tx ft | ? if 1 1 U h %i h Ah St M ttallsHi El fcvM*inB & mf s.i^fiis 1 it if fill 1 Ward G. Reeder, A First Course in Education, New York, 1950. ,; See Richard Hatstadter and C. Dewitt Hardy, The Development and Scope of Higher Education in the United States. New York, 1952, p. 201. 'Ibid., p. 220. 45 perience and significance they give to his life." s They again quote after Suzanne L. Langer 9 that "all sensitivity bears the stamp of mentality . . . seeing is itself a process of formulation; our understanding of the visible world being in the eye." 10 There we may assume that the Humanities program is the effects of critical scholarship. This type of thinking is bringing to society a knowledge of what the artist is doing and what he is trying to express. Needless to say, it is a common occurrence for the aver- age person to think that art is a framed oil painting and that "art is a product of dead men." 11 Moreover, Thomas M. Fold states, "Faculty, alumni, trustees and parents still think of art as a highly specialized course in drawing, (and) painting. . . . " 12 These attitudes and others previously cited are due to an inadvertent conditioning process existing in our society. This process is clue, in part, to our educators having elided art in the curriculum and then having become solicitous upon its advent. Then on the other hand teachers of art have been, in some cases, haphazard in their methods. Especially in the teaching of art appreciation, we have done no more than to give the student material for "polite tea table chat- ter." 13 Perhaps it is that the job is too great for a teacher to try eradicating years of misguided thinking, namely, the art, or rather, the little undirected art, that students get in secondary and elementary schools. (There are a few ex- ceptions here of course.) It is at the tender age of youth that a well organized art curriculum could prevent the per- version of art attitudes. As Thomas M. Folds states, "this age is the age when youth stares out upon a world of com- mercial ugliness." 14 It is therefore easy to understand how one can, without proper guidance, misconstrue what he sees. Therefore, teachers of art should abolish top-heavy theories in the laboratory and let the child coordinate hand and eye and become as a whole individual filled with expres- sion. Teachers must be aware that they are developing for s Ibid., p. 217-18. ''Suzanne L. Langer, Philosophy In A New Key (Cambridge, Mass., 1942), p. 90. 10 Hatstadter & Hardy, p. 198. 11 Fred Logan, "Progressive Education, Creative Expression and Art Ap- preciation" College Art Journal, 11 (Summer 1952), 248. 1 -Thomas M. Folds, "Art Before College", The Magazine of Art, 32 (June 1939) p. 347. 1;; See Fred Logan, pp. 247-48. He further states on this that the term "art appreciation" should be junked that our art knowledge is being limited to remote scenes in Europe, etc. We need "strong creative con- victions." 14 Ibid., p. 343. 46 tomorrow the potential patrons of art; whether they pur- chase expensive art objects or whether their sensitive per- ception is a contributing factor to slum clearance, the ef- fects should be the same a keen desire for quality and beauty. The average youth is interested in such art subjects as commercial art, photography, cartoons and industrial de- sign. Then these can well be points of departure for the teacher of art. There is room for much creative activity and learning by a comparison between a popular cartoon and a serious painting or between a painting of Piet Mon- drain's and a magazine, newspaper or billboard advertise- ment. It should be made clear that in all probability, had Michaelangelo lived today very likely he would have been an expert illustrator or advertising designer; and if Jon Whitcomb had lived during the Renaissance he would have been a great painter of murals and chapels, instead of a modern illustrator. This is not a statement to defend the theories of those who believe that all art, especially of this age, should be functional and utilitarian. One must not endeavor to de- fend either side, nor must one try to work in between, but one must face facts ; art is being reorganized, as it needs to be, to fit a changing society. John Dewey somewhere stat- ed in effect that sometimes neither extreme, nor an amalga- mation of the two can be the solution to the problem at hand. He further stated that the decay of art in the Alex- andrian period was caused principally because art was not part of society it was not in keeping with the social changes that were taking place. 