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North Carolina Libraries
ARTICLES
210 Fundraising, Dr. Jerry D. Campbell
216 Applying for Foundation Grants, Libby Chenault
225 A Survey of Bookmobile Service in North Carolina,
Joanne Abel
ISSN 0029-2540
TABLE OF CONTENTS
230 Intellectual Freedom? Censorship in North Carolina,
1981-1985, Barbara A. Thorson
234 oThe Imaginative Spirit�"A Public Library Focuses on
Local Writers, Julian Mason
FEATURES
207 From the President
246 New North Carolina Books
240 Candidates for NCLA Offices
253 NCLA Minutes
Cover: Jerry D. Campbell, oFundraising,� North Carolina Advertisers: Baker and Taylor: 206; Ebsco: 227; Albert J. Phiebig:
Libraries 44 (Winter 1986): 210. 220; Southeastern Microfilm: 233; Wilson: 209, 245.
Volume 44, Number 4 Winter 1986
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206"North Carolina Libraries
Exalting Learning
and Libraries
NORTH CAROLINA LIBRARY ASSOCIATION
From the President
From dogwood white to dogwood red,
ThatTs the way summer's fled.
Sam Ragan
Sunday, August 17, 1986 was a very special
day not only for Sam Ragan, North Carolina Poet
Laureate, but for Norma Womack, Director of
Davis Memorial Library at Methodist College and
all North Carolinians. This day was special for
honoring our Poet Laureate as his oPoems of Sam
Ragan Read by the Poet� recording was officially
unveiled before some 250 invited guests. This
recording was the brainchild of Librarian Norma
Womack and the Friends of Davis Memorial
Library. Grants totaling $7,440 funded by North
Carolina foundations made it possible to give
1,000 records to libraries across the state for use
in classrooms and discussion groups or for per-
sonal enjoyment.
A long list of distinguished associates praised
Ragan for his contributions to his community and
state through his poetry, his editorials and his
teachings. He was hailed as a ogentle giant of a
man� by former governor Jim Hunt; a onational
and global thinker� by Dr. William Friday; a oliter-
ary godfather� by Dr. Sally Buckner. A telegram
from President Ronald Reagan came as a com-
plete surprise: oIt is a great privilege to join with
so many distinguished citizens of North Carolina
as they honor you at a special presentation
ceremony. During your long career as a journalist,
lecturer, teacher and supporter of the arts, you
have brought vision and inspiration to countless
students of all ages. But it is your poetry that
stands out above all your other accomplishments.
You hold the title of Poet Laureate of the state of
North Carolina and that is no little honor. What
you do with words delights all of us fortunate
enough to enjoy your art.� Department of Com-
munity Colleges President Dr. Robert Scott, who
as governor appointed Ragan first Secretary of
the State Department of Cultural Resources, said
Ragan has okeen insight into all that goes on
around us� and thanked him for being what oyou
are.�
Among RaganTs many awards and honors
received over the years was the North Carolina
Library Association Honorary Membership award
presented in 1985.
oWe must face and defeat the twin menace of
illiteracy and aliteracy"the inability to read and
the lack of will to read"if our citizens are to
remain free and qualified to govern themselves,�
according to a Library of Congress report. Talking
about illiteracy is good to a degree, but doing
something about it is necessary if indeed we are to
defeat it at all.
Our teachers and librarians have known for a
long time that the will to read often is lacking and
is the reason many do not read. They work at
motivating and hooking students on reading.
Teachers teach them to read; librarians teach
them to love to read. The support and involve-
ment of knowledgeable and concerned parents
and citizens is necessary in helping to erase the
problem not only with young people but with
adults as well. NCLATs Literacy Committee with
Nancy Bates as chair is getting involved. With
NancyTs enthusiasm things will happen. Give her
your help!
Librarians are in the news and on the move!
Secretary of Cultural Resources Patric G. Dorsey
and State Library Commission Chairman Eleanor
Swaim announced the appointment of Jane Wil-
liams to be the new State Librarian effective
October 10, 1986. In making the announcement,
Mrs. Dorsey said, oWe are most fortunate to have
someone of the calibre of Miss Williams for our
State Librarian. She is a native North Carolinian
and a respected professional who is held in very
high regard by her colleagues for her dedication,
hard work and personal integrity.� Congratula-
tions, Jane!
We welcome Dr. Kieth Wright as ALA Chapter
Councilor who is replacing Dr. Fred Roper. Fred
moved to the College of Library and Information
1986 Winter"207
Science, University of South Carolina, Columbia,
29208 on July 1, 1986.
In October 1986, NCLATs newly elected SELA
Representative Jerry Thrasher began his four-
year term. He replaced Rebecca Ballentine whose
term expired at the end of the T86 SELA Confer-
ence in Atlanta. Rebecca has been a loyal, faithful
and effective representative for NCLA.
SummerTs fled and the odogwood red� disap-
peared with the robinsT last lunch on the beauti-
ful red berries. One seasonTs beauty and joy flows
on into the next beautiful season. North Carolina
has so much to offer. May 1987 be even better
than 1986 and always treat you kindly!
