Repository: UIHistories Project: UI Library School Alumni Newsletter - 29 [PAGE 2]

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c .1 „rrurr'nn? and (2) what arc the evidences that the nP. J S ' t h e c o J S S S B t a " ' t to map oui our oDjectives tendsnto f ^ J o out objectives t e d Failurc ncrram an implement for att j«;>_ °. &(%! attain tnese^oojew ^ th<> nr P a f u s i o n . Failure to make the program an implement for attaining the •k-iecSVM agreed upon means lneflicicncy. C ,n'ci u of the important role payed by the University of Illinois utLih„ ^onsaouj w* ^..ration for hbrananshio in the nast and caeJ. < for arianship in the past ™A _.. >ra School in professional education 0 : . -; ,i 1 , iti*> future with c a m assurance that we shall at least not slip ba J *« , 1940-41 . : M f ^ J; 'r7 J n « ,uc f ™,Uv at the beginning of the school year• 1940 w,i,r5! 2 faculty ot J u S t t h S n y tell me something of the problems however minor, I & J E judgment the School needs to be thinking about at present and some J 1 of their hopes and dreams for the School s future. When these faculty m e ; S n d a came to my desk, related matters were thrown together and t h e Z were five single-spaced pages of topics and questions proposed for study. F0| lowing are random samples of questions raised: What can we do about enlisting recruits which meet the specifications the profession ? Can we get any better idea than we now have as to what these prorations ire? f**** ""* ^htain frnm nlarement aeencies. lnclumnor mtr ~....

fundamental aims and objcctives. That is a task I assigned myself. I shall enumerate some of the objectives as they were outlined at one of our faculty meetings, i uu au somemeetings I do so ^ Aere outiinea at one or our racuiry what hesitantly. The statement is not as well-rounded or as detailed as I should like it to be. I stress now, as I .stressed when I spoke to the faculty, the imperfections of the statement, and I invite you to ..^.^ them and me consider . T i'nvifp WMI tr» help thoughtfully the whole subject of what we are doing and what we ought to do. The following, then,, are broad objectives _ down for purposes of discussion ^ ^ set vm tr% and subsequent revision in the light of thoughtful criticism. 1. Maintain Keen and Steady Interest in Library Practice. The work of a professional school should be practical, although the term practical' should not be interpreted too narrowly. A library school, as any other professional school, should not allow itself to lose touch with thefielda a n become something apart, sheltered, eneloistered, and self-contained. Rather t» contrary. The library school should provide leadership and guidance m improving practice Too often in adding up accounts a profession finds at £ bottom of the ledger that its schools have lagged behind instead of leading w advance in professional practice. Finally, and by way of rounding out this srt I b ary S c h o 1 s h o u , d ar hJtrnTr*A a n a b Lh tr ° P ^ P c young librarians with the pwg g , m^nt S i h e p a ry o f take positions in the field with the minimum adjust to t t E h with ?u * ? employing library and the new employee-* ; Sl ng im S made upon thc ,ibra ^comirtr ?nr^?« i ^ 1 ^ school by the profes* gle is necoming increasingly difficult to accomplish in a sin year of study. 2. Provide for Systematic Study of Librarianship. Ul d b e t I l o u h t The KX~? fl R of as the obverse side of the one just mention^

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StJSS\£iS% forprompt ad usVment T the firs! po*J Em ha9i K ing M I f J S ^S r „-y •chooL Emphasis »!.«.., specific, practical ways" d S hfngs . ^ S o £°°\ P « up

ngth 1 he anl Of S f ' - t S n o r 1 « . « ' " * ! * t , 1 d 'I'" f ^ ' L . u s s of aPPf«nncc*J melho an,l pfoKrals ^ ,tSi ' t ^ " 0 l , l w c ' " " ** "rength of appre"" Hhods e im,,n U a |ir lir proved U S , K , S M ' ^ « !hV (b e 0 * °- " ™ ' ' training. They W a tr

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defined job with no VmJ;' " , " P"««arily one of training to do a *?" job. They u d 'lt.est.ons asked as to what, if anything ies beyond I'U' ey are not s o u s c f l l l l n p r e p a f i n g f o f ft h^fcjgWlwjJ, ,,,,,-r

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