15 Today our changes are rapid and prodigious; televi- sion, atomic energy, jazz, mechanization, organized crime and speed. These, to be sure, are but a few of the changes taking place today. But what is important is that Ameri- can art instructors cannot sit idly by and let true art die out because they are not alert enough to keep abreast of the re- arrangements. Briefly, concerning a brave and very far-sighted ad- justment is the change in 1921 by Antioch College. Basi- cally its program is concerned with the development of the individual through liberal education, work experience, and group responsibility. It is commonly felt at Antioch that art should be placed close to the public even in factories. Concerning work experience or "Field" work, a student will actually go to an enterprise where his particular type of activity is carried on. Another contender for a change might be Worth D. 3 John Dewey, Art As Experience, New York: 1934, p. 328. 47 Griffin in his article "University Art Training For What?" 16 He states, "There has been no agreement as to what should be taught, how much, how it should be taught, or toward what art study and teaching should be directed." 17 Moreover, Griffin feels University Art training is fal- lacious; no emphasis has been placed upon commercial or industrial art. However, as an antithesis to this thinking Peter Kahn 18 states in his article that art training on the college level should not be the teaching of certain techni- ques but the teaching of values that make life worth liv- ing. He further states that even Mr. Griffin cannot deny that drawing, painting, and art history have an important place. Griffin condescends a little however in stating that ap- plied art is a need of our contemporary society but we must not become so absorbed in function that we lose sight of the ethic values of art we must stress the development of creative expression. Griffin becomes more specific where he points out three objectives in art training; they are: (1) to emphasize a broad, general education program, (2) to become devoted to a basic art program, (3) set up a provision for speciali- zation in some useful phase of art. And even more specific, he suggests courses that might be used for commercial and industrial preparation: adver- tising production, typography, photo engraving, offset litho- graphy, interior design, textile design, hook illustration, cartooning and silk screen. He feels in relation to this that professional schools have come closer to this ideal than uni- versities and college departments. To be sure, this argument is nothing new ; it has been going on for ages. However, the writer feels that the solu- tion is not far-fetched. In light of the fact that the art department has come a long way from its embryonic beginnings there are never- theless yet major problems to be solved. One of the most important needs is a good physical plant, proper lighting, adequate room and storage space. In addition to this a very important part of the curriculum or a contributing factor should be the gallery; a specifically prepared, spacious place that can be used to exhibit works of art. Needless to say, this is just as much a part of the students education as the classroom experience; in fact they should be combined. 10 Worth D. Griffin, "University Art Training For What?" College Art Journal 11 (Winter 1951-52) pp. 87-92. 1 Ubid., p. 87. ls Peter Kahn, "The Utilitarian Fallacy in Art Training" College Art Journal 11 (Summer 1952) pp. 261-65. 48 Marion Cordice Parham 19 states some facts of a sur- vey dealing with college art gallery programs. Some of his findings were that there is a developing trend to expand gallery space. And further, that a large percentage of students are enrolled in the study of art because of the fol- lowing as listed : 1. Requirements from other departments for art. 2. Humanities. 3. Students enroll in art as an elective. (About 37 per- cent.) Undoubtedly, a venture such as this entails some ex- pense. Frequently this is met through the budget and special appropriations. Sometimes a campus community program can be a great asset with membership fees, financial drives and admission or patron fees, etc. Also an experiment that has had quite some success is the picture rental program; this is often, however, limited to the campus and faculty members. In reference to stocking the gallery with works of art, it is, as we all know, impossible for schools to own a great number of expensive works. This problem is solved by cir- culating exhibitions, original prints, donations, excellent photographic reproductions, students' work and, of course, slides, photographs and books. All these things mentioned will need storage. The au- thor states that it is more important to have good storage than to have a gallery. He offers a suggestion, however, that the backs of the gallery walls might be used as storage spots, providing of course, that the art is protected. Beyond a doubt, the gallery is emerging as a definite need to a college art program. It is the very subtle radio and television commercial ; it is an educating process, not only for the student but for the student's parent and his parent's neighbors more so if the work on exhibit belongs to the student. The art department has come a long way. It is a re- flection of change. It did not come an easy way nor did it come by mere idiosyncratic desire ; it came by force the force and needs of our times. Art is rapidly becoming an essential part of the whole man. Art is nothing new it is evolutionary. As John Dewey once stated, in effect, it is the celebration of our civilization. 