, skin, hair, and nails. Also bones and muscles, heart and lungs. how we use food, and how w-e grow. On page 73, there is a `short simple scientific discussion on why there are different skin colorings. As in all the other books in the series, there are attractive and w-ell-integrated illustra- tions throughout. Health For AU: Book Six. 1965. 279 pages. This book tells of how- a healthful community helps all of us-air, w-ater, food, controlling insects, good health habits at home and at school, safety measures; more about understanding our `bodies and how- they w-ork. Well-integrated illustrations throughout. Health For All: Book Seven. 1965. 311 pages. This book is about grow-- ing up, physical, mental, emotional, and personality grow-th; physical changes, sleep, exercise, how- to meet emergencies. know-ing about alcohol, narcotics, tobacco, independence in selecting and buying clothes and cos- metics. Two waymly told sections on our emotions and getting along with others. Well-integrated illustrations. Health For All: Book Eight. 1965. 310 pages. The last. book in `this series tells about physical and emotional needs `and interests during the teen years. Also tells about modern medical progress (including spare medicine). new findings `about alcohol, `tobacco,. and narcotics, safety at home, driving. in sports, and more `about the body and how' it works. Fewer illustrations than in the other books of this series-but integrated throughout. PAGENO="0811" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 803 SCIENCE Health Science Series, D. C. Heath and Company, Boston. 1965. The basic science texts in this series, each corresponding to grade level, are illustrated wit.h many lovely and well-integrated drawings. A Teacher's Guide accompanies each book. Science Readiness Charts, pre-primer. Science Around You, pre-primer. Science For Work and Play, Book 1. Science For Here and Now, Book 2. Science Far and Near, Book 3. Science in Your Life, Book 4. Science in Our World, Book 5. Science For Today and Tomorrow-, Book 6. Science in the Space Age, Book 7. Concepts in Science Program, Harcourt. Brace and World, New York, 1966. The books, each corresponding to grade level, have many colorful drawings illus- trating the science text. There are not many illustrations of children or adults but they do include a few Negro children here and there. A Teacher's Manual is available for each book. Also pupil instruction books, nongraded laboratory cards, and visual materials for upper-elementary books. Concepts in Science, Book 1. Concepts in Science, Book 2. Concepts in Science, Book 3. Concepts in Science, Book 4. Concepts in Science, Book 5. Concepts in Science, Book 6. Let's-Read-and-Find-Out Books, Thomas Y. Crowell Company, New York: Look at Your Eyes, Paul Showers. 1962. 40 pages. Pre-primary and primary. Lovely story of a little Negro boy who tells us in prose and occasional rhyme how his eyes w-ork-eyelashes, eyelids, and tears-and all the things he sees. Attractive illustrations of the little boy and his mother with several integrated drawings of children and adults. Straight Hair, Curly Hair, Augusta Goldin. 1066. 40 pages. Pre-primer and primary. The amusing pictures and simple text answer many questions children ask about their hair-how it grows, why it is straight or curly, how many hairs on a head, and how- hair protects us. Tw-o of the illustrations show Negro children. Your Skin and Mine, Paul Show-ers. 1965. Pre-priinary and primary. Delightful story all about our skin, including a simple, lucid account of the substance called melanin which gives color to the skin and how it works. The text is illustrated with many lively drawings of white, Negro, and Oriental children. Science For Tomorrow's World, Macmillan Company, New York. 1966: Series of six basic science texts, each corresponding to grade level. A number of the draw-ings illustrating the series include Negro children. A Teacher's Edition and supplementary teaching materials are available for each book. Science For Tomorrow's World. Book 1. Science For Tomorrow's World, Book 2. Science For Tomorrow's World, Book 3. Science For Tomorrow's World, Book 4. Science For Tomorrow's World, Book 5. Science For Tomorrow's World, Book 6. Science For You Series, Ginn and Company, New York. 1965: The eight books in this series, each corresponding to grade level, have some illustrations of Negro children, alone and in integrated groups. A Teacher's Manual accom- panies each book. Book One. Book Two. Book Three. Book Four. Book Five. Book Six. Book Seven. Book Eight. Science Series, Silver Burdett Company (Educational Publishing Subsidiary of Time, Inc.), Morristown, N.J.: PAGENO="0812" 804 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES Science 1. 1965. 128 pages. Primary. A basic science book on the earliest concepts of matter, living and inanimate, through the ways that things grow, to the earth and the moon, and our bodies and their parts. Most of the illustrations, which are lavish and mostly in full color, are of plants, animals, and landscapes. However, some of these which include people are integrated. Science 4. 1965. 249 pages. Man and his world: The atmosphere, water, earth's resources, magnetism and electricity, heat and light; the weather and the human body. Lavishing illustrations, with several integrated photo- graphs. Science 5. 1965. 304 pages. Atoms, the earth and its resources. The universe, energy and its control. Sound, the plant and animal kingdom. Three or four photographs of integrated group. Science 6. 1965. 342 pages. The earth's air, weather and atmosphere, living things, energy and the atom, radiant and electrical energy. The chemistry of water. Four or five integrated photographs. {Article'in the Wall Street Journal, Mar. 24, 1966] INTEGRATED BooKS-scHooL TEXTS STRESSING NEGROES' RolE IN UNITED STATES AROUSE THE SOUTH'S IRE-PRIMERS SHOW MIXED SCENES; SOME PUBLISHERS TuEN OUT SPECIAL EDmoNs FOR DIxIE JAMES BALDWIN & MISSISSIPPI (By A. Kent MacDougall, staff reporter of the Wall Street Journal) NEW YORK-Last year education officials of a Southern state approved, sight unseen, a new edition of a series of elementary school grammar and composition textbooks published by Harcourt, Brace & World, Inc. Unbeknown to the edu- cators, Harcourt had "integrated" the text since the previous edition, inserting illustrations of white and Negro children playing together. When the state officials received copies of the book-, they were incensed. "There was an unofficial, implied threat to cancel all our contracts in the state, not just for that series," says Cameron S. Moseley, Harcourt vice president and general manager of its school department. To avoid such a blow, the publisher went to the extra expense of issuing a special version of the text w-ith "dc-integrated" illustrations, showing only white youngsters. Other textbook publishers are finding themselves caught in a similar dilemma these days. On the one hand, they face strong resistance from Southern school systems against books thought to promote "race-mixing" in any way. On the other, they are under mounting pressure outside the South to come up w-ith books that depict Negroes in such a way as to build pride in Negro youngsters and diminish racial barriers. Harcourt's revised grammar and composition texts are one form of response to such pressure. Publishers are also changing history and social study texts so as to take more note of the Negro's contributions to Amer- ican society. NORTHERN CITIES ACT The demands for textbook revisions originated with civil rights leaders. but others quickly took up the cause in many areas. Boards of education in New York, Philadelphia, Detroit and several other big Northern cities have passed resolutions asking for "multi-ethnic" textbooks. If anything, pressure for changed treatment of Negroes in school books is likely to intensify in the months ahead. Should the Administration's new edu- cation program pass, it would almost certainly have an unpact. The program earmarks $100 million for books and other instructional materials, and most of this would go to impoverished areas w'ith large Negro populations. Also, the Na- tional Association for the Advancement of Colored People plans to open a new campaign this spring to eliminate what it considers biased texts from the schools. Most educators think that textbook integration could eventually have a signifi- cant effect on both the social outlook and academic progress of the nation's Negroes, as w-ell as of other "disadvantaged" groups, such as Puerto Ricans. "There is considerable agreement that the children of poor and alienated families have their~feeliiigs of being rejected accentuated `by the traditional books used in schools for teaching reading," says John H. Niemeyer, president of Bank Street PAGENO="0813" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 805 College of Education here in New York. The college, a graduate school for teachers which also runs an experimental grade school, is preparing a new series of integrated and urban-oriented readers for the Macmillan `Co. division of Crowell-Collier Publishing Go. PROGRESS IN DETROIT "Negro children identify more readily with characters in integrated books, and this increases their interest in, and rate of, learning," asserts Gertrude Whipple, assistant director of language education for Detroit public schools. After `test- ing three integrated primers, Detroit concluded they did a `better job of stimulat- ing pupils' interest and whetting their appetite for reading than standard non-integrated primers. While this was especially true for Negro children, who make up 53% of Detroit's public school population, it even held for white youngsters. The changes Scott, Foresman & Co. of Chicago is making in its beginning readers are indicative `of the way such books are being revised. From their introduction in 1934 until the new revision, the books have focused on `the bland adventures of Dick and Jane, obviously middle-class, Anglo-Saxon types, and their dog Spot. But now Dick and Jane are making new friends-among them, Tim Wing, Rosa Cruz and the Negro twins Pam and Penny. The newcomers are going to school with Dick and Jane, and everyone gets on famously in after- school play. Even mathematics books are being integrated. Noble & Noble, Publishers, Inc., instructed its artist to make every tenth person a Negro in the illustrations for its fourth-grade arithmetic text. The company took care not to picture Negroes in the menial roles they so often have been relegated to in literature and movies, as well as in real life. J. Kendrick Noble, Jr., vice president, recalls that the original version of one of the artist's drawings showe~1 a highway construction crew with a Negro in the background with a pick. "We thought that was a stereo- type, so we had him do the drawing over," says Mr. Noble. The published picture has the Negro in the foreground as foreman. REINFORCING FEELINGS OF "INSIGNIFICANCE" Publishers concede that textbook treatment of the role of Negroes and other minority groups in American history has been inadequate. John T. Sargent, president of Doubleday & Co., says that the resulting "absence of suitable mate- rials on the culture and heritage of minority groups not only contributes nothing towards the development of pride among members of minority groups but also reinforces feelings of personal insignificance and inadequacy. It also gives whites a false feeling of superiority." In January Doubleday began bringing out paper- backs at sixth-grade reading level on the origins, contributions and lives of Negroes, Puerto Ricans, Mexican-Americans and other minorities. The paper- backs are designed to supplement basic social studies texts.. Reassessment of the Negro's place in American history got a big push last year when six historians at the University of Oalifornia's Berkeley campus declared that seven histories widely used in schools across the country generally ignored and debased the Negro's role. "In their blandness and amoral optimism, these books implicitly deny the obvious deprivations suffered by Negroes," the scholars complained. "In several places `they go further, implying approval for the repres- sion of Negroes or patronizing them as being unqualified for life in a free society." One of the books cited as deficient was the 1962 edition of Story of the American Nation. After the Berkeley report was issued, Harcourt, Brace & World, pub- lisher of the history, brought out a 28-page supplement, America in the Early 1960s, which is sewn into new copies of the text. A third of the supplement is devoted to tracing the history of American Negroes all the way back to the Eman- cipation Proclamation of 1863, despite `the referenëe to "early 1960s" in the supple- mnent's title. The text also tells of the achievements of such eminent Negroes as singer Marian Anderson and United Nations official Ralph Bunche and discusses the development of the civil rights issue. Donald Stewart, Harcourt senior editor for high school social studies, describes the new material on Negroes as "an over- correction that is needed for awhile until historians get squared away on the Negro's proper role." Another book criticized by the California historians was the 1961 edition of Trail Blazers of American History, published by Ginn & Cb. of Boston. The book contains the biographies of 27 famous Americans. Though one of these is Negro PAGENO="0814" 806 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES scientist George Washington Carver, the historians felt more attention should have been paid to other outstanding-and more militant-Negroes. Ginn says it took the criticism into consideration in deciding to add the biography of fiery Negro abolitionist Frederick Douglass to a new edition schedule to come out next year. Ginn is also giving fuller treatment to the Negro in a fourth-grade civics text entitled Your People and Mine, even though the book escaped the historians' cen- sure. In the 1965 edition a chapter called "Marian Anderson Sings to the World' substitutes for "Ford Made Machines Work for Us." WINNING STATE APPROVAL Winning Southern acceptance for such integrated textbooks is another matter, however. Each Southern state adopts a list of approved texts for use in the state's schools; no other texts may be purchased. A publishing company often has millions of dollars of sales riding on a state's decision to approve or reject a textbook series. Nationwide sales of elementary and high school textbooks are expected to pass $350 million this year. Harcourt is not the only publisher to find that racial considerations can influ- ence state education officials' decisions. Ginn says it presumes Mississippi rejected its high school literature series last fall because of the racial issue. The 815-page American literature anthology in the series contained a three-page essay by James Baldwin, the controversial Negro writer. The