Our next NCLA Executive Board meeting is
scheduled for January 23, 1987, 10:00 a.m., at
Cumberland County Public Library with Jerry
Thrasher, host. ai
Pauline F. Myrick, President
CBC Celebrates ~ae Bicentennial of the U.S. Constitution
The ChildrenTs Book Council is observing the
bicentennial of the U.S. Constitution with three
striking full-color posters created by Charles
Mikolaycak. The posters depict groups of writers
whose work conveys the spirit of American let-
ters. The 17� X 22� oOur Constitution. Good Read-
ing� center piece is a sampling of American
literary notables. A precept in the Preamble of the
U.S. Constitution ties together the authors on
each 11� X 22� side poster: oEstablish Justice�
includes proponents of civil liberties and human
rights; oThe Blessings of Liberty� shows expa-
triates who appreciate the American concern with
individual freedoms. A two-color schematic
oWho's Who� key, suitable for display, accompa-
nies the poster set; it identifies the authors whose
portraits appear in the posters.and includes titles
and publication dates of famous works.
Charles Mikolaycak, creator of the Constitu-
tion posters, has illustrated more than 45 books
for young readers. He is a recipient of the Society
of Illustrators Gold Medal.
The full-color posters are printed on 100 lb.
cover weight stock. The set is shipped rolled in a
protective tube. The Constitution Poster Triptych
is available only as a set (three posters and the
okey�) from CBC for $27.50.
208"North Carolina Libraries
oOur Constitution: 200 Years,� a companion
piece to the Constitution Poster Triptych, appears
in the June, 1986"March, 1987 issue of CBC Fea-
tures, the CouncilTs newsletter. The piece includes
a brief, annotated bibliography of titles currently
available from many publishers on the subjects of
the U.S. Constitution, the founding fathers, and
the birth of the Republic. Accompanying the bibli-
ography are statements about the U.S. Constitu-
tion from prominent authors Avi, Christopher
Collier, Jean Fritz, Jamake Highwater, Scott
O'Dell, and Elizabeth George Speare. Single copies
of oOur Constitution: 200 Years� are available
from CBC for a 22¢-stamped, self-addressed, 6%�
X 9%" envelope.
An illustrated materials brochure that in-
cludes order and discount information for the
Constitution Poster Triptych and other CBC
materials is available from CBC for a 22¢-
stamped, self-addressed #10 envelope.
The ChildrenTs Book Council, sponsor of
National ChildrenTs Book Week, is a non-profit
association of childrenTs and young adult trade
book publishers. Proceeds from the sale of mate-
rials support CBC projects related to young peo-
@
ple and books. al
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THE
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COMPANY
950 University Avenue
» Bronx, New York 10452
(212) 588-8400
1986 Winter"209
Fundraising
Jerry D. Campbell
The science of fundraising, if we may call it
that, is the most inexact science I have encoun-
tered. It requires, for success, some mixture of
thought, preparation, information, inter-
personal skill, and, perhaps most importantly,
luck. My anxiety in writing about fundraising is
further heightened because I have from time to
time encountered advice that left me feeling as if I
were being given recipes for fifteen different ways
to make homemade bread by someone who had
never actually baked a loaf.
So let me note at the outset that this essay is
not based on a careful survey of fundraising liter-
ature, except insofar as I have read from such
literature in the past and been influenced by it. It
is not a research paper or an attempt to review
the various theories about how fundraising
should be carried out. There is much written
material on the subject of fundraising and if you
are going to be involved in fundraising, you owe it
to yourself to do some background reading. I
intend simply to outline what I believe to be some
of the important mechanics that underlie suc-
cessful fundraising and to share with you my
opinions about what it takes to make the mechan-
ics work.
Mechanics
By referring to the following matters as
omechanics,� I do not mean to imply that they are
unimportant. Indeed, ignoring the mechanics of
fundraising would be like taking a test without
studying. Maybe a better analogy, under the cir-
cumstances, would be that of going hunting with-
out loading the gun. These are matters to which
we must attend early in the process.
On the other hand, the order in which I pre-
sent the following topics is purely one of choice. It
reflects a common sense arrangement derived
from the context within which I work. You may
wish to rearrange the topics, omitting any that do
not make sense in your institutional setting, while
including any others that do.
Dr. Jerry D. Campbell is University Librarian, William R. Per-
kins Library, Duke University, Durham, N.C. 27706.
210"North Carolina Libraries
Analysis
One good place to begin the process of fund-
raising is within the walls of our libraries. It is at
least hypothetically possible that we do not need
any more money for our library budgets. No? Well,
to go seeking funds requires that we be specific
and realistic about our needs. So, we can begin
with an analysis and evaluation of the library in
all its facets. Such an evaluation may be con-
ducted against a variety of benchmarks. While
such benchmarks will likely change from library
to library, they should usually include at least the
following questions:
1. How well does the library satisfy the
demands of the curriculum and program it
serves? What can you learn of faculty and student
satisfaction with the library? Can you buy all the
materials suggested by faculty? Do you need addi-
tional funds for a growing interest in materials in
non-book media like film or video? Can you pur-
chase sufficient copies of heavily used titles for
student satisfaction? Can your staff get books
cataloged and on the shelves expeditiously? Are
there new faculty members or programs active in
subject areas for which the library has not col-
lected in the past?
These are routine questions with which you
are all familiar, and each of us could list many
others. But the point is that analysis and evalua-
tion of a library hinge first on how well it satisfies
the needs of the institution it has been established
to serve.
2. How well does the library stack up against
other, similar libraries? A second benchmark in
the analysis and evaluation phase of our efforts
might be to place our libraries against others of
similar size and purpose. By this, of course, I
mean the use of so-called comparative statistics.
If you do not already have one, establish a list of
peer and peer-aspirant institutions. Find out with
which institutions your chief executive officer
(CEO) hopes to compete. Make comparisons with
as much specificity as statistical tables will allow.