19 Marion Cordice Parham, "College Art Gallery Programs" College Art Journal. 12 (Spring 1953) pp. 251-56. 49 Student Reading at Savannah State College Library By Luella Hawkins, Althea M. Williams, and Madeline G. Harrison* Introduction Circulation figures can never tell the full story of li- brary usage. As a criterion for evaluation they can be questioned How many of the books withdrawn were ac- tually read? How many were withdrawn for the use of others? Who is a reader? Waples has aptly stated a defi- nition for a reader as apart from a borrower of books : "The essence of reading is a synthesis between reader and book. Reading presupposes one's avidity to listen; it is the ability to recreate a book in his own mind, the faculty to discover, to accept, or to reject the personal message it has for himself . . . Reading is not an end in itself." 1 Although circulation figures, borrowers, or readers can be defined or interpreted in a multitude of ways, the fact still remains that in many instances circulation figures are the chief means of testing what a library is doing in a quantitative if not a qualitative way. Various libraries have a number of ways of recording the use of the library. One will have all open stacks; consequently, no use is counted unless the material is taken from the library. Another will have closed stacks. Yet another will maintain semi-closed stacks. Savannah State College Library might be placed in the latter category. The shelves are semi-open. Any student may go to the stacks by securing a permit at the desk. If a person wishes to check a book for use in the reading room and not just peruse it in the stacks, a slip is made for it and left at the desk. Reserve books are circulated from the desk. Virtually all use of material is recorded. Savannah State College is an undergraduate college with an enrollment of 839 regular students and 62 night school students for the spring quarter 1955-1956. The li- brary has a book collection of 23,043 volumes and sub- scriptions to 301 magazines and newspapers. It is the pur- pose of this library to fulfill at least to a degree the objec- *The writers are indebted to Mrs. Sylvia E. Bowen for assistance in preparation of this manuscript. 1 Douglas Waples, et al., "What Reading Does to People." (Chicago: University of Chicago Press, 1940), p. 82. 50 tives recently listed by Arthur T. Hamlin, Executive Secre- tary of the Association of College and Reference Libraries : "It should assist classroom instruction by providing the necessary study and reference materials. It should provide the means for the teaching staff to keep up with developments in their fields, etc. Above and be- yond these important functions it is recognized that, the library should encourage students to use books in- dependently as a means to the acquisition of knowledge, not only during the college years but after, and to co- operate with the faculty in developing student interests in general reading." 2 Thus are set the librarian's goals. The instructor, too, would do well to look toward these goals. He is in a position of influence and leadership. His recommendations concern- ing particular books which will make for good reading bear considerably more weight with students than the same com- ments from a librarian. The instructor and the librarian should combine forces to get past the indifference toward books and reading often shown by many college students. A. Scott Powell's study, sponsored by the Carnegie Foundation for the Advancement of Teaching, was con- ducted at eleven Negro college and university libraries in an effort to ascertain reading interests of 366 students and the relationship of these interests in developing and stimu- lating reading. The study was based on questionnaires sent in equal proportion to students in each of four academic classifications, academic standing, or intelligence levels and both sex divisions. No signatures were attached. "Despite the fact these students obviously held books in esteem and placed a degree of value on them, com- petitive activities of a more social and dynamic nature lead their list of personal preferences. Yet during mo- ments of stress and personal needs books held a place among choice resources to which these students would venture for assistance." 