essay, "The Oreative Dilemma," dealt with the role of the artist in the U.S. Though publishers realize they are risking the wrath of civil rights leaders, a number are publishing "segregated" editions of texts for sale in the South. "It seems economically sensible as well as culturally desirable to have a single edition for the entire country," observes Mr. Moseley of Harcourt. "But the bigger the stakes, the more feasible a special edition becomes." Gum is offering two versions of its spelling series, one with both whites and Negroes in the illustrations and the other, for sale in the South, depicting only whites. Scott-Foresman continues to sell the all-white version of its Dick and Jane readers, and the company also publishes both integrated and segregated editions of readers for higher grades. This past December the segregated ver- sion won Virgina's official approval. Differences between the segregated and integrated editions of the advanced Scott-Foresman readers are as readily apparent as those between the two ver- sions of the adventures of Dick and Jane. In a fourth-grade reader, a story in the integrated edition about Negro astronomer Benjamin Banneker is replaced in the segregated edition by a biography of his contemporary Paul Revere. In a sixth-grade text, a story in the integrated edition about the African slave trade and another about a Negro boy who saves a white boy from drowning are omitted from the segregated version. Since only the segregated edition was adopted in Virginia, Negro children there won't be able to read the integrated books. Integrationists, along with many educators outside the South, regard this as ~a particularly objectionable result of dual editions and a strong argument in favor of publishers' bringing out a single, integrated edition of textbooks. [Article in Progressive Education, March 1954] FAMILY LIVING IN TExTBOOK TOWN (By Abraham Tannenbaum) Readers of this article will find in it not only an excellent anal- ysis of the cultural orientation of primary-level reading materials published during the last ten years, but also some promising sug- gestions for the achievement of "cultural fairness" in the reading program. The author is a man of experience in the field of elemen- tary education, both as teacher and administrator, who at this writ- ing is Research Assistant at Horace Mann-Lincoln Institute of School Experimentation, Teachers College, Columbia University. The school in America has been characterized as "an intermediate society between the family and the state which serves to train children in the ways of PAGENO="0815" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 807 adult social life." 1 Like all societies, even on the miniature level, the school preserves certain ideals of behavior and achievement. It has its own systems of reward and punishment, opportunity and verbot, success and failure-all of which are communicated to the pupil population by its officers of instruction. Educators justify the school's social teachings as emerging from the challenge of life in the American community. They believe this scientifically ordered environ- ment not only reflects the societal pressures upon the child but also helps him come to terms with these realities. In essence then, the social function of the school is to educate the child so that he may better internalize those responses to cultural stimuli that are sanctioned and rewarded by our society. The question of cultural orientation in elementary education Whether this purpose is served equally for children from all socio-economic groups has been open to serious doubt. As some critics argue, the school's personnel and curricula are generally geared to teach middle-class values, and can thus fit our youth for successful living only on that level of our social hierarchy. Lower-class children find such values out of tune with their adjust- ment needs. To them the school experiences can be profitable only if they have the will and strength to break with their cultural traditions and climb the social ladder. Needless to say, few try it and fewer still are successful. The majority- who incidentally constitute as much as two-thirds of our total elementary school population-are neither culturally motivated to succeed at school nor do they receive as much guidance `through education as do middle-class children in n1eet- ing the status demands of their respective environments. As a result, we find the highest incidence of school failure among lower-class students who feel they have least at stake in their achievement efforts. Perhaps the nub of the matter lies in the agreement, or lack of it, between the youngster's social learnings at home and at school. There can be no doubt that the middle-class child is better oriented by his parents to meet the demands of school life than his lower-class fellow student. At home he is encouraged to work hard for good grades, and to respect the teacher as his companion and critic whose authority must never be questioned. He is taught also to obey such treasured little maxims as "Health is Wealth," "Cleanliness is Next to Godliness," "Silence is Golden," and the "Golden Rule"-ideas around which the school builds its behavior standards. For a report card that measures up to expectations he is rewarded not only with parental affection but often with material gifts as well, while failures are considered shameful, to say the very least. Teachers and middle-class parents generally work in concert at endowing their children with the same pattern of social attitudes, manners, morals, and ambitions. The school, like the home, instructs children to curb their aggressive habits and the use of bad language, to respect their own and other people's property, to show great effort in school work, and to take on the countless little social graces that are considered "marks of good breeding." Both look upoi~ educational achievement as a means of gaining social status, and this desire to "get ahead" is a prime ambition in the middle-class. By way of contrast, lower-class permissiveness usually militates against the school's teachings. As the Kluckhohns point out: "The parents take no daily interest in the education of children. If the child `skips' school, he frequently is not punished by the parents. Little attention is paid to the child's homework, and there is little supervision of home-study. There is little realistic planning for long-term education or efforts to relate education to practical goals." I In addition `to this, the home places children under comparatively few behavior controls. Instead, they are granted autonomy at an early age and allowed more freedom in sexual exploration and open aggression than is approved by the school. Respect for authority is not stressed as much as the fear of it and the avoidance of getting caught once the child has transgressed. Small wonder then, that lower-class children find the school's regimen painfully oppressive. To them, conformity to the rules and routines of the classroom is a sign of weakness, and anyone who earns the approbation of his teacher is looked down upon as a dupe. 1 Robert .1. Havighurst, W. Lloyd Warner, and Martin Loeb, Who uhan Be Educated, Harper and Brothers, New York and London, 1944, P. 55. 2 See Clyde Kluckhohn and Florence R. Kluckhohn, "American Culture: Generalized Orientations and Class Patterns," Conflicts of Power in Modern Culture (edited by Lyman Bryson, Louis Finkelstein, nnd R. M. Maclver), Harper and Brothers, New York, 1947, PP. 123-127. PAGENO="0816" 808 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES The youngster would never show a good report card to the gang for fear of derision, nor would he receive proper approval from his parents to compensate for his friends' ridicule. Thus we see how the school's influence over the lower- class child is rendered ineffectual by his socialization experiences at home. Another factor worthy of mentionis the nature of the subject material covered in the elementary grades. As we know, the modern school still centers its cur- riculum upon such familiar areas as Language Arts, Science, Social Studies, Number Concepts, and some forms of Creative ~Expression. Basically, this pro- gram carries a high verbal content, and while.educators strive to divert emphasis to other fundementals, the fact remains that a student's scholastic proficiency (lepends a great deal on his facility for reading comprehension, writing, fluent speech, and the like. If he is able to manipulate the language tools skillfully, he has an excellent advantage in achieving good ratings in his classwork. If, on the other hand, he finds little interest or purpose in mastering these essentials, he labors under a decided handicap, despite whatever other abilities in problem solving and creative talents he may possess. Here, too, the middle-class milieu equips the child for easier success. Quite apart from the assorted pressures and aids he receives at home to study his school texts, he is motivated by the examples set by his parents through their own habits of reading books, magazines, and newspapers. Reading in the middle-class home is a common practice-for any number of reasons, pleasurable, practical, or otherwise. Especially among semi-professional and professional people, whose work demands it, there is a healthy respect built for the spoken and printed word, and this attitude seeps down to the children at an early age. By the time the youngster enters the first grade, he has begun to familiarize himself with the rich, middle-class vocabulary that is so highly approved by the middle- class teacher, and is prepared to see some wisdom in learning to decipher written symbols. His recognition of the value of language mastery helps stimulate him for the school's reading-readiness program. In this sense he enjoys an initial superiority over the-lower-class child whose home environment lays comparatively little stress on linguistic power. There is no prestige attached to refined speech and reading habits in the slum culture where these skills are of little functional utility in solving the daily problems of family living. Nor do language abilities play much role in the low-income, unskilled laborer's endeavors to provide adequately for his family. Other mental talents are called into play when squalor, overcrow-dedness, and starva- ion are problems faced each day. Evidently, such talents attract few rewards in the classroom. Considering, therefore, that school society absorbs its population from sepa- rate social worlds, each having its unique impact on the learning process, there emerges the basic problem of flexing our educational services to satisfy equally the needs of such diverse cultural groups. Fortunately, an awareness of this Problem is already indicated by some of the questions educators are raising about our traditionally accepted school practices. Some are beginning to wonder, for example, "whether the expected behaviors [in the classroom] are the most desira- ble kinds of behaviors to encourage in children. Punctuality, neatness, docility, and work-mindedness are all well and good, but missing are expectations that psychologists and philosophers might consider more fundamental such as the development of intellectual curiosity, confidence in one's self, ability to get along well with other children, respect for individuals regardless of race, color or creed, developing insight into one's self and others. training into use of scientific method for solving problems, development of moral courage and moral integ- rity." 8 In other words, is it not true that in concentrating on middle-class habits of gentility and diligence, the school fails to place its greatest emphasis on the most desirable behavior expectations for children? Taking the question one step further, is it not possible that the lower-class child's weak attraction to the school's standards of gentility and diligence sets him back in his relation- ship with his teacher to the point where she cannot "reach" him in encouraging the more vital social learnings? Allison Davis suggests that we re-examine the school curriculum and judge also on these questions: "1. Does the public school emphasize a range of mental problems and skills which is too narrow to develop most of the abilities necessary for attainment even in middle-class culture itself? 3Associatlon for Supervision and Curriculum Development, Growing Up in an Ana'ious Age, 1'9~32 Yearbook, National Education Association, Washington, D.C., p. 93. PAGENO="0817" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 809 "2. Does the public school select a range of mental problems and skills which is so narrow that the school fails to develop much of the mental potential of lower-class pupils?" He concludes from his observations, among other things, that skill in the English language does not deserve its strong emphasis in the early elementary grades, for it is of little use in solving the child's "basic mental problems" of daily life. This conclusion is reached not merely out of consideration for the lower-class student whose verbal equipment is limited, but with insight into the personal-social needs of the middle-class child as well. The present study takes a fresh look at still another facet of the school pro- gram in the light of its possible cultural slantings, namely, the textual material studied in primary grades. It is well established that Social Studies on these grade levels stress the child's relationships in the home, school, and community, the theory being that his limited experience and short range of mobility enable him to deal with social concepts having to do only with the here-and-now world. He is therefore provided with a variety of activities desigued to give him a begin- ning understanding of the patterns of hiteraction and mutual responsibilities among members of his family; the people he associates with at school; and neighborhood workers such as the fireman, postman ,policeman, storekeeper, and laborer. The teacher's aim here is to step into the child's little world and help him interpret his own place in it. One of the instruments she uses in this program is the simple. "reader," or story text, which is actually the first book the pupil encounters in learning to read. Profusely illustrated and carefully written to motivate reading interest through stories touching upon the youngster's everyday life realities, the "reader" contains mostly adventures of children at home and in the community. One can find strung along the thread of narrative many concepts that fit perfectly into the primary grade Social Studies curriculum~ There are, for example, story situations showing the main characters (usually ~hlldren of primary-grade age) assisting mother and father a1 home, becoming acquainted with the work of various community servants, learning about transportation and communication devices in the neighborhood, and taking part in cooperative play activities with friends living nearby. Apparently, the author attempts to inject enough realisni into his description of life in Textbook Town so that the~reader can identify his own home and neighborhood experiences with those of the fictional characters. In this way a valuable story reference is made available to the teacher, which she uses in helping her children familiarize themselves with their real-life environ- ment and the problems of adjusting to it. Categories for an analysis of cultural orientation in primary-level reading materials The question arises, however, whether Textbook Town depicts family life on (Ill class levels. That is to say, are the physical environments and modes of living, as described in the stories, varied enough to represent real-life experiences of all pupils of primary-grade age; or does the author recreate the kind of home and community setting familiar only to a narrow segment of the school popula- tion? This problem of "cultural fairness" in primary-grade reading material is the subject of the present study. For reasons of limitation and easier objectivity, our focus will be upon the colorful illustrations of stories dealing with the family. The assumption is that drawings give students a sharper impression of the story-book world than does the verbal content. Moreover, illustrations often carry important ideas that are not mentioned in the narrative. Hence the categories for analysis are broken down in the following manner: 1. What arc the habits of dress in the Teatbooh Town family? Middle-class parents place greater emphasis on proper grooming and personal cleanliness than do lower-class parents. For their part, school children normally reflect the cus- toms of their separate cultural groups. Are these differences evident in the illustrations? 