3. How does the library measure up with
regard to the major issues of the day? By this I
mean such matters as preservation and auto-
mation, where costs often do not appear in oper-
ating budgets because of outside sources of
funding. For this reason comparative statistics
may tell you very little. You may simply have to
ask yourself, oIs the library doing enough?�
oShould it do more?�
4. What else may be right or wrong with the
library? Does the roof leak? Are you stacking
books on the floor because the library is out of
shelf space? Do you find birds in the reading room
every morning? Is the staff's work area so old that
it offers outdated lighting? Perhaps this is the
category that will permit you to be visionary. Try
to think of library needs beyond the immediate
strengths and weaknesses. While no one will know
the cost exactly, we can all guess that we will soon
need considerable means to afford the technology
usually intended in the phrase the electronic
library. Perhaps this is not so much a benchmark
measure for analysis and evaluation as it is a fail-
safe category. I include it here only as a reminder
that when you examine the needs of your library,
be aware of real library needs that may fall out-
side the bounds of the benchmarks noted above.
Now you are ready to turn the results of your
analysis into fundraising initiatives. This analysis
should have revealed the libraryTs strengths along
with its weaknesses. Your development plan
should include both. Build to your strength; the
pride of strength will help attract support. Treat
the weaknesses as great opportunities for new
gains.
Costing
Once you have completed your analysis, you
should have a list of items for which you have
identified the need for additional support. For the
sake of convenience, group them in families if
possible. Put a figure, a cost, with each item. To do
this, you will find it necessary to return to the
details of your analyses.
Ordinarily, you will quickly find that you are
working with more than one kind of cost. Some of
your needs will require simple, one-time costs.
Others will require funding over a period of time,
say for five years. Still others will require on-going
annual support for the foreseeable future. If you
are fortunate, these different cost requirements
will correspond to the rough family groupings you
made earlier. At any rate, once you have placed a
cost with each need and arranged them by the
kind of cost represented, you will have the begin-
nings of a financial plan for fundraising.
Be aware that this process of costing is a crit-
ically important undertaking, for your credibility
will be tested on the basis of how well you
accomplish it. You must not fall prey to delusions
of grandeur, but neither can you afford to set
sights on an insignificant amount. The best figures
to put forward are those which are realistic and
explicable. If you have done your homework well,
these are just the kind of figures you will set forth.
Sources for Fundraising
Now that you have a list of needs and their
respective costs, spend some time attempting to
identify what might be your best sources for fund-
ing. A good fundraising plan will represent not
only the variety of types of costs noted above, but
a variety of fundraising sources as well. Do some
research. Read announcements of awards to
libraries and note the funding sources. Talk to
your friends, your staff and your administration.
Among the major sources of funds you might
consider are the following:
"the institution that the library serves
"foundations
"business and industry
"governmental agencies and programs
"the private sector
I have begun with the institution that the
library serves as a source of funding because
often, when you have really done your homework,
the case for a larger share of the budget suddenly
becomes more convincing. This will surely not
supply all the new monies you seek, but neither
will any one of the other sources. Before you leave
home, try it; be creative. Propose that the first
$10,000 income from any newly endowed chair be
directed to endow an acquisition fund under the
same name. This will provide the library funds to
underwrite a collection in the chairholderTs field,
and that in turn will help the school attract pros-
pects to the chair. Make the case for a percentage
of any new, unrestricted endowment. Challenge
the athletic club to underwrite the libraryTs ability
to purchase books in physical education. You may
be surprised at its willingness to support a related
academic enterprise. Does the library have a
check-off square on the form for solicitation to
the annual fund? It is often productive to sit back
and take a fresh look at the immediate context.
We are limited by convention only if we choose to
be.
The second source for funding that must not
be overlooked is foundations. North Carolina is
blessed with many and generous such institu-
tions. Grants from foundations most readily
match needs that are one-time or, at least, limited
to a few years in duration. Special projects are
1986 Winter"211
naturals for foundations. Some foundations sup-
port building or renovation. Foundations often
like to provide start-up funds for programs that
the tibrary must write into its own budget in sub-
sequent years. Some foundations are particularly
attracted to challenge grants. Few foundations
give to endowments. Most foundations have spe-
cial interests and conveniently describe them in
foundation sourcebooks.
I personally believe that the causes and proj-
ects represented by interesting and persuasive
foundation proposals reveal the level of vitality of
a library, and so I believe that each library should
produce at least one viable proposal each year. If
you are serious about fundraising, order extra
copies of the Foundation Directory and the North
Carolina Foundation Directory for your office.
Set time aside to browse through pertinent sec-
tions. You ought to read the entire North Carolina
directory. Keep a note pad handy because against
the background of your funding needs, the ideas
will come.
I have listed business and industry as a major
source, though opportunity may vary considera-
bly by location. It is likely, as well, that business
and industry may be most useful for more limited
and specialized needs. Look for obvious conver-
gence of interests: you need it; they make it. Pay
attention to those operations that may have some
standing connection to the institution (e.g., the
CEO is an alumnus). Can any of your needs be
filled by gifts in kind: carpet, furniture, micro-
computers, delivery van, repairs to a leaky roof?
... to go seeking funds
requires that we be specific
and realistic about our
needs.
I have added governmental agencies and
programs as a major source just to show you that
I really am an optimist. As long as such sources
continue to be funded, do not ignore them. I
assume that all qualifying research libraries are
acquainted with the Department of Education
Title II C program. Beyond that, however, any
library may make its case for a portion of the
National Endowment for the Humanities monies
for preservation. At reasonable intervals, you
should request and read the full guidelines for
other NEH and National Endowment for the Arts
programs. Look for creative intersections of pos-
sibility. Most projects must be public-oriented to
qualify, but you may have unique cultural resour-
ces that beg exposure.