3 All this makes one wonder if the library on the college campus is a necessity as a service and educational unit. No one will deny that it should be the heart or the intellectual center of the campus. The question is, are the students of the college making use of this center? ; Arthur T. Hamlin, "The Role of the College Library in Adult Read- ing" in the Yearbook of the National Society for the Study of Educa- tion. 55th Yearbook, Part II (Chicago: The University of Chicago Press, 1956), p. 141. ; A. Scott Powell, "Reading Interests of 366 College Students", The Journal of Negro Education, 23, no. 2 (Spring 1954) p. 184. 51 Survey of the Literature Numerous factual studies have been made of the use of the library by students. In 1940 Harvie Branscomb re- leased one of the most significant publications on this sub- ject. 4 In addition to several studies that were completed by the writer for the book, there is a collection of data on all the more important studies of this type that had been made up until that time. They embrace the publications by Waples for the North Central Association in which thirty- five colleges were studied; 5 McDiarmid's study of the read- ing of undergraduates in seven liberal arts colleges; 6 Harry L. Johnson's study of five college libraries; 7 Eurich's study of the use of the library of the University of Minnesota. 8 Ralph A. Parker's study of the general circulation of the University of Texas library. 9 These several studies were summarized and compared. Conclusions were drawn from the 51 institutions and over 20,000 students involved. Since the appearance of Branscomb's book, no similar comprehensive studies have been made. However, several theses have been written on reading in specific colleges. Janeway's study in 1944 measured undergraduate student use of the University of Illinois Library. 10 Todd made a study in 1948 on the non-reserve book reading of under- graduate students of the University of Missouri; 11 and in 1954 Grovenstein studied the quantity and variety of vol- untary reading of students at the Georgia State College for Women. 12 Purpose of The Study The staff of the Savannah State College Library carries out a continuous process of evaluating the resources and services of the library. Since no evaluation of a library is 'Harvie Branscomb, "Teaching With Books" (Chicago: American Li- brary Association, 1940), 239. "'Douglas Waples, et al., "The Library", in Evaluation of Higher In- stitutions, No. 4, (Chicago: University of Chicago Press, 1936). "E. W. McDiarmid, "Conditions Affecting the Use of the College Li- brary", Library Quarterly, V (1935). 7 Harry L. Johnson, "A Study of the Use of Five College Libraries" (Unpublished Master's Thesis, University of Iowa, 1938). S A. C. Eurich, "Student Use of the Library", Library Quarterly, III (1933). !, Ralph H. Parker, "An Analysis of Circulation at the Main Desk of the University of Texas Library from October to December, 1934." (Austin: University of Texas), 19p. I0 Ray Curtis Janeway, "The Technique of Measuring Student Use of the University Library Through Circulation Records" (Unpublished Master's thesis, University of Illinois, 1944.) 1 ' Ann McKinley Todd, "Undergraduate Reading at the University of Missouri" (Unpublished Master's thesis, University of Chicago, 1948). '-Catherine Gangwer Grovenstein, "The Influence of Background on Student Voluntary Reading" (Unpublished Master's thesis, Emory University, 1954). complete without a study of the use made of these resources, limited studies on this phase of the library have also been made. However, no detailed comparative work on library usage has been undertaken. Since the difference between the library that is merely a little-used service unit and the one that is truly a func- tional department of a college can often be measured in the use of the resources, the library staff decided to study the problem. The several phases of the problem studied were instructor use of reserve books ; classes of books most used by the students; materials used for recreational read- ing; correlation, if any, between scholarship standing and library usage. In short, who uses what and why? It is hoped that the information presented will assist instructors in their preparation of future course work and guide the librarians in their purchase of materials. Procedure During a six week period, April 12 May 23, 1956, a careful count was recorded of all use of library materials. This period was selected because it began after the usual first-of-the-quarter rush before textbooks are available, and it ended before the last minute dash to complete research papers. For reserve books, "in library", and 14-day circu- lation, daily records were kept for each student and each instructor. For convenience, the "in library" circulation has been included in the reserve book statistics. Incidentally, instructors were not informed that such records were being kept. The Registrar's Deficiency and Honor Lists