2. Wluit are the health conditions in the family? Is sickness or physical dis- ability ever pictured, or do the .parents and children always appear in the "pink of condition"? Illness is a real threat to the lower-class family whose resist- ance to disease is often lowered by its poor living conditions and lack of food. Does the Textbook Town family ever face this problem? Allison Davis, Social-Class Influences Upon Learning, The Inglis Lecture, Harvard University Press, Cambridge, 11948, p. 89. fl-368 0-66-52 PAGENO="0818" 810 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 3. Is food plentiful and attractively served in. the Teatbook Town home? Lower-class families have serious difficulties keeping an adequate food supply on hand, and with starvation looming as a constant danger in their lives, there can be no regularity in mealtimes. When there is food in the house, it is eaten, usually without moderation or much ceremony, since nothing is "saved for a rainy day." Eating habits among the slum culture undergo a never-ending series of "peaks and depressions" which are completely unknown to middle-class fami- lies. Is this situation ever depicted in Textbook Town? 4. What is the family's usual means of transportation? Is it by bus, trolley, subway, or the family automobile? Since lower-class people rarely enjoy the luxury of owning an automobile, this factor can help in determining the economic standing of the Textbook Town family. 5. How is the father's occupation usually pictured? The lower-class father is an unskilled laborer. He is limited in his choice of employment by his lack of training in specialized skills and white collar work. The middle-class father, on the other hand, has a greater variety of occupations from which to choose. He may operate his own business, work as a skilled or unskilled laborer, or find white collar employment which is probably closed to the lower-class wage earner. In which category does the Textbook Town father fall? 6. What is the usual number of children in the Teat book Town. family? What is the range of their ages? In the large, lower-class families the primary grade child may have adult as well as infant brothers and sisters. This is quite unlike the middle-class family, with its two or three "only children," in which the age difference between the youngest and oldest offspring is considerably smaller. Size of family is an important clue to the contrasting social climates between lower- and middle-class homes, and should thus be carefully considered by authors endeavoring to describe varied patterns of sibling relationships in their stories. Are these differences depicted in Textbook Town? 7. What is the nature and quantity of the children's possessions? Do they own many toys, pets, and sports materials? If so, are these possessions depicted as the important pleasure-giving instruments in the Textbook Town child's life? How about the youngster whose parents cannot afford supplying hini with play equipment-is he represented? If so, how do his recreational activities differ from those of children possessing these play materials? 8. What . types of dwellings arc illustrated? Is there a realistic variety of suburban-style homes, city apartments, and slums in Textbook Town? Lower- class children generally come from the shabby, poorly furnished type of dwelling: their living quarters are often so cramped that they are forced to sleep two and three in a bed. In such dreary surroundings there can be little of the comfort or domestic charm so carefully preserved in the middle-class home. Do slum conditions ever exist in Textbook Town? 9. Is there evidence that reading is indulged in by the Teat book Town. Fain il~jf Do the illustrations show books, magazines, and newspapers in the home? As mentioned earlier, reading habits are developed with greater care in the niiddle- class culture than among lower-class people. Are such differences depicted in Textbook Town? These are the guiding questions w-ith which our analysis is primarily con- cerned. However, in order to get a somewhat more rounded picture of family living in Textbook Town, additional questions ought to be considered. although they do not fall directly into the area of the present study. They are: 1. Can the reader reoognize the Teatbook Town father's occupation by looking at the illustrations? The white collar w-orker's children are often unfamiliar with his work during the day. They see him only w-hen he is away from his job, and there is little about his dress to help theni . identify his occupation. This is not equally true of the laborer, farmer, or uniformed worker who may be seen by his children in special dress and carrying his tools with hiiii, even into the house. Does the Textbook Town father reveal much about his occupational identity to his children? 2. Is the mother pictured only as a housewife, or does she occasionally have an. outside occupation.? This question is posed with regard to the modern trend of married women seeking employment in industry and the professions. More children today than ever before are dropped off at school in the morning by their mothers who are on their way to work. Is this trend being recognized by authors of children's "readers"? 3. What arc the relations between Teat book Town parents am! (`hiidi'en? Is the family mood happy, cooperative, playful, loving? Are these feelings ever PAGENO="0819" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 811 replaced by impatience, disappointment, fear, and hate? The effort here is to gauge the variety of family emotions expressed in the illustrations as compared to those experienced by the primary grade child at home. 4. Are color or ethnic groups represented? If so, in what light? Do they interact freely and on an equal level with white American families in the stories? Also, how are their social manners and dress depicted as compared to those of other residents in Textbook Town? A quantitative analysis Selected for study were illustrations from several series preprimers, primers, and first, second, and third grade "readers," all published within the last ten years and widely used in our schools today. It was decided to include in the count only those categories which require the least amount of subjective judg- macnt, thus leaving little room for differences of opinion on the numerical results. Because of this limitation, the Quantitative Analysis could reveal but a partial picture of the Textbook world. A Verbal Analysis is therefore provided to fill in details that could not be tabulated objectively. The Family: 1. Total number of illustrations studied 1084 2. Number of illustrations in which both parents appear 64 3. Number of illustrations showing the family at mealtime 18 4. Number of illustrations showing an attractively set table at meal- time 18 5. Number of illustrations showing evidence of a deficiency in food supply in the home 0 6. Number of illustrations showing one or more members of the fam- ily using the family automobile for transportation. (This includes illustration in which they are seen entering or stepping out of the automobile.) 49 7. Number of illustrations showing one or more members of the family using public means of transportation, including buses, trains, trolleys, etc. (This includes illustrations in which they are seen entering or stepping out of the vehicle.) 54 S. Number of illustrations in which books, magazines, or newspapers are shown, either on shelves or being read by one or more mem- bers of the family 47 9. Number of illustrations showing one or more members of the fam- ily suffering from a physical defect or confined to bed because of illness 0 The Father: 10. Number of illustrations in which father appears without mother__ 116 11. Number of illustrations in which father appears smiling, laugh- ing, or obviously contented 151 12. Number of illustrations in which father appears angry, sad, or worried 13. Number of illustrations showing father dressed in dirty, dishev- eled, or torn clothing. (This includes laborer's and farmer's work clothes.) 2 14. Number of illustrations in which father appears in laborer's work clothes, exclusive of farm dress 0 15. Number of illustrations in which father appears dressed in farmer's work clothes 6 16. Number of illustrations in which father is seen at his job 0 The Mother: 17. Number of illustrations in which mother appears without f~ther__ 184 18. Number of illustrations in which mother appears smiling, laugh- ing, or obviously contented 217 19. Number of illustrations in which mother appears angry, sad, or worried 6 20. Number of illustrations which give evidence that mother has an outside occupation 0 21. Number of illustrations showing mother dressed in dirty, dishev- eled, or torn clothing 0 PAGENO="0820" 812 DOOKO FOB OCHOOL~, AND TREATMENT OF MINORITIES The Uhildrca: 22. Number of illustrations in which one or more children of the family appear 10~ 23. Number of illustrations which show there is one child in the family 36 24. Number of illustrations which show there are two childern in the family 256 25. Number of illustrations which show there are three children in the family 26. Number of illustrations which show there are four children in the family 6 27. Number of illustrations which show there are more than four chil- dren in the family 0 28. Number of illustrations in which adttlt or adolescent offspring appear 0 29. Number of illustrations showing one child occupying a bed for sleeping 30. Number of illustrations showing more than one child occupying a bed for sleeping 2 31. Number of illustrations in which one or more children of the family appear smiling, laughing, or obviously contented 876 32. Number of illustrations in which one or more children of the family appear angry, sad, or worried 45 33. Number of illustrations showing aggressive habits among children_ 0 34. Number of illustrations showing the children dressed in dirty, di- sheveled or torn clothing (includes jeans and overalls) 23 The Home: 35. Number of illustrations showing slums in Textbook Town 0 36. Number of illustrations showing evidence of the family liviing in a city apartment, i.e., a flat 1 37. Number of illustrations showing evidence of the family living in a suburban-style home (exclusive of farmers' homes) 190 Ethnic and Color G-rosps: 38. Number of illustrations showing color or ethnic groups living in Textbook Town 0 Further comment on some of the items is necessary, lest the counts on them appear misleading: Item No. 7:-Of the fifty-four illustrations showing the Textbook Towners using public means of transportation, more than half involve long trips to the country, the farm, or to distant cities. Everyday transportation needs, how- ever, are usually served by the family automobile. Items No. 8:-Although the count here may appear small in comparison to the total number of illustrations studied, it should be remembered that only a fraction of this total could logically reveal situations where characters are seen reading, or settings giving evidence that reading habits are practiced in the home. For example, it is impossible to determine whether the family does any reading from such illustrations as those showing children at play outdoors. This fact considered, the seemingly small count takes on real significance. Items No. 13 and 34:-Of all items studied, these probably invite the widest range of disagreement. All will agree, however, that when a Textbook Towner appears in anything but his neatest dress it is for lmrioses of comfort in work or play and not because he is poverty stricken. Any doubt about this is easily dispelled when his living conditions and other material possessions are con- sidered. Items No. 23, 24. 