212"North Carolina Libraries
Finally, we come to the private sector as a
source of funding. Some say that philanthropy is
decreasing, and it probably is. I have heard it said
that those who do give in these times are inter-
ested in knowing the return on their investment.
That is probably true also. But the essential
observation here is that people, even if fewer peo-
ple, are still willing to support worthy institutions.
Where do you start? Do you have a Friends of
the Library group? Do you know who uses the
library? Does the library have a few, even one,
significant supporter? Is there someone who
could be counted as a potential supporter? Most
successful fundraising endeavors are conducted
with the aid of well-chosen volunteers. This is true
no matter what sums of money are involved. The
most successful people at raising money from
faculty members are other faculty members. The
most helpful people at raising money from those
of power and means are their peers.
I believe that the private sector offers the
greatest potential for fundraising, and I will
return to this topic again. But, first, let me re-
iterate that I think it is unwise to place the full
burden of all your financial needs on any one of
the above or on any other sources, and most
especially not on your own institution. Strive,
rather, to develop the best and most varied list of
sources possible. You may notice convenient
match-ups between sources and needs, and you
should note them as they occur to you.
Conceptualizing
At this point, we have analyzed the library
and identified its needs; we have placed a cost on
each of them; and we have identified potential
sources for fundraising. Now pause and concep-
tualize each need or category of needs, making a
convincing and persuasive case for each. Write it
down. Begin with as much explanation as neces-
sary, but do not stop until you can state each
need simply and without jargon in no more than a
single-spaced page and a half. That page and a
half should be direct, specific, and include the
cost. It should be upbeat in tone. When appro-
priate (for projects and more complicated pro-
posals), always append an additional page with a
full and itemized budget.
Not until you can concisely conceptualize
each fundraising goal have you completed your
preparation. Only then will you know it inside and
out. And only then will you be able to respond
either in writing or extemporaneously with confi-
dence and speed when opportunity knocks. When
you have finished conceptualizing the needs, you
will have your fundraising portfolio together and
ready.
All this may be summarized in what I will call
Basic Principle for Library Fundraising #1: Do
your preparation at the outset and do tt well.
Staffing
There is a lot of work involved in the mechan-
ics we have considered already, and you can do it
all yourself. It is a good idea, however, to involve
other members of your staff, depending some-
what on the size of the fundraising project. If you
really know from the outset that the library has
only one overriding need, then a serious analysis
is not required. You can, alone, proceed to cost
the need and consider sources, and you can make
the case for that need. But in most instances, even
the single need situation will concern some part
of your library where staff involvement could be
helpful in adjusting your perspective. You might
also capitalize productively on their expertise in
the process of conceptualizing the need.
If you want to establish a more comprehen-
sive fundraising plan, then broader staff involve-
ment is imperative. Rather than setting up a
committee, utilize appropriate structural group-
ings that already exist. That is, if you have an
executive or administrative group, or if the library
is arranged in departments or units, make use of
those divisions for the mechanics we have been
considering. If there is a key individual on your
staff who has special skills in analysis or costing,
seek his or her help. Fundraising initiatives, even
in these early stages, should not be a secretive
process. Proper staff involvement can help raise
more than money; it can raise morale as well"a
benefit not to be ignored. Fundraising, especially
in the private sector, depends upon gaining
access to individuals, and the more people
involved, the more connections possible.
One good place to begin the
process of fundraising is
within the walls of our librar-
ies.
This brings me to the Basic Principle for
Library Fundraising #2: graciously accept the
assistance of anyone who can help you raise
money. I also call this the basic humility principle.
An oversized ego has no constructive place in
successful fundraising. If you discover that one of
your staff members has cultivated a library
friendship with a potential major donor, encour-
age and assist that staff member in the process of
seeking a major gift. Whether successful or not,
give every staff member so involved credit for his
efforts and extend your thanks.
There is a second staffing consideration that
is of paramount importance. You must become a
part of the larger institutional fundraising team.
At the risk of speaking hyperbolically, let me say
that no million dollar gifts are made without the
full support and involvement of the chief execu-
tive officer of your institution"president, chan-
cellor, or whatever he or she may be called.
Earlier, I noted that fundraising begins at
home. In part this means only that you must suc-
cessfully communicate to your CEO that you are
engaged in analysis and what results you are find-
ing. Your goal must be to convince the top deci-
sion-making management of the institution of the
crucial place of the library in the institution and
the need for making library fundraising a top
priority. The library is in fundraising competition
with every other need and program within the
institution. Do not take for granted that the
importance of the library for institutional advance-
ment will be self-evident. You must convince
them.
Do you know how top fundraising priorities
for your institution are set? Do you know what
individual or group sets them? You must find out,
and you must become a part of that group if you
are not already. This is critically important if you
are to have the best chances for success. I believe
it is also critically important because of the often
unrecognized role of the library in facilitating
institutional vitality and prosperity. Librarians
superintend no less than the cornerstones of our
educational institutions. Our presence in the right
forums will keep that message fresh.
If your institution has a fundraising officer,
get to know that person. You can help one
another. This is a crucial aspect of your becoming
part of the executive fundraising team. Your own
institutional fundraising officer can supply you
with information about foundations and individ-
uals. He or she can tell you about the intricacies of
estate planning, deferred giving and the variety of
giving programs already utilized by your school.
You, on the other hand, may discover potential
donors who have interests other than the library
and endear them to the institution.