were used to set up the scholarship groups used in this study. All stu- dents in the Deficiency List whose averages for the Spring quarter were 1.00 were eliminated from the group. Those receiving "I" or Incompletes were also thrown out. The Honor Roll for the spring quarter does not list graduating seniors, hence the study eliminates the few who would otherwise be included. Information on class enrollments was obtained from the Dean of Faculty. Findings Circulation In order to give a full picture of the use of the library during the stated period, total statistics have been pre- pared. Table 1 indicates the total book use by class num- ber. The mean number of books borrowed per student was 3 from the general collection and 3.9 from the reserves. Equated to a full academic year the figures would be 18 and 23.4 respectively. I A wide range of from 10.28 to 21.76 for the general col- 53 TABLE 1 CLASS NUMBER U-DAY RESERVE PERSONAL* 000 48 309 77 100 158 113 11 200 58 53 7 300 1,010 1,663 108 400 38 13 4 500 269 215 20 600 275 441 15 700 170 230 18 800 234 106 29 900 263 421 19 Fie. 262 40 Total 2,785 3,564 348 ** Average per Student 3 3.9 0.38 Average per Student equated to full academic year 18 23.4 2.28 : Books used for non-class or recreational reading. The total of books borrowed here not to be considered as additional loans as the circula- tion has been tabulated under 14-day column. : Based on enrollment of 901. lection was found as the average in Branscomb's 13 investi- gation. He generalized that the average student will with- draw from the general collection 12 books and from the reserves 50 to 60 volumes during the academic year. Jane- way 14 supported these figures in his study. The Savannah State College average for the general collection is somewhat above the 12 set by Branscomb, but considerably below the 50 or 60 volumes set for the reserves. One factor that should be noted is that since Branscomb's study was made some years ago, there has been a trend toward wider use of multiple titles and decreased use of few titles as represented in th reserve collection. Although the Savannah student average falls com- fortably between the extremes 10.28 and 21.76 reported by Branscomb, concern should be shown. Increased use of the general collection should be stressed. This is particu- larly true where non-class or recreational reading is con- cerned. Table 1 shows that during the school year the average student at Savannah State College borrowed slight- ly more than 2 books for unassigned or non-class reading. These findings are not peculiar to these students; they have been reported in numerous studies. As far as recreational reading goes, most college students can find their counter- parts in those studied by Powell 15 and described earlier in this paper. 13 Branscomb, op. cit., p. 27. 14 Janeway, op. cit., pp. 13-14. 15 Powell, op. cit., p. 184. 54 Although the reserve collection is not as extensive or as widely used as it was once, it is interesting to analyze the departmental use of the books placed there. The re- sources of the Savannah State College Library are limited ; consequently, instructors often find it necessary to reserve books that should be in the general collection. A better picture of departmental use of library resources can be drawn at Savannah State than would be possible in a library TABLE 2 USE OF RESERVED BOOKS BY DEPARTMENTS APRIL 12 -- MAY 23, 1956 05 t~ DEPARTMENT "8 2 } W ^, CC -~ c CC s-Jfi 2 8 e-^-g S-^ M < -W ^ 5 o =0 < Biology 3 128 133 1.03 Business 2 83 11 0.13 Chemistry 1 18 5 0.27 Economics 1 67 156 2.32 Education 1 9 666 881 1.32 Fine Arts 5 236 168 0.71 Home Economics 2 3 101 173 1.71 Languages and Literature 10 534 393 0.73 Mathematics and Physics 6 325 58 0.14 Health and Physical Education 3 5 445 174 0.39 Social Science 9 614 1,227 1.99 Trades and Industries 3 109 27 0.24 Total 57 3,326 3,406* 1.02 (Average) 1 Personal Orientation classes are included here. 2 Night classes are not included here as they give no college credit. 3 Includes gym classes. *This figure is 158 less than that reported in Table 1 as the borrowers did not indicate the names of the instructors for whom the books were being used. with extensive holdings. Table 2 shows how each depart- ment used the reserve books. It is difficult to say whether few books were used in some cases because assignments were made but not followed up, or because very light assignments were made. What- ever the cause behind the sometimes, low figures, the pic- ture itself is quite clear. As perhaps would be expected in a teacher-training institution, the education department has the largest number in enrollment of the classes which used reserve books. But its total per student use was only 1.32. It should be noted that one instructor whose total enroll- 55 34gS

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