25, 26, 27:-Counted were only those illustrations in which all children of the families appeared. Item No. 37:-Counted were only those illustrations showing unmistakably features of a suburban-style home. Other ilustrations of the same homes were not counted because such features were not evident. A verbal analysis The most obvious impression gleaned from this study is that Textbook Town is not a composite of various kinds of modern American communities. That is to say, one finds depicted in the illustrations not the many different neighbor- hood environments familiar to school children today, but rather a rigidly uni- PAGENO="0821" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 813 form setting that is virtually unchanged from one book to the next. Equally stereotyped are the habits, dress, and even physical characteristics of the Text- book Towners, so much so that it appears almost as if the same family, residing in one type of home and community, lives through scores of "readers." What- ever deviations one might observe from time to time are negligible and do not distort in any way the consistency of the picture. For this reason it is possible to give a fairly lucid description of the neighborhood, home, and members of the family and feel reasonably sure that the readers will recognize them in any of our modern primary-grade story texts. Beginning then with the physical appearance of Textbook Town, one cannot help but sense a certain well-scrubbed charm about it that is immensely appeal- ing to the reader. There are its rows of brightly polished little cottages, fronted by neatly manicured lawns, all suggesting an atmosphere of order and cheerful- ness. In this sunny neighborhood setting, children have 10th of room for out-of- doors play, and families are able to enjoy their living space with the kind of "elbowroom" that IS not possible in the more thickly populated cities. The reader gets to know these picturesque surroundings quite intimately, for much of the action in the stories takes place there. Occasionally, be is given also a glimpse of the business center in Textbook Town, particularly when the narrative calls for a family shopping tour. However, no similar opportunity is provided for him to see other parts of the city, such as its manufacturing center, or neighborhoods different from the one in which the Textbook Town family lives. As for the family's living quarters, here too the accent is upon comfort and beauty. If the house furnishings do not seem lavish, they are at least tastefully `(lesigned and abundant enough to provide each of the inhabitants with his material needs for a contented home life. Father has his favorite easy chair, his well-equipped workshop, and a private garage for the family automobile; Mother's household chores are made comparatively simple by modern cleaning tools and kitchen utensils; and the children have ample space for storing their great stock of play equipment. In this home, interior decor is preserved with a kind of tidiness that can come only through constant "spit-and-polish." In- deed, many a primary-grade child would gladly exchange his living quarters for those pictured in his reading text. Heading the family is Father, who might best be described as tall, slim, healthy, handsome, and young in appearance. This is not necessarily true of all male adults in Textbook Town. Uncle Dick may be paunèhy and middle- aged; the butcher may appear bald and somewhat disheveled. But Father stands out clearly as among the most attractive looking of the male population. The reader can often see him stepping out of the family automobile on his arrival home from work, dressed in a neatly pressed suit, clean shirt and tie, and felt hat, with a newspaper or briefcase tucked under his arm. There are occasions which call for his wearing work clothes, but only when he is making minor repairs in the home. (Major repairs are never needed.) Although many types of laborers are seen in Textbook Town, Father is never pictured as one of them. His children see only his briefcase and business dress which give them no clue as to the kind of work he does. Even the adult observer can go no further than to identify him either as a business executive, a member of one of the professions, or a white collar worker. But this can only be guessed at, for Father is never seen at his job. In the home, Father will make repairs, help Mother with the dishes, relax in his easy chair and read, or simply spend a pleasent social evening with the family. He is evidently a generous person, often bringing gifts for the children, such as toys, sporting equipment, and pets. On occasion, he may herd Mother and the children into his automobile and drive off to the country for a family picnic, which is always a joyous affair. With such gracious little gestures he con- tributes enormously to the happiness of his family. Mother is always the devoted housewife, having no outside occupation. Her job is to keep the house clean, prepare and serve meals, and generally care for the immediate needs of her family. Being at home all day, she is naturally in closer contact with the children than Father, who is out to work most of the time. She too appears young and attractive and dressed in clothes that are properly tailored, yet never flashy. An industrious person, she goes about her, tasks happily, without ever being confronted with serious mishaps. The only activities that call her away from her household routines are the recreational PAGENO="0822" ~l4 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES trips with her family and shopping tours with her children for which she will sometimes use buses and trolleys mainly to acquaint the youngsters with various types of vehicles used in public transportation. Otherwise, her interests are in the home, and the efficiency she displays at the different jobs is nothing less than uncanny. In short, she is the perfect mother and housekeeper. There are usually no more than two or three children in the Textbook Towii family, with the age spacing among them fairly close. No adult brothers or sisters are ever seen, nor is Mother ever pregnant, though at times there appears an infant who is referred to simply as "Baby." Each child, like his parents, is clean, neatly dressed, robust, and happy. Each sleeps in his own bed, or may even have his private bedroom. As might also be expected, the Textbook Town youngster fills much of the day with play, inviting his brother or sister as well as other children in the neighborhood to join with him and share the use of a large assortment of toys and sports equipment. These friends never come from color or ethnic groups since Textbook Town is populated exclusively by white American families. In addition to indulging in play activities, the children are often seen helping Father and Mother as best they can in various simple chores. Their relation- ships with their parents are extremely happy. The family will play together, surprise one another with birthday gifts, and generally enjoy each other's com- J*ny. There are brief instances when gloom intrudes upon this otherwise happy atmosphere, especially on those occasions when the family's beloved pet dog disappears, but these frustration spans are painlessly short for the reader. As for the possibility of graver causes of anxiety, such as sickness and inadequate food supply, there need be no fear on that account. Nothing is ever allowed to interfere seriously with the spirit of joy, security, and cooperativeness that dominates family living in Textbook Town. Conclusions witJ~ reference to the general character of reading materials in vsc From the foregoing data there can be no doubt that Textbook Town resembles most closely an upper middle-class community and as such fails by a wide margin to typify the environments of most primary grade pupils, particularly children froni the lower-class. It is probable too that the lower-class child's everyday life realities are derogated by comparison to what he sees in his "reader." Yet it is precisely this world of "sweetness and light" wherein he is expected to seek familiar allusions to his out-of-school experiences and preceed from there to a better understanding of his adjustment needs at home and in the community. One might reasonably suppose that many schools accept the illustrations as giving a child's-eye view of his world. Teachers need to understand the child's mental image of his environment as a starting point for organizing a Social Studies program, and the reading texts help vivify it for them. To be sure. this impression is gained by the teacher from a great many sources, and not from the illustrations alone. But perhaps no other single instrument crystalizes it as clearly and faithfully for both teacher and pupil as the illustrated reading text. Need we wonder then, why the low-er-class child is so feebly motivated toward a Social Studies program that is built upon such unreal premises? No structured reference could possibly be so unrelated to his familiar surroundings as the graceful veneer of community life he sees in his reading text. Even the middle-class child is not likely to find much value in reading about Textbook Town, for he too sees little realism in the illustrations and even less adventure in the narrative. Whatever interest he may display in studying his text is probably stimulated more by the hope for approval from parents and teachers than by content alone. ~S~uggest ions for the achievement of "c7tltural fairness" How, then, might story material be developed to symbolize real and meaningful experiences for elementary school children? Possibly the classroom teacher can best do the job since she is in the most strategic spot to know- her reading audi- ence. This understanding of the group involves more than just a random anticipation of its reading tastes. It is based rather upon a deep, sympathetic insight into the individualities of her children, each w-ith his special cluster of needs and interests. Especially in the case of the low-er-class child, w-hose cul- tural disciplines are so vastly different from her ow-n, she must learn something about his physical surroundings at home and in his neighborhood; the system of social values and behaviors that are adaptive hi his culture; and also the unique language interpretations he brings with him into the classroom. Having gained this knowledge, she is able to establish a basis for communicating with him PAGENO="0823" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 815 effectively, whether it be through the narrative medium, or in any other instruc- tional experience, for that matter. She alone enjoys enough contact with her children to dip into their significant experiences and reflect them through origi- nal storybook settings, plots, and characterizations. Involved in this personalized approach to developing story material in the elementary school is the child's own potential for working creatively in this direction. Given proper guidance in self-expression he too can produce original stories that fit his interests perfectly. Children often seek the opportunity to tell and w-rite about their experiences and should be encouraged to do so by class- room teachers whenever possible. Through such activity they are bound to create the kind of story content that would enliven their interest in reading as well as provide the school with vital source material for its Social Studies program. The substance for an improved children's literature is to be found, therefore, only in the child's real world. Only be can provide the leadership for selecting ideas and experiences that ought to be recorded in story and used as text. The teacher who is sensitive to the realities of his environment can structure a class- room program in which reading matter is tailor-made to suit his needs. She can make it possible to achieve the kind of reality-interpretation that is so sorely missing in illustrated storybooks for children, and in that way open up wider opportunities for bringing the child's world into the classroom. Such efforts would indeed render useless our so-called "graded readers." For Textbook Town, with its bland style of living, is nothing more than an idealized middle class community where characters are mere shadows, and where nothing ex- citing or of real importance ever happens. To the lower-class child it looms as a "never-never w-orld" that may excite in him vague dreams for attainment, but which will probably elude him forever. He finds it only slightly less improbable than the fairyland he encounters in fables, except that the plots and characters in the latter type of literature are far more memorable. Briefly stated, then, the findings in the present study point up the need for in- jecting more realism into children's literature. This is, in a sense, a departure from the feelings of many teachers who seek to protect their pupils from the travails of the outside world. These well-meaning educators work on the as- sumptioli that the classroom is a place for only happy thoughts and experiences, where children whose environments afford them few childhood joys can find real contentment. Much that we see in the modern classroom evidently reflects this happiness motif. There can be no arguing the fact that a teacher's efforts at achieving such a comforting atmosphere are sincere and oftentimes successful. Nevertheless, it would be folly to suppose that by ignoring the rougher aspects of the child's experiences we are minimizing their effects upon his personality. The child reacts in some way to all environmental pressures, whether they be good or bad, and in so doing he learns something from all of them. Indeed, the school that takes upon itself merely to shelter him from the adversities of life for a few hours in the day is not necessarily helping him face his problems. What he needs is guidance, not escape. He would welcome the opportunity for giving a true account of himself and his culture if he felt assured that the school centered its sharpest focus upon the problems of his social life. Were our schools to set their sights in this direction, it would undoubtedly result in a closer bondship between teachers and pupils and a better mutual understanding of their respec- tive roles in the educative process. Perhaps a first step toward achieving this i.eality-interpretatioii in modern education might well come through an improved children's literature that does not filter out the social realities of the child's world in the manner of our modern reading texts. BIBLIoGRAPHY Association for Supervision and Curriculum Development, National Education Association, Growing Up in An Anxious Age, 1952 Yearbook, the Association for Supervision and Curriculum Development, Washington, D.C., 1952. Bossard, James H. S., The Sociology oj~ Child Development, Harper and Broth- ers, New York, 1948. Davis, Allison, Social-Class Influences Upon Learning, Harvard University Press, The Inglis Lecture, Cambridge, 1948. Davis, Allison, and Havighurst, Robert J., Father of the Man, Houghton Muffin Company, Boston, 1947. Havighurst, Robert J., Warner W. Lloyd, and Loeb, Martin, Who Shall Be Edu- cated, Harper and Brothers, New York and London, 1944. PAGENO="0824" 816 nooi~ ron SChOOLS AND TREATMENT OP MINORITIES Kluckhohn, Clyde, and Kluckhohn, Florence R., American Culture: "Generalized Orientations and Class Patterns," Conflicts of Power in Modern Culture (edit- ted by Bryson, Lyman. Finkeistein, Louis, and Maclver, R. M.), Harper. and Brothers, New York, 1947. ~tend1er, Celia Burns, Children of Brasstown, The University of Illinois Press, Urbana, 1949. Whyte, William Foote, ~trcet Corner k"OCWty. The University of Chicago Press, Chicago, 1943. [Article in Book Production Industry, June 19653 DICK AND JANE MAKE SOME NEW FRmNDS (By Joel A. Roth, managing editor) Traditional textbook illustrations are giving way before the insistent demands of an integrated society. Here's how publishers are meeting the challenge and shifting from fantasy to reality. "The bane of my existence is Dick and Jane," Edwin Berry of the Urban League recently told a group of textbook publishers. He was talking about the traditional elementary text illustration showing a white child in a middle-class environment whose greatest emotional challenge was a misplaced sand shovel. And the only time Dick