Finally, with regard to staffing, after you have
your fundraising portfolio together and institu-
tional support in place, involve one or more signif-
icant volunteers. It is best if you can identify
volunteers from among the Friends of the Library.
If that is not possible, ask your CEO to help iden-
tify someone from among trustees or other insti-
1986 Winter"213
tutional friends. Let me reiterate an earlier point:
the best people to raise money from those who
have means are their peers.
At the same time, you should recognize that
volunteers of power and substance will, as they
are accustomed, be strong forces with which you
have to contend. Your CEO and fundraising
officer will be experienced in keeping this a happy
process, so enlist their help. Whatever extra effort
is needed to work with such volunteers will be
well worthwhile.
Staffing your fundraising effort, therefore,
can involve the library staff and almost certainly
must involve the institutionTs executive fundrais-
ing team. For best success, it will also include
selected volunteers.
Strategic Planning
This brings me to the last aspect of the
mechanics of the fundraising process. With all or
part of your portfolio of needs given institutional
priority, you and the executive fundraising team
must determine how you will actually raise the
money. You must determine what kind of fund-
raising effort is appropriate. Will it be a limited
effort targeting specific items? Will it be a full-
scale capital campaign? Will it be a featured part
of a larger institutional capital campaign? In
either case, will you design and print development
brochures or other publications? (If so, you will be
so glad to have your background portfolio in
hand.)
When the question of type of fundraising
effort is settled, you must then, on the basis of
logic, collective wisdom, and the list of prospects,
determine the best possible sources for each need.
Remember the list of sources you have compiled?
By now it should be long and varied. The execu-
tive development team should add even more
sources. Against this list, place the needs. Weigh
every variable the team can adduce. Take into
account the nature of the need and its cost, the
interests of various foundations and individuals,
the potential level of giving. Try to come up with at
least one good source for each need.
Within the bounds of reasonable flexibility,
make an effort to schedule the work and make
assignments. If foundations are to be approached,
who will draft the proposals and by what date?
What previous contacts have those foundations
had with the institution, and with whom? If indi-
viduals are to be approached, how should the
approach be made and by whom? When can the
contact be arranged? The team will, no doubt,
have regular meetings, so make specific plans for
a period"for thirty or sixty days, or until the
next meeting.
214"North Carolina Libraries
The emergence of this actual strategic plan is
the last major part of what I have called the
mechanics of fundraising. What remains is to get
the job done, to execute the plan.
Successful Fundraising
The remainder of my observations, therefore,
will address matters less concrete than the
mechanics. I want to focus on what it takes to
make the mechanics work. To return to an earlier
simile, even if you load the gun, you must still hit
the target. While these remarks clearly reflect my
own opinions, they may also be the most impor-
tant part of this essay.
The LibrarianTs Involvement.
Whose job is it to raise money for the library?
Remember Basic Principle #2"graciously accept
help from anyone. But whose job is it? Yes, the
development officer includes the library as some
part of his or her responsibility, and, for that mat-
ter, so does the CEO. But who, day after day, week
after week, year after year has the library as his or
her primary concern?
A good fundraising plan will
represent not only the variety
of types of costs ... but a
variety of fundraising sources
as well.
I beg the question, but it is an important
issue. No one knows the library's needs like the
librarian; no one can interpret them like the
librarian. And no one but the librarian maintains
a passion for and a commitment to the libraryTs
purpose. In addition, popular wisdom has it that
the majority of all major gifts have required the
involvement of the unit head (in our case, the
librarian) and the CEO. If you are not the chief
librarian, you must figure out how to get the chief
involved.
If you are serious about fundraising, you
must include it as a part of your job description,
reserve a percentage of your time for it, and work
hard at it. If you stop somewhere between com-
pleting the mechanics and coming face-to-face
with potential donors, you will not raise a penny.
On the other hand, in this matter as in most other
pursuits, nothing produces better results (or
resembles genius more) than plain, simple hard
work.
How Long Will It Take?
Take care to establish a realistic calendar.
Depending upon your own knowledge of the
library, the expertise of the staff, and the magni-
tude of the fundraising needs, just the analysis
and evaluation of the library may take six months
or a year. Doing it well, of course, is more impor-
tant than doing it quickly. Team building and
strategic planning will depend upon your own
experience and the circumstance of fundraising
as it already exists or does not exist on your cam-
pus. In any event, it will take time either to create
a process or to join one already in operation. You
should begin to build the rapport with other prin-
cipal fundraisers within the institution from the
very outset, in order to move forward rapidly
when you have conceptualized the needs.
Keep in mind that foundations and govern-
mental agencies have schedules and that even the
best of proposals must conform to them. With the
most fortunate timing, expect at least six months
for a response. Among North American colleges
and universities, the average lapse in time
between initial contact with an individual and a
major gift is two years.
Fundraising is a long-term endeavor. It
requires patience and persistence. If you are just
beginning the whole process, you should expect
your first foundation returns in about eighteen
months. You may expect to raise your first million
from the private sector in about three years"if all
goes well. When you hear stories of great suc-
cesses, you may be reasonably assured that they
were undergirded by sound planning and endur-
ing effort.
What Will It Take?
I have only two points left to make. They
more directly concern fundraising in the private
sector, though not exclusively so, and if I could set
forth only two points, it would be these two.
First.
Fundraising is a matter of establishing and
nourishing relationships. Why does it take a cou-
ple of years before a major gift is forthcoming?