and Jane ever saw a Negro was on heavy cleaning day around the house. "Dick and Jane are totally out of touch with contemporary reality," Mr. Berry pointed out. What are publishers doing to bring Dick and Jane into contact with the world as it really exists? How are they integrating illustrations in textbooks? First, it must be recognized that "integrated" illustrations involve much more than simply showing various ethnic groups. They include any illustration that reflects the diverse, heterogeneous nature of our society-this means tall people. short people, fat and slim people, people with glasses, balding men and pregnant women. "Don't approach integration like castor oil," Whitney Young, Jr., executive director of the National Urban League, told a recent joint ATPI-Urban League `fleeting. "For once, look at something not as a problem but as an opportunity." He told the publishers' group that it should publish what people should know, not merely "what will sell." Commenting about the need for speed. Mr. Young said, "Time doesn't solve anything, people do. Gradualism is not a method. Anybody who `sees both sides' is of no value: he is a flabby conformist, a nonentity." He told the meet- ing, "You publishers want the respect of generations born and generations yet unborn." And he emphasized, "We live together as brothers, or we die together as fools." No responsible textbook publisher doubts the necessity of integrated illus- trations-the question is how to implement it and in what degree. The integrated illustration. The art techniques that publishers are using for their integrated ilustrations are for the most part traditional but with some innovations: Drawings with mechanical color separations still remain the most popu- lar artwork technique for elementary texts. Two-color drawings are still popular for the less elaborate books, such as workbooks. Simple black and white line drawings with ethnically vague features so that the reader may "fill in" his own ethnic identification. Photographs of integrated groups of urban children in everyday situations are gaining greatly in popularity among publishing houses for use in elemeii- tary texts. The documentary quality of the photographs makes them easy for the reader to identify with. Popular settings in photographs are: stores. playgrounds, neighborhood streets and the home. On the junior and senior high school levels, of course, photographs have been the rule. Little is new here. In social studies texts, Negroes have long been an integral part of the illustrative material. Here's a roundup of where some leading publishers stand in the shift to inte- grated textbooks: PAGENO="0825" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 817 Macmillan and The Bank Street College of Education in New York City have cooperated to produce the Bank Street Reader Series. Macmillan's board chair- man, Lee C. Deighton, says: "The picture of our world that we see in textbooks is changing. But this change is not a matter of `integrating' pictures. Rather it is an effort by pub- lishers to represent faithfully the full spectrum of modern life. These changes in textbooks parallel the more constructively truthful representation of real life now evident in all media of communication. The new books now becoming available in textbooks resulted from decisions made by publishers several years ago when this new `image' first began to appear." Scott, Foresman in Chicago has a thoroughly integrated elementary text pro- gram which uses drawings. "Dick, Jane, and Sally are white," Scott, Foresman explains. "Their friends Mike, Pam, and Penny are Negro. Rosa Cruz is Mexi- can; Tim Wing and his brother Lee, Chinese. Later, children from other ethnic groups that make up America step from the pages." Another Chicago-based firm, Science Research Associates has a broad spectrum of text materials. About The Rochester Occupational Reading Scries SFA says, "A realistic style was chosen for the artwork. The story illustrations represent the broad spectrum of American society, including Negroes, Puerto Ricans, and those with family names suggesting southern or central European backgrounds. In The Basic Compositioa Series and Reading in High Gear-a series designed to teach culturally disadvantaged youngsters and functionally illiterate adults how to read-the illustrations are purposely vague so the reader can "fill in" his own ethnic interpretation. "The cultural realities" The Webster Division of The McGraw-Hill Book Co. has produced The Skyline Series which "reflects the cultural realities of our times." According to McGraw-Hill, "The stories in The Skyline Series were conceived, written and illustrated to convey accurately and sensitively the world and the experiences of the children who live in and belong to the city-American children from different racial and ethnic backgrounds, middle class children, and less privileged children. "In a prosperous suburban community where the stories were tested, the chil- dren learned to their great surprise that not all children have a telephone in their homes !" Sturtevant Hobbs, vice president and general sales manager for D. C. Heath & Co. in Boston, says that "it is so commonplace that it is really not a question. It is quite simply our generally accepted policy and procedure in the company." Houghton Muffin's vice president and director G. M. Fenollosa says, "The edu- cational division of Houghton Muffin Co. will release for publication only one edition of its elementary, secondary school and college publications; that edition will give representation to all the groups, minority as well as majority, that make up American society as we know it today. Support for NEA-ATPI "We support enthusiastically the view expressed in the joint statement of the National Education Association and The American Textbook Publishers Institute that the textbook has a unique role in helping to unify a nation composed of peo- ple living in different regions and representing different ethnic groups and races, each with its own traditions, beliefs, and background. It is inconceivable that any company subscribing to this statement would publish two new and separate editions of its textbooks-one for use in northern schools containing pictures of non-whites, and a separate edition for use in southern schools, with illustrations from which Negroe,s have been excluded. We consider the publication of both a segregated and an integrated edition to be insincere and a disservice to educa- tion. We do not intend to e.ngage in such short-sighted practices." Although small in size compared to the publishing giants, Chandler Publishing Co. of San Francisco is one of the most progressive houses in the use of photo- graphs to make the integrated point. The first part of their Chandler Reading Program has developed materials for urban children in grades one through six. They are also planning to develop textbooks in social studies and science which will, like the readers, be designed for urban children of various socioeconomic, ethnic and racial groups. Here is what Chandler has to say about the use of photographs, rather than drawings as many other text publishers have used. "The illustrations are photo- graphs of children of various ethnic and socioeconomic groups taking part in the familiar experiences which are the subjects of the stories. Multiracial groups 71-368-66---53 - PAGENO="0826" 818 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES appear in normal school and play situations immediately recognizable to urban children. Evidence of the naturalness of this presentation is the fact that, although teachers invariably commented on the integrated character of the ex- perimental editions, the children simply took them for granted. Children also identified strongly with the black-and-white photographs, perhaps because this is the reality of the television screen, the kind of picture which is universally familiar to children, applied to their own world." In 1962 New York University Press published six titles in the Turner-Livingston Reading Series. As Robert King of NYU Press explains: "Practically every sentence and every line-drawing in each book had to be psychoanalyzed, so to speak, in close collaboration with the author to make it possible for an under- privileged, mentally-disturbed, retarded reader to work on the book without insuperable emotional obstacles rising in his mind." ". . . within a year . . . if school boards want a reliable, first rate textbook, they are just going to have to choose from integrated texts-it's that simple." Within a few months after publication, commercial potential of the series attracted Follett Publishing Company, who now has the rights to the series. Follett vice president and editor-in-chief Robert Allen says that "All of our books are integrated now and will be in the future." What about the question of market acceptance in southern states? Harcourt, Brace & World's president, William Jovanovich, comments: "I believe that within a year all responsible publishers will have a totally `integrated' textbook pro- gram-if school boards want a reliable, first rate textbook, they are just going to have to choose from integrated texts-it's that simple." Why will there be such an across-the-board integrated program by publishers? "Publishing houses reflect societal attitudes," Mr. Jovanovich explains. "The prevailingattitude is one of integration. We shall reflect that in our illustrations. As far as Harcourt's books are concerned, on the high school level there has never been a question of whether to integrate or not-we've always had integrated books at this level. And now in grades one through eight we are rapidly moving toward integrated illustrations in all of these. Even though we are pretty well integrated now in our illustrations, it's not the final product-but merely a con- tinual refining. There has been some suggestion that publishers use drawings or photographs of minorities in slum environments as a meanis of being as "truthful" to the child reader as possible. As J. Kendrick Noble, Jr. of Noble and Noble, puts it: "In portraying the present, should we show it as it is, or as we'd like it to be?" Most publishers have kept away from "slum" illustrations. Harcourt agrees. "I feel," Mr. Jovano- vich says, "that texts should not present anything that is seriously contrary to the aspirations of the minority groups. About the slum conditions-the readers of urban series are intimately aware of these conditions. To show slum conditions in textbook illustrations on the grounds that learning proceeds better if one `be- gins where the children are' is dubious educational psychology, and may be even a cloying `tolerance' on the part of all of us. I am sure that if we used slum illustrations, specifically in relation to Negroes, there would be protests from organized groups-and rightfully so !" The heart of the matter Charles F. Bound, vice president of Morgan Guaranty Trust Co., and banker for many leading publishers, crystallized these economic aspects and highlighted why the racial problem is at the heart of integrating textbooks. Addressing the recent ATPI-Urban League conference, he said: "At the heart of the poverty problem and of the urban problem is the Negro problem. Unless we successfully solve the Negro problem, we will not solve the other two." Sterling Tucker of the Washington, D.C. Urban League points out that "Education can't change social conditions. But it can, through textbooks, show society in transition. It can at least give youngsters hope, not kill their courage at an early age." There are school boards which are themselves publishing integrated books. Among these is the School District of Philadelphia, Board of Public Education. George Green of the Board explains: "Our school system has published a volume called Biographic Briefs, which summarizes the accomplishments of outstanding Negroes, past and present. At this time we are producing a more extensive volume, similar in nature, called And Crown Thy Good." Oii~ ~iu~i~ for ~xclisfom "It has taken genius to exclude the Negro from history in our textbooks," Whitney Young, Jr., executive director of the National Urban League said at the PAGENO="0827" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 819 joint Urban League-ATPI meeting. "The publishing industry must now employ this skill in reverse, to reflect an inclusive, not an exclusive, society. Some peo- ple are colored, and it ought to be so indicated in textbooks. And don't tell me what you've been doing lately. You need to do a lot more just to catch up." To this John Henry Martin, superintendent of the Mount Vernon, New York, public schools, adds: "Now we're using brown crayon on the pictures and calling them integrated." Panel member representing the publishers at the meeting was Craig T. Senft, president of Silver Burdett, whe- challenged Mr. Martin's charge: "We're not just using brown crayon; the integration is not just token. Don't tell us what we're not doing on the basis of what you saw twelve months ago." In summary, the integrated elementary textbook is a relatively new phenome- non. It is aimed at the child who has had little exposure to people outside his own family and neighborhood. This insularity harms the child when he grows up, and it harms the country. The integrated elementary textbook when wielded by the intelligent school board can be a powerful weapon against this insularity and the publisher is the armorer. [Article in Saturday Review, Sept. 11, 1965] PERSONAL OPINIoN-CoLon ME BROWN-I'M INTEGRATED (By Theodore B. Dolmatch, president of Pitman Publishing Corp. and its subsidiary, Initial Teaching Alphabet Publications, Inc.) On this page each month a distingwLshed educator writer or critic of education is given an opportunity to ea~press his views freely on a topic of his own choosing. The opinions eo~pressed may differ sharply from those of the editors. As a publisher of textbooks and their accompanying paraphernalia, I have long taken for granted my partnership with teachers in the educational enterprise. I am not alone in my presumptions to professional status; most textbook pub- lishers stress this partnership, and educators are prone to accept publishers as "full-fledged members of the educational fraternity." But if there is any significance in this publisher-educator relationship, we, as publishers, have a responsibility for producing instructional materials that truly serve the needs of teacher, pupil, and community. Yet, in at least one broad area, I contend, we are failing. In response tO the belated recognition that the American experience is hetero- geneous, a growing number of educational authorities are echoing the state- ment of the Michigan Department of Public Instruction, that: "Education has a responsibility for promoting good inter-gro~ip relations and for presenting, from textbooks and curriculum materials, an accurate and unbiased concept of