Suppose I asked you for a gift of $10,000 by phone
or letter one day. Even if you were an alumnus of
my institution, you would most likely say no. But
suppose I came to see you and explained how
seriously we needed $10,000 and what such a
gift could do, and then asked you to consider it.
And suppose I invited you to campus to see things
for yourself and sought your ideas and really
invited you to become a part of the destiny of the
school. If I kept coming to see you at reasonable
intervals over a couple of years, you would come
to know me and to know the real urgency of the
library's need. You would come to trust how I
would use the gift if you made it, and how much
good it would do. And, I believe, you would make
it.
Second.
And let this be my conclusion. If you and I are
to convince anyone to make major gifts to our
libraries, we ourselves have to be convinced of the
urgency and importance of our mission. If you do
not love your work and believe in the value of
what you are doing, do not come to me for sup-
port. If you have not made your own pledge to the
library program to the extent your personal
resources permit, do not ask someone else to put
a million dollars into it. It is a matter of integrity.
Those who are asked for money for many differ-
ent causes every day become adept at distinguish-
ing true commitment from its counterfeit. al
Keep your Mind in Shape
Go for it! Use your library!
1986 Winter"215
Applying for Foundation Grants
Libby Chenault
To support their programs, libraries have
traditionally relied on the monies allocated locally
and by state and federal agencies. In the face of
ever increasing costs and shrinking governmen-
tal/institutional allocations, the librarian special-
ist may be forced to seek resources from private
foundations to provide necessary services.
There are no quick and easy answers as to
where to go for support or magic formulae for
writing proposals which will win grants. The
intent of this paper is to provide a starting point
for those entering the ofoundation game.� The sec-
tions which follow will provide tips on preparing
grant proposals, information on North Carolina
foundations which have supported library pro-
grams, and an annotated bibliography of mate-
rials which describe foundations or offer sug-
gestions on proposal writing. It is beyond the
scope of this, or any, paper to provide for all even-
tualities in the ofoundation game,� but the sources
and strategies introduced here should allow the
rookie librarian to begin playing. Good luck!
Tips on Preparing Foundation Grant Proposals
A proposal is a plan for acceptance. Accord-
ing to Webster, the word proposal is derived from
the Latin word pro, meaning for or in favor of,
and the French word poser, meaning to set forth.
A proposal, therefore, is a positive statement
about a program or set of activities.
According to Robert Lefferts, a proposal
serves five functions:
It is a written representation of a program,
it is a request, it is an instrument of per-
suasion,
it is a promise and a commitment, and it is
a plan.
It is useful for the proposal writers to be
aware of these functions, since each func-
tion has certain implications for the prep-
aration and presentation of the proposal.
Libby Chenault is Gray Librarian for Rare Book Collection in
Wilson Library 024A, University of North Carolina at Chapel
H}, Chapel Hill, NC 27514.
216"North Carolina Libraries
A proposal may have as many as seventeen
component parts including:
Letter of introduction or transmittal
Title page
Table of contents
Abstract or summary
Introduction
Statement of need
Purpose
Objectives, goals, or strategy
Conceptual framework or rationale
Methodology, program design or activities
Organizational/Administrative plan
Staffing plan
Timetable
Budget
Evaluation
Appendices or supporting documents
Key elements of an effective grant proposal
are the abstract, statement of need, objectives,
methodology, qualifications, budget, and plans for
evaluation. When writing, remember the best
proposals follow foundation guidelines and are
clear, concise, and to the point.
Letter of Introduction
The letter of introduction submits the pro-
posal to the foundation or granting agency. It
should be brief (one to three pages), properly
addressed, and include: the name of the institu-
tion submitting the proposal; a concise summary
of the problem, need, objectives, and proposed
program; a brief statement of the institutionTs
interests, experience, and capability; and the
name and address of the project director.
Title Page
For proposals of over five pages, a title page
may add clarity. The title page states the name of
the proposal (with a descriptive subtitle if neces-
sary), the name of the foundation to whom it is
being submitted, the name and address of the
institution submitting the proposal, and the date
of preparation or submission.
Table of Contents
In lengthy proposals, a table of contents will
follow the title page. The table of contents should
be in outline form and can provide the reader
with an overall picture of the topics covered in
the proposal.
Abstract
The abstract is a brief summary (one para-
graph to one or two pages) of the project, usually
written after the proposal has been completed.
The abstract is designed to stand alone. Because
granting agencies make initial judgments based
on the abstract, it must present a strong case. The
abstract states the purpose, importance, and
scope of the projected work and should be con-
sistent with the needs, objectives, methodology
and budget considerations which are expanded
in the body of the proposal.
Introduction
The introduction provides basic information
including the title of the project, the name of the
funding source, the name of the applicant institu-
tion, and the funding program to which the appli-
cation is being made. The introduction also briefly
describes the proposed program, the nature and
scope of the problem being addressed, the setting
in which the project will take place, the persons
There are no... magic for-
mulae for writing proposals
which will win grants.
or groups who will benefit from the proposed
program, and the importance or significance of
the program. An effective introduction is to the
point but written in a way that will heighten the
reader's curiosity and interest him in reading
further. The introduction sets the tone of the
proposal and provides the theme which will be
expanded and clarified in the more specific pro-
posal components which follow.
Statement of Need
The object of all proposals is to attract funds
to meet needs or solve problems. In this section of
the proposal, the writer focuses on the particular
problemTs importance, relevance, and capability
of being solved. It is important to define and limit
the scope of the problem, to discuss logically and
document the problemTs history"why this need
has not previously been met, what work has been
done either in your own institution or in others,
why you can best meet the need, why now is the
right time to address the problem"and to indi-
cate to the granting agency why this particular
problem merits attention and support.
Purpose and Objectives
The purpose represents the broad goal of the
project. It is a general statement of the expected
achievements and/or benefits of the proposed
program. The objectives are specific, short-term,
realistic, and measurable statements of what an
applicant expects to accomplish. In other words,
this section of the proposal states what results
are expected from the project, the amount of time
needed to produce the desired results, and the
acceptable level of project service or competency.
Conceptual Framework or Rationale
This information is often part of the intro-
duction or statement of need. The rationale pro-
vides the philosophy or perspective behind the
project, discusses any assumptions that are being
made, states the significance and relevance of the
project, and documents work done by others in
this field.
Methodology
The methodology provides a logical sequence
of methods/procedures/ activities for accomplish-
ing the objectives. In essence, this section states
who will do what how, when and why. The who
will be expanded in the qualifications section. The
what is what will be done. The how provides cri-
teria for effective performance. The why suggests
that methods have been thoughtfully selected in
terms of past effectiveness or applicability to the
existing problems and objectives. Finally, the
when provides the time frame for each objective
and for the overall project.
Qualifications
It is important for the granting agency to
have confidence in those to whom it plans to con-
tribute funds. This section provides a record of
the applicant institutionTs (library's) past accom-
plishments. Be sure to include here successful
administering of any special projects. Included in
this section are brief explanations of the project
personnel, their duties and responsibilities. The
applicant should provide a defense of the qualifi-
cations and/or competencies of the individuals
who will be participating in the project. It is a
good idea to include, usually in an appendix,
resumes for all key personnel. The qualifications
section is sometimes broken down into more spe-
cific groupings of information. (See Organiza-
tional/Administrative Plan and Staffing Plan,
below.)
Organizational/Administrative Plan
In most instances, a project will be part of a
larger operation. It is necessary in a proposal to
outline administrative units and to define the
broader organizational plans. This information
may be presented as part of the introductory or
qualifications sections, in a separate narrative
1986 Winter"217
section, by means of organizational charts in the
appendices, or in some combination of the above.
The point is to demonstrate that the applicant
institution has the stable, effective administrative
abilities necessary to manage the project.
Staffing Plan
This section, like the previous one, may
appear as part of the qualifications section or it
may stand alone. Wherever it appears, the staffing
plan should include a brief description of each
staff position, the necessary qualifications, and
the amount of time allocated for the position (e.g.,
full-time, part-time, 40 hours, etc.).
Timetable
Timing is generally discussed in the method-
ology section, but it may strengthen a proposal to
provide a timetable which will demonstrate graph-
ically the applicantTs ability to provide effective
program management.
Budget
The project budget is a realistic financing
scheme growing out of and corresponding closely
to the objectives of the project. The annual
budgets include projected income or contribu-
tions (if any) by source and expenditures usually
grouped in the following categories:
Salaries: Anticipated salaries and fringe
benefits for the fiscal year(s) in which the project
will be accomplished.
Materials: Media resources for use by pa-
trons, including cataloging/processing costs for
these materials.
Operating expenses: This line is frequently
combined with materials and includes consum-
able supplies, communication expenses, staff
training and materials, and contracted services.
Equipment: This line is generally considered
capital expenditure and includes such things as
furniture, office equipment, hardware, and some
supplies with an expected life of more than five
years.
Indirect costs: Many institutions assess the
project for some indirect costs to cover office
space, heat, light, and the administration of grant
funds. The indirect costs are usually based on a
percentage formula. (For example, the present
rate negotiated by UNC-CH with HEW is 41.6%).
Items in the budget should be specific so that
those reviewing the budget can see how each fig-
ure relates to the project. The applicant should
state the length of expected foundation support
(two or three year projects are preferred and
many foundations have a five year limit); the pro-
gram for eventual self-support; and/or where,
218"North Carolina Libraries
when, and how support will come from sources
other than the foundation.
Evaluation
The library, community, and granting agency
must be able to evaluate the effectiveness of a
program and to determine that the stated objec-
tives have been satisfactorily met. Evaluative
criteria should be objective and, where applicable,
quantifiable. Evaluation should be built into the
ongoing work of the project. At the end of the
The object of all proposals is
to attract funds to meet
needs or solve problems.
project, and usually at specified intervals, the
granting agency should be provided with a sum-
mary evaluation which states how each objective
was met and records how the project success-
fully met community needs and/or solved a prob-
lem. The final evaluation should be available for
dissemination, reemphasize why the project was
important, and recognize the contribution of the
granting agency. Foundation requirements will
vary, so it is important that the applicant state
from the beginning the purpose and level of eval-
uation and how information about the project
will be disseminated.
Appendices
The appendices are made up of pertinent
supporting documents. These might include activ-
ity plans, time tables, job descriptions, organiza-
tional charts, vitas, financial reports, research
results or any related forms. The appendices
should be easy to locate and should relate specifi-
cally to the text.
Proposal Criteria
Proposals are as different as the projects they
suggest, the people who write them, and the
audience for which they are intended. The
preceding sections serve only as suggestions for
the novice proposal writer. Foundations and
foundation staff offer guidelines, which must be
followed, concerning what is to be included and
how proposals should be formatted. Expertise
comes with careful needs assessment, study of
foundations, and practice in writing proposals.
The questions which follow should help the appli-
cant to review and strengthen his proposal by
providing some criteria which reviewers use as
they examine a proposal.