America as the multi-cultural, multi-racial, and multi-religious nation that it is." Unfortunately, too many of us have read strange meanings into this call for texts that reflect the diversity of American life. With new eyes, publishers and educators have looked at their older books, only to see blond children and suthirban homes, white-collar fathers, and grand- parents on farms. On the basis that these are now wrong, they have begun to produce and use what one Negro educator has called "color-me-brown" books, as naive in their own way as their predecessors. One can ask whether replacing white children with brown ones or replacing country children with children from the city is the answer. In one Harlem classroom, the teacher was most delighted with the new wave of primers that replaced pink complexions with brown ones. She asked her children what was different in these books. They had no immediate answer, so she persisted until one child finally spoke up. "All the children are sunburned," he said, in sad confirmation of Santayana's reflection that the opponents of the ruling orthodoxy merely invert its errors rather than discover new truths. The immediate response to Anglo-Saxon materials seems to be non-Anglo- Saxon materials. We publishers are urged-nay, told-to provide urban environ- ments, multi-racial groups, to stress the "real" as it really is-in the city. Ever eager to please, and with a weather eye out for the market, we do books about Negro heroes instead of books about heroes-Negro and white-~-and so replace our previous exclusion with separatism. We now seek after the same mythic simplicity, but in a new style, instead of attempting to cope with the increasing PAGENO="0828" 820 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES complexity of American reality. But that which is truly representative of the American experience is its diversity: We are city and suburban, black and white (and yellow and red, too, for that matter), blue collar and white. Further, though our ethnic and geographical variety is a key to American life, it cannot be the only rationale for textbooks; they m~ist convey ideas as well. A variety of environments can introduce the child to a world that is wider than either city or suburb alone. The child needs to know that his point of contact with his fellow man is to be found in himself, in the nonenvironmental world of human responses. Conceptual and verbal horizons must be enlarged; this is not achieved merely by changing environments to right old wrongs. Books can help children develop useful and strengthening concepts of self by stressing the inner reactions which are shared by all children. If education is to expand horizons, the literal environment must be subordinated to the self-evident truths of human experience. A Celtic myth or an African one, for example, is both more valid to non-Irish and non-Africans than any truncated and sterile recitation of backyard or street adventures. The iss~ie is man's heritage, not the black man's or the white man's. This move to "either-or" books raises yet another issue. By developing differ- ent books for specific ethnic or geographic subcultures, we make it too easy to forget that, to quote the president of the American Textbook Publishers In- stitute: "Textbooks that recognize and respect all kinds of human differences help young people to develop a sense of common destiny." If we produce books that "relate" only to one group, how can the members of that group develop that "common" destiny? The call for books that, so belatedly, repair old wrongs has not only produced texts that. starve the child with a diet as limited in its own way as his previous one. This dictum also tells some p~iblishers only that they must produce-not integrated books-but merely integrated books to parallel existing and con- tinuing segregated ones. Separate but equal, as it were. I would raise the question, therefore, whether "separate-but-equal" books do not indeed nullify the best efforts of educators. At best, it seems anomalous that texts should be created which pander to the prejudices that we have offi- cially abandoned. At worst, the production of one set of books for segrega- tionists and another for integrationists circumvents moral imperatives, and does so in a particnlarly unpleasant way. If the President of the United States has suggested that the issue of segregation is moral and not political, when will we decide that it is also not commercial? There was a day when Darwin was omitted from biology texts destined to be sold in Tennessee, when the Anglo-Saxon heritage was the only American heritage, when separate but equal satisfied too many of us. That day is past, and atavistic texts and opportunistic publishers are particularly out of place. [Article in Saturday Review, Sep. 11, 10651 THE ALL-WHITE WORLD OF CHILDREN's BOOKS (By Nancy Larrick, former president of the International Reading Association, and well known writer about children and their education). "Why are they always white children?" The question came from a five-year-old Negro girl who was looking at a pic- turebook at the Manhattanville Nursery School in New York. With a child's un- canny wisdom, she singled out one of the mo~t critical issues in American edu- cation today: the almost complete omission of Negroes from books for children. Integration may be the law of the land, but most Of the books children see are all white. Yet in Cleveland, 53 percent of the children in kindergarten through high school are Negro. In St. Louis, the figure is 56.9 percent. In the District of Columbia, 70 percent are Negro. Across the country, 6.340.000 nonwhite children are learn- ing to read and to understand the American way of life in books which either omit them entirely or scarcely mention them. There is no need to elaborate upon the damage-much of it irreparable-to the Negro child's personality. But the impact of all-white books upon 39,600,000 white children is probably even worse. Although his light skin makes him one of the world's minorities, the white child learns from his books that he is the kingfish. There seems little chance of developing the humility so urgently needed for world cooperation, in- PAGENO="0829" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 821 stead of world conflict, as long as our children are brought up on gentle doses of racism through their books. For the past ten years, critics have deplored the blatant racial bias of the text- books. Last August, Whitney Young, Jr., executive director of the National Urban League, attacked the trade books as well. In a nationally syndicated column, he berated American trade book publishers for omitting Negroes from their books for children. As an example, he singled out a Little Golden Book, entitled "A Visit to the Zoo", which pictures New York's Central Park Zoo in realistic detail except that no dark face is shown. "The entire book-publishing industry is guilty of this kind of omission," charged Mr. Young. Are the publishers guilty as charged? To find the answer, I undertook a sur- vey of more than 5,000 trade books published for children in 1962, 1963, and 1964. Surely the effect of Little Rock, Montgomery, and Birmingham could be seen by this time, I reasoned. As a start, I turned to the seventy members of the Children's Book Council who published trade books for children in each of these three years. Sixty-three of them-90 percent-completed my questionnaire; many gave anecdotal information as well. Analysis of the replies and examination of several hundred books led to the dis- couraging conclusion that the vast majority of recent books are as white as the segregated zoo of Golden Press. Of the 5,206 children's trade books launched by the sixty-three publishers in the three-year period, only 349 include one or more Negroes-an average of 6.7 percent. Among the four publishers with the largest lists of children's books, the percentage of books with Negroes is one-third lower than this average. These four firms (Doublelady, Franklin Watts, Macmillan, and Harper & Row) published 866 books in the three-year period, and only 4.2 percent have a Negro in text or illustration. Eight publishers produced only all-white books. Of the books which publishers report as "including one or more Negroes," many show only one or two dark faces in a crowd. In others, the litbo-pencil sketches leave the reader wondering whether a delicate shadow indicates' a racial difference or a case `of sunburn. It would be easy for some of these books to pass as all-white if publishers had not listed them otherwise. The scarcity of children's books portraying American Negroes is much greater than the figure of 6.7 per cent would indicate, for almost 60 per cent of the books with Negroes are placed outside of continental United States or before World War II, an event as remote to a child as the Boston Tea Party. There are books of African folk tales, reports of the emerging nations of Africa, stories laid in the islands of the Caribbean, biographies of Abraham Lincoln and Jeffer- son Davis and historical stories about the Underground Railroad. Most of them show a way of life that is far removed from that of the contemporary Negro and may be highly distasteful to him. To the child who has been involved in civil rights demonstrations of Harlem or Detroit, it is small comfort to read of the Negro slave who smilingly served his white master. Over the three-year period, only four-fifths of one per cent of the children's trade books from the sixty-three publishers tell a story about American Negroes today. Twelve of these forty-four books are the simplest picturebooks, showing Negroes in the illustrations but omitting the word from the text. Examples are Benjie by Joan M. Lexau (Dial Press) ; Tony's Birds by Millicent Selsam (Harper & Row); The snowy Day and Whistle for Willie' by Ezra Jack Keats (Viking). Those for readers of twelve and up mention the word Negro, and in several the characters tackle critical issues stemming from school integration, neigh- borhood desegregation, and nonviolent demonstrations. But these books are usually so gentle as to `be unreal. There are no cattle prods, no bombings, no reprisals. The white heroine who befriends a Negro in high school enjoys the support of at least one sympathetic parent and an admiring boy friend. Several books do have outstanding literary merit. Among them are Roose- velt Grady, by Louise Shotwell (World), the story of a Negro boy whose perents are migratory workers; I Marched with Hannibal, by Hans Baumann (Henry Z. Waick), a boy's report of the brilliant Carthaginian general; Forever Free: The story of the Emancipation Proclamation, by Dorothy Sterling (D'oubleday) The Peoples of Africa, by Cohn M. Turnbull (World) ; and The Peaceable Revol- vtion, by Betty Schechter (Houghton Muffin), a beautiftily written report of three phases of the nonviolent revolution as seen in the work of Thoreau, Gandhi, and the American Negro today. PAGENO="0830" 822 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES But these notable titles are the exceptions. "Really fine books are still scarce." says Augusta Baker, coordinator of Children's Services in the New York Public Library. Most of the books depicting Negroes are mediocre or worse. More than one-third have received unfavorable reviews or been ignored by the three major reviewing media in the juvenile book field-The Horn Book, School Library Journal and Bulletin of the Children's Book Center of the University of Chicago. How well do recent children's books depict the Negro? To answer this ques- tion I enlisted the help of four Negro librarians who work with children in New York, Chicago, and Baltimore. They rated 149 of the books "excellent" and thirteen "objectionable" in their portrayal of Negroes either through illus- tration or text. Among those listed as "objectionable" are three editions of Little Black Igambo. Another is The Lazy Little Zulu, which a reviewer in School Library Journal rated as "Not recommended" because it "abounds in stereotypes." The identification of Negro stereotypes in adult fiction is vividly spelled out in the unpublished doctoral dissertation (1963) of Catherine Juanita Starke at Teachers College, Columbia University. By analyzing the work of popular American novelists of the past hundred years-from James Fenimore Cooper to James Baldwin and Ralph Ellison-Dr. Starke shows how the Negro in fiction has changed from the ridiculous stock character to the emerging individual who is first a human being and second a Negro. Early novelists called the Negro "gorilla-like," gave him a name that ridiculed his servile status (Emperor, Caesar, or Brutus, for example), and made his dark skin and thick lips the epitome of the ludicrous. The Negro mother was described as uncomely and ungraceful, clothing her stout body in gaudy calico. Concurrently there were protest novels which showed the "counter stereo- type"-the Negro of unsurpassed grace and beauty, poetic language, great wis- dom, and unfaltering judgment. In the 1920s The Saturday Evening Post was building circulation on the Irvin S. Cobb stories of Jeff, the comic Negro meniaL Twenty years later, the Post was still doing the same with stories by Octavius Roy Cohen and Glenn Allan, who wrote of Negroes who ridiculed themselves and their race. Perhaps the public opinion which applauded this kind of adult fiction in the forties was responsible also for the 1946 Caldecott Medal award to The Rooster Crows: A Book of American Rhymes and Jingles, illustrated by Maud and Miska Petersham and published by Macmillan. Apparently the librarians who selected this book as "the most distinguished American Picture Book for Children pub- lished in the United States" in 1945 were not bothered by four pages showing Negro children with great buniony feet, coal black skin, and bulging eyes (in the distance, a dilapidated cabin with a black, gun-toting, barefoot adult). White children in this book are nothing less than cherubic, with dainty little bare feet or well-made shoes. After eighteen years enough complaints had been received to convince the publisher that the book would be improved by deleting the illustrations of Negro children. In the new- edition of Tue Rooster Crows (1964) only white children appear. The 1964 Caldecott Award went to The Snowy Day, written and illustrated by Ezra Jack Keats and published by Viking. The book gives a sympathetic picture of just one child-a small Negro boy. The Negro mother, however, is a huge figure in a gaudy yellow plaid dress, albeit without a red bandanna. Many children's books which include a Negro show him as a servant or slave, a sharecropper, a migrant worker, or a menial. On the other hand, a number of books have overtones of the "counter stereo- type" observed by Dr. Starke-the Negro who is always good, generous, and smiling in the face of difficulties. The nine-year-old hero of Roosevelt Grady is one of these. Cheerfully and efficiently he looks out for the younger children or works alongside his parents in the fields, does well at school when there is a school to go to, never loses his temper, and in the end finds a permanent home for the family. The book won the Nancy Bloch Award for the Best Intercultural Children's Book for 1963, although it includes no whites except the teacher, the social worker, and the owner of the trailer camp. Only the pictures indicate that the Gradys and their friends are Negroes. When the Cleveland Board of Education recommended Roosevelt Grady for children's reading, a Negro newspaper deplored this choice because one picture show-s a work-gang leader grappling with a fat knife-toting Negro who has threatened a young boy. "This is a gross stereotype," was the objection. `But the main story shows beautiful family life among Negroes," was the reply, and Roosevelt Grady remains on the Cleveland list. PAGENO="0831" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 823 It is not unusual for critics to disagree as to the effectiveness of the picture of the Negro in a book for children. For example, one of the librarians who helped me gave Tolliver, by Florence Means (Houghton Muffin), a rating of "excellent" for its picture of the Negro. Another criticized it as a modern story set in Fisk University as it was twenty-five years ago. "There has been a revolution down there since then," she wrrote. "As a result the book seems somewhat condescend- ing." Whispering Willows, by Elizabeth Hamilton Friermood (Doubleday), also brought mixed response. It tells of the friendship of a white girl who is a high school senior in the class of 1911 and a Negro girl who works as a domestic in a white home. One librarian gave the book top rating. Another objected to the stereotype of the gentle Negro serving-girl who "knows her place." These divergent opinions point up the dilemma faced by publishers of chil- dren's books. As Albert R. Levinthal, president of Golden Press, explains it, "Golden Press has been criticized from both `sides. . . . Almost every time we reissue Little Black Sambo we receive mail deploring it. When it is not avail- able in our Little Golden Book series, we have h'ad letters asking why we do not keep this classic in print" One. irate Mississippi mother (white) denounced a Little Golden Book of Mother Goose rhymes in a long `letter to the Jackson Clarion~-Ledger. She was aroused by the old rhyme, "Three babes in a basket/And hardly room for two'! And one was yellowand one was black/And one had eyes of blue." "I bough't one of the Lit'tle Golden Books entitled Uonnting Rhymes," she wrote. "I was horrified when I was reading to my innocent young child, and, behold, on page 15 there was actually the picture of three children in a basket to- gether . . . and one was a little Negro! I put my child and the book down an~d immediately called the owner of the drugstore and told him he would n'ot h'ave `any more of my business (and I buy a lot of drugs, for I am sick a lot)' if he didn't take all the rest of his copies of that book off his shelves." The illustration shows `the Negro baby looking down `at a mouse. Determined to get the whole truth a'bout basket integration, the Mississippi mother said she got in touch with the au'thor, presumably Mrs. Goose herself. She said the author gave this explanation of the black child: "He was aware he didn't belong there, and he was looking down in shame because somebody (a symbol for the outside meddling yankees) has placed him in the same `basket with the white child, where he didn't really want to be. Also he was looking down at the mouse as if he recognized some kinship to animals." It's an amusing `story. But the sad fact is that many publishing houses are catering to such mothers of the South and of the North. As one sales manager said, "Why jeopardize sales by putting one or two Negro faces in an illustration?" Caroline Rubin, editor of Albert Whitman, tells of three books brought out in the 1950s: Denny's Story, `by Eunice Smith, which shows Negro children in illus- trations of classroom activity; Fun for Chris, by Blossom Randall, with Negro and white children playing together; and Nenio Meets the Emperor, by Laura Bannon, a true story of Ethiopia. "The books won favorable comment," writes Mrs. Rubin, "but the effect on sales was negative. Customers returned not only these titles but all stock from our company. This meant an appreciable loss and tempered attitudes toward further use of Negro children in illustrations and text." Jean Poindexter Colby, editor of Hastings House, faced similar opposition in 1959 when she told her salesmen about plans for A Summer to Share, by Helen Kay, the story of a Negro child from the city who visits a white family in the country on a Fresh-Air-Fund vacation. "Galleys on the book had been set and art work was in preparation," Mrs. Colby wrote in the April 1965 issue of Top of the News, published by the American Library Association. "I told the sales- men present about the `book and immediately encountered such opposition that I felt we either had to cancel the book entirely or change the book to an all-white cast. I wrote apologetically to the author and artist, explaining the situation. They were both cooperative and the racial switch wa's made." A Summer to Share came out in 1960 with the Negro child turned into another white one. Mrs. Colby's experience with New Boy in School, `by May Justus (1963), was quite different. This is a simple story for second and third graders about a Negro boy who enters an all-white class. "We had `a great deal of trouble selling New Boy in School in the South," she writes. "Ed Jervis, our southern salesman, reported that one big jobber would neither stock nor sell it. Another one would only fill `special orders." But then favorable reviews began to come in-from School Library Journal, the New York Times, the Chattanooga Times, PAGENO="0832" 824 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES the Savannah News, the Raleigh Observer, and the Tulsa World, among others. "Now it is a real best seller !" she reports. Mrs. Colby is also feeling pressure from those who deplore a story that shows the Negro as a slave, a servant, a railroad porter. "Slavery has been practically taboo for many years now a subject for children's literature," she writes, "and depicting the Negro as anything but perfect is not welcome either. White chil- dren and adults can be bad, but Negroes cannot. So my job has been to tone down or eliminate such people and situations. . . . But when can we lift the shroud from the truth?" Not all editors speak as frankly as Mrs. Colby. One, who asks to remain anonymous, says it took her two years to get permission to bring out a book about children in a minority group. Another reports a leading children's book club rejected a 1961 book "especially because Southern subscribers would not like the way this heroine tackled the problem of prejudice." Although no other publisher commented on bookclub selection, this is undoubtedly an important influence in editorial decisions. When the directors of eight children's book clubs were questioned about the books they have distributed since September 1962, they listed only a tiny frac- tion that includes Negroes. Pour `hard-cover book clubs offered 230 books of which only six mention Negroes. Pour paperback book clubs distributed 1,345 titles with Negroes included in fifty-three. Not one of the fourteen Negro books on the ALA list of Notable Children's Books in 1962, 1963, and 1964 won the more lucrative award of book-club selection. In the two Negro books distributed by the Weekly Reader Children's Book Club-Long Lonesome Train, by Virginia Ormsby (Lippincott), and Skinny, by Robert Burch (Viking)-the Negro characters are Aunt Susan, her son, Matt, a fireman, and the handyman, Roman. Richard R. RePass, director of this hard- cover book club says, "These I would consider neither germane to the plot, nor particularly flattering to our Negro citizens. The main reason why there are not more books with Negro characters among our book club selections is the general dearth of good candidates." It should be explained that the hardcover book clubs send the same book to every child while the paperback book clubs ask each member to choose one title from a list of ten to a dozen. Perhaps for this reason the paperback clubs have distributed certain titles which the hard-cover book clubs would not take a chance on. One of these is JlIary Jane, by Dorothy Sterling, published by Doubleday in hard cover and given a two-star rating by School Libra;ry Journal. It also received the Nancy Bloch Award for 1959. This is the realistic story of a Negro girl who is the first `to enter an all-white junior high school that bristles with prejudice. Mary Jane has not been selected for hard-cover book club distribution. But after several years of deliberation, the Arrow Book Club, one of the paperback clubs, offered Mary Jane to its fifth- and sixth-grade members. By December 1964, 159,895 copies had been sold. "Only six letters of complaint were received," reports Lilian Moore, Arrow Book Club editor, "all from adults in the South." And many warm comments have come in from the children who read Mary Jane. By March 1965, Mary Jane had been published in Swedish, Dutch, Czech, German, and Russian editions. According to Publisher's Weekly, the Children's Literature House of Moscow reports 100,000 copies of Mary Jane have been printed there and are stirring up "lively interesL" Obviously not all children's books can or should include Negroes. The story of a family in Plymouth Colony or in modern Sweden would be distorted if Negro faces were shown. Certainly no author or artist should be required to follow any formula for integration. But, consciously or unconsciously, most writers and artists have long been following the formula for pure white books. Some of the distortions caused by this formula are ludicrous. For example, We Live in the City, a simple picture- book `by Bert Ray (Childrens Press, 1963), tells of Laurie and Gregg looking over the city of Chicago-n city that `apparently has no Negroes. Only white people appear in Your Brain, `by Margaret 0. Hyde (McGraw-Hill, 1964). In books of science experiments, it is usually a white hand `that holds the thermometer, a white arm reaching for a test tube, white children feeding the guinea pig. In books of poetry it is a white face smiling over the first stanza. * While making a survey of G. P. Putham's books of `the past three years, Put- nam's juvenile editor Tom MacPherson came upon `an i1lu~trated novel about professional football, with not a single Negro player among the professionals. "That embarrassed us considerably," he wrote. PAGENO="0833" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 825 Several juvenile editors expressed similar concern. "I was surprised," wrote Virginie Fowler, editor of Knopf's Borzoi Books for Young People, "to realize how few books we have on our list that accept am integrated society. . . . as I look at my titles and think of the hooks ~I realizej in many instances they could easily have been hooks about a Negro child or could have been shared books of child and friend." Executives at Golden Press analyzed the Little Golden Books of 1962, 1963, and 1964 and decided that thirteen `of their all-white books could have included Negroes in a perfectly natural, realistic way. One of these is A Visit to a CMI- dren's Zoo, cited by Whitney Young, Jr. ("He is certainly right," said the Golden Press editor. "A missed opportunity for a natural handling of `the situation.") In the meantime, the Negro market has expanded to at least $25 billion in consumer purchasing power, according to John H. Johnson, publisher of Ebony. The Negro school population and the number of Negro teachers are growing rapidly, particularly in the large urban centers. With vastly increased funds available through government sources, a huge economic force is `building up for integrated schools and integrated reading materials. Lacking good children's books about Negro history, many school libraries are purchasing the $5.95 adult book, A Pictorial History of the Negro in America, by Langston Hughes and Milton Meltzer (Crown). Boards of education in bo'th New York and Detroit have written and published their own paperback Negro histories for young readers. The integrated readers produced by the Detroit Board of Education and published in 1964 by Follett for in-school use are now being sold in paperback in the bookstores-where parents are reported to be buying eagerly. The market that most publishers are avoiding is being cultivated by-Of all corporations-the Pepsi-Cola Company, which has produced an excellent LP recording Adventures in Negro History. This has been made available to schools through local soft-drink distributors. The first pressing of 10,000 copies was grabbed up almost immediately, according to Russell Harvey, director of Special Market Services. After a year, 100,000 copies had been distributed and a second record is being made. (The first record, filmstrip, and script may be purchased for $5 through the Special Markets Division of Pepsi-Cola, 500 Park Avenue, New York, N. Y. 10022). What about the children's `books coming out in 1965? According to reports from editors, *about 9 per cent of their 1005 books will include one or more Negroes. This is 1.5 per cent above the average for 1964. In addition, there will be a continuing trend to up-date or reissue earlier books that include Negroes. Among those reissued in the past three years: My Dog Rinty, by Ellen Tarry and Marie Hall Ets (Viking); Black Fire: A Story of Henri Christophe, by C. Newcomb (McKay); Famous Women Singers, by Ulrich (Dodd, Mead); The Story of the Negro, by Ama Bontemps (Knopf) ; and The Barred Road, by Adele DeLeeuw (Macmillan). Ladder to the Sky, by Ruth Forbes Chandler (Abelard), which went out of print for several years, has returned in 1965. This year Doubleday is launching its new Zenith Books, "to explain America's minorities." These books are planned for supplementary reading in high school English and social studies classes. The accompanying Teacher's Manual puts them more definitely with textbooks than with trade books. Many juvenile editors who state determination to present a completely fair picture of Negroes in our multiracial society add the reservations: "where it seems natural and not forced." "We don't set about deliberately tO do these things," writes Margaret McEl- derry, editor of children's books at Harcourt, Brace & World, "but take them as they seem natural, and right." "We plan to continue to introduce Negroes where it can be bandied in context and illustrations in a normal way," says Margaret E. Braxton, vice president of Garrard Publishing Company. "Artificial books forcing the racial issue are not a part of our future plans." * "Most publishers are eagerly looking for manuscripts that deal with integra- tion and the problems faced by Negroes in our country," writes Mrs.. Esther K. Meeks, children's book editor of Follett Publishing Oompany. "If we found twice as many publishable books that included Negroes in a natural and sympathetic manner, we should be happy to publish them." South Town, by Lorenz Graham, winner of the Follett Award of 1958, is one of the few books for young people that tells a realistic story of the `violence resulting from racial prejudice. PAGENO="0834" ~26 flOOW~ ~`OR ~C~OOLS AND TREAT]\~{ENT OF MINORITIES Fabio Coen, editor of Pantheon Books for children, makes this comment: "A book even remotely discussing racial problems has to deal with the subject with the same spontaneity and honesty that is basically required of any book. To~ my mind, it is therefore impossible to commission one." The newly formed Council for Interracial Books for Children operates on the principle that, given encouragement, authors and artists will create good chil- dren's books that include nonwhites, and that given the manuscripts, publishers will product and market them. The Council, sponsored by a group including Benjamin Spock, Ben Shahn, Langston Hughes, Mary Gayer, Alex Rosen, Har- old Taylor, Harry Golden, and Sidonie M. Gruenberg, will offer prizes for out- standing manuscripts and will negotiate with editors for their publication. The crisis that brought the Council into being is described by one of its organizing members. Elinor Sinnette, district school librarian for the Central and East Harlem Area of New York: "Publishers have participated in a cul- tural lobotomy. It is no accident that Negro history and Negro identification have been forgotten. Our society has contrived to make the American Negro a rootless person. The Council for Interracial Books for Children has been formed to relieve this situation." Whether the Council gets many books into print or not, it can accomplish a great deal simply by reminding editors and publishers that what is good for the Ku Klux Klan is not necessarily good for America-or for the book business. White supremacy in children's literature will be abolished when authors, editors, publishers, and booksellers decide that they need not submit to bigots. [Article in Newsweek, Mar. 7, 1966] INTEGRATING T~E TEXTS When B. A. Johnson, a Negro schoolteacher in North Carolina, decided to pub- lish "A History of the Negro in America" back in 1891, few schoolchildren were aware that the Negro had any history to write about. Traditional texts re- ferred briefly to slavery, then dropped the subject. But though many still slight him 75 years later, the American Negro is now at least beginning to find his rightful place in U.S. textbooks. Publishers' salesmen this year have called on school administration and state textbook-selection committees with sample cases stocked full of racial-history supplements, intercultural social studies and illustrated readers that show brown faces as well as white ones. In the trade, some of these new books are known as "multi-ethnic." But no sociological phrase can fully convey the sense of pro- found change the books represent. Arrived: As lily-white texts are gradually retired to the ash can and replaced with multi-ethnic textbooks, reports NEWSWEEK Associate Editor John G. Mitchell, the morale and reading abifities of minority-group children themselves are being improved. In a Poughkeepsie, N.Y., grammar school where one of the new social-studies texts was introduced on a trial basis, a teacher was able to report after several weeks: "Our children identified so well with the characters that, for the first time, those who had barely said a word in class began to verbalize their emotions. They really saw themselves." What they saw were two Anglo-Saxons, two Negroes and a Puerto Rican boy collaborating on a class- room project. And in Chicago's John Marshall Upper Grade Center, one bright Negro girl looked up wryly from a new history text with "integrated" illustra- tions. "Well," she said, "I guess we've finally arrived." The first real attempts to portray Negroes in textbooks came seven or eight years after the U.S. Supreme Court decision on school segregation in 1954. But the quality of the first texts, recalls Karl Kalp, assistant superintendent in the Indianapolis schools, "was pretty ragged-the materials coming out now are much better." Among the best of the 1965-66 publications: bit, Rinehart and Winston, Inc.'s urban social-studies series. Illus- trated with photographs of children living in an integrated Manhattan hous- ing development, the first two volumes (just published) explore the real experiences of a group of 7-year-olds. Only two of the five are Anglo-Saxon. Author-photographer Peter Buckley avoids the banalities of older texts and provides an authentic idiom: "~ Me alegro !" says RamOn, a Puerto Rican boy. "We can make more arroz con dulce." Webster, McGraw-Hill's 1965 Skyline reading series for grades two through four. Unlike the traditional reader, in which standardized sub- PAGENO="0835" BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES 827 urban tots encounter no problem more painful than dealing with a scraped knee, the Skyline books sensitively portray urban realities for children of different ethnic backgrounds. In "The Hidden Lookout," for example, little Rosita wants a place of her own. "Everywhere she looks, there are millions and millions of people. What can she do?" She builds a box house on the roof of her apartment building. Macmillan's Bank Street reading series for grades one through three. Two books are now available, six in preparation, by the Bank Street College of Education in New York City. Says Bank Street's president, John H. Niemeyer: "In most school readers, it is a big event when a mitten gets lost under a couch. If an event is charged with any real feeling, it is tuxned into make-believe by the device of talking animals. We leave talking animals to others. Our stories are about real people." Benziger Brothers, Inc.'s "Land of the Free," an eighth-grade U.S. history text on the market only two months and already adopted by the Denver schools, approved in Detroit and Washington, D.C. Under a subchapter titled "Unfinished Business," the *authors declare: ". . . There is a long way to go before the constitutional guarantees of equal rights and fair treat- ment have full effect. The First Amendment freedoms, meanwhile, have been cut back in the supposed interest of better security." Says Negro co- author John Hope Franklin, the distinguished Tjniverstty of Chicago his- torian: "We didn't write it with some publisher looking over our shoulders and saying, `Oh, no! You can't write that!'" But not all of the new integrated texts have been warmly received. One Southern state's textbook-selection committee refused to buy Sliver Burdett's "Spell Correctly" series, presumably because Negroes appear frequently in illus- trations, not as porters or field hands, but as professional men. And in Los An- geles, during "Negro History Week" no less, school-board member Charles R. Smoot, a conservative Republican, opposed adopting an eighth-grade teaching supplement, "Negro American Heritage," and other interracial texts He argued the book might just possibly "stir racial antagonisms and [by failing to mention that NAACP founder W. E. B. Du Bois became a Communist in 1961] aid Com- munist recruitment of our youth." A week later, his proposal to reject the books was voted down, five to two. Sunburn: Encouraging as such a victory may be to civil-rights leaders and urban educators, most texts and juvenile trade books now in circulation still show the effects of white-mindedness. In a recent report to the California State Curriculum Commission, a panel of professors evaluated four fourth-grade his- tory and geography books and found that only one of them gave adequate atten- tion to minority groups. One text, the panel reported, mentions housing as a problem but notes "only that more houses are needed, not that racial discrimina- tion limits the accessibility of existing housing." Another was described as "patronizing and Pollyanna-ish entertainment." Some educators regard the consistent exclusion of the Negro from standard texts as more of a "cultural conspiracy" than an oversight. "In discussing what America has done for the Negro," complains Prof. Franklin, "the textbook writer has failed to discuss what the Negro has done for America." And this, he adds, "represents a sinister and misleading implication" that the country belongs only to white people. Others insist the omission indirectly perpetuates prejudice, diminishes the Negro's self-esteem and impedes work in school. Says Hortense Jones, expert on early childhood education in New York City schools: "A lot of Negroes don't want to learn to read because they aren't being given an oppor- tunity to read about the kind of people they really know. They can't identify with the images placed before them." Negroes and other groups have fared little better in the so~called trade (i.e., non-text) book field. Surveying 5,206 children's books published from 1962 through 1964, Nancy Larrick, former president of the International Reading Association, discovered only 349 that had Negro characters in `text or illustra- tion's. Many of the illustrations, moreover, left Miss Larrick wondering whether a given character was a Negro or `a Caucasian with a sunburn. Lately, however, Negro biographies (from "Harriet Tubman: Conductor on the Underground Railroad" to "Jim Brown: The Running Back") have appeared in school libraries, and a few~ publishers are introducing Negro heroes and heroines in juvenile fiction. Betty Baum's "Patricia Crosses Town" (Knopf) is the `story of a Negro girl in `a newly integrated school and, `according to the publisher, is selling satisfactorily. Doable Standard: But Jean Poindexter Colby, editor of Hastings House, re- ports that some salesmen objected to Helen Kay's "A Summer to Sh'are," in PAGENO="0836" 828 BOOKS FOR SCHOOLS AND TREATMENT OF MINORITIES which a Negro child from the city visits a white family out in the country. AS a result of the protest-the salesmen said the book wouldn't sell in the South- the Negro child was editedinto a white one. This kind of resistance-and pressure from the other side for more ethnIc representation-has led some publishers to compromise-and bring out two edi- tions of the same text. Scott, Foresman and Co., for example, is offering school boards a choice this year between two basic-readers series. The standard series still features Dick, Sally and Jane, the fair-haired siblings who have romped with spaniel Spot through generations of primers. But now, in the multi-ethnic edition, Dick, Sally and Jane romp with Negro children-Mike, Penny and Pam. 1?esponsibility: Scott, Foresman editor-in-chief Kenneth Lund reports most of the company's `basic-reader sales this year are in the multi-ethnic category. "It's not like a watershed," he says, "with one edition flowing North, the other South. We're offering the multi-ethnic hooks in every part of the country, and we feel we've made a big, bold move." Some critics dispute that there is any degree of courage in publishing two editions. "The venality of publishers is appalling," says Herbert Hill, author, teacher and national labor secretary of the NAACP. "They have a moral re- sponsibility to stop pandering to the racial mentalities of the North and South." But in the profitable field of textbooks (U.S. schools spent more than $250 mil- lion on them in 1964), altruism is rarely a motivating factor. "We're in business to sell books," said a salesman last week, "not to malze sociological decisions." One temporary answer to the shortage of good mul ethnic texts has been the development of a wide variety of classroom supplements-books and bulletins that focus exclusively on the minorities' role in history and in modern society. The Negro Heritage Library, with a staff of 60 and some 100 free lance con- tributors, is one of the most complete. It recently published ten fat volumes ranging from "Emerging African Nations and Their Leaders" to "Profiles of Negro Womanhood." Forty public-school systems in the East and `South have already subscribed to the library's projected series of fifteen volumes (cost: $275 a set). In a few urban school districts, teachers have written their own supplements. In 1963, the social-studies department of the Detroit school system published a 52-page supplement, "The Struggle for Freedom and Rights: The Negro in Amer- ican History." Some of the booklet's material has since been put into Laidlaw's "Our United States," the eighth-grade history it was designed to supplement. In Washington, D.C., where 90 per cent of the public-school enrollment is Negro, a 130-page resource bulletin has been in use since 1964. Many of the supplements, however, are a source of controversy among those most concerned with bringing light into the cultural blackout. "The teaching of history about minority groups shouldn't be separated in this way," says Le Vell Hughes, social-studies teacher at Menlo-Atherton High School in California. "It's a little like saying, `Children, now that we've studied American history, let's take a look at Negro history'." Hughes' view is shared by Sterling Stuckey, president of a Negro history society in Chicago. "These materials just do not place Negroes into the mainstream of American history or culture," he says. "They keep them separated." The Bridge: But Negro Heritage publisher Wyatt Tee Walker disputes these theories. "Supplements are the bridge," he *says. "I keep saying `Freedom now,' when I know in my heart it can't be freedom now. it'll be ten years before we have fully integrated textbooks. Meanwhile, supplements will help lower the potential for bigotry in white children.". Ethnic minorities other than the Negro are also achieving recognition in texts and trade books. In Scott, Foresman's new basic readers at least fourteen mi- norities-from Poles to Puerto Ricans-are represented. Webster, McGraw- Hill's "Americans All" series addresses itself frankly to the problems of the American Indian, the Cuban and Puerto Rican, the Oriental and the Latin American facing prejudice in the U.S. Southwest. And on the West Coast, many schoolchildren are finally learning the truth about the U.S.'s shameful intern- ment of 100,000 Japanese-Americans during World War II. Many educators regard these achievements as modest milestones-not only in the minorities' march for equal opportunities but in their own search for a su- perior curriculum. "If . . . one managed to change the curriculum in all the schools so that Negroes learned more about themselves `and their real contribu- tions to this culture," wrote James Baldwin in his essay "A Talk to Teachers," "you would be liberating not only Negroes, you'd be liberating white people who know nothing about their own history