Foundation Criteria
Each foundation reviewer will consciously
and unconsciously evaluate a proposal in light of
certain questions or criteria. Each foundation or
agency has its own stated criteria but these can
be said to fall into seven broad areas: purpose,
need, accountability, competency, feasibility, clar-
ity and completeness, and consistency. After
completing each draft of a proposal, the conscien-
tious applicant should check his work to make
sure the proposal is answering the following ques-
tions:
Purpose
How closely does this project match the
interests of the foundation?
Where does the proposal fall in the priorities
of the foundation (and for that matter, those of
the applicant organization )?
Need
Does this proposal address a significant
need?
Whom will it benefit, how, and to what
degree?
Is it part of an existing program?
Does it duplicate or overlap with past or
existing projects in its field?
Does the project approach a need or a prob-
lem in a new or innovative way?
Is its purpose to conserve a beneficial service
which might otherwise be lost?
Could the project be carried out more effec-
tively elsewhere or by other persons?
Are federal, state, or local funds available?
Are other private sources more appropriate?
Accountability
Can the applicant institution successfully
implement the proposed program?
Does the proposal include a detailed time
table?
Has the cost of alternative programs been
explored?
Has the cost-benefit of the proposalTs pro-
gram been examined?
Have provisions been made for recording and
analyzing appropriate data?
Will project personnel maintain appropriate
records to demonstrate project success and weak-
nesses?
Competency
What is the track record of the applicant
organization?
Does the institution demonstrate familiarity
with the problem, relevant literature, service-de-
livery methods, and other similar programs?
Are the project personnel sufficiently expe-
rienced in the field and appropriately prepared to
implement the project?
Feasibility
Is the project properly timed?
Is the proposed action adequate to meet the
stated needs?
Are the proposed facilities and staffing levels
appropriate for the plan of work?
Is the applicant institution enthusiastic about
the proposal?
Have the appropriate levels of funding been
sought?
Clarity and Completeness
Is the proposal clearly written and organized
so that it can be readily followed and easily
understood?
Has the writer avoided complicated sentence
structure, abstractions that are not clarified by
examples, use of jargon and excessive verbage?
Does the proposal cover all relevant points
leaving no unanswered questions about purpose,
objectives, need, activities, staffing, organization,
timing or budget request?
Consistency
Are all parts of the proposal related and con-
sistent with each other?
Are the program approaches, activities, and
methodology consistent with recognized ideas
and methods in the particular field?
Are the statements of need relevant to the
proposed program activities?
Are the proposed activities logically consist-
ent with the programTs objectives?
Is the staffing sufficient to implement the
proposed program?
SS
Proposals are as different as
the projects they suggest, the
people who write them, and
the audience for which they
are intended.
"
North Carolina Foundations
Below is a directory listing of North Carolina
foundations which in the past have made grants
to support library programs. There are many
other North Carolina foundations and, depending
on the scope and purpose of a libraryTs proposed
program, these are also potential sources of
funds.
There are many foundation directories and
data bases currently available (see Selected
Foundation Reference Sources, below). Most are
indexed or arranged by subject or by geographic
area. These directories provide a good starting
1986 Winter"219
place in the search for potential foundation sup-
port. It is important to find out as much as possi-
ble about a foundation, its purpose, its interests,
and its levels of support before making an appli-
cation. In addition to directories and data bases,
published annual reports, tax records, and foun-
dation personnel and guidelines are good sources
of this information.
The foundation summaries which follow
illustrate the type of information generally found
in directories and have been selected because of
their interest to North Carolina school media
coordinators.
Babcock (Mary Reynolds) Foundation, Inc.
William Bondurant, Executive Director
102 Reynolda Village
Winston-Salem, NC 27106
(919) 748-9222
High: $300,000 Low: $500
The Babcock Foundation funds programs in edu-
cation, social services, support of the environ-
ment, the arts, and for the enhancement of citizen
participation in the development of public policy.
Grants are made chiefly but not exclusively to
North Carolina and the Southeast. The Babcock
Foundation does not make grants for building or
endowment funds, or for matching gifts. Grants
are not made to individuals or for local communi-
ty efforts. A program policy statement and grant
application guidelines are published in the annual
report.
BarclaysAmerican Foundation, Inc.
Robert V. Knight, Jr., Treasurer
201 South Tryon Street
P.O. Box 31488
Charlotte, NC 28231
(704) 372-0060
High: $100,000 Low: $100
BarclaysAmerican funds programs for education,
community support, youth activities, and the arts.
Grants are made in the areas in which the com-
pany operates. Grants are not made for endow-
ment funds or loans, to individuals, for scholar-
ships or for research programs.
Bryan (The Kathleen Price and Joseph M.)
Family Foundation, Inc.
Allan M. Herrick, Associate
P.O. Box 21008
Greensboro, NC 27420
(919) 378-2242
High: $50,000 Low: $250
The Bryan Family Foundation makes grants,
primarily in North Carolina, to educational and
220"North Carolina Libraries
FOREIGN BOOKS
and PERIODICALS
CURRENT OR OUT-OF-PRINT
SPECIALTIES:
Search Service
Irregular Serials
International Congresses
Building Special Collections
ALBERT J. PHIEBIG INC.
Box 352, White Plains, N..Y. 10602
religious institutions and for those community
projects of interest to the family. Grants are not
made for endowment funds, matching gift, or
loans, to individuals, or for scholarships.
Ferebee (Percy B.) Endowment
P.O. Box 3099
Winston-Salem, NC 27102
(919) 748-5269
High: $10,600 Low: $1,500
The Ferebee Endowment makes grants for the
educational, cultural, and civic development of
western North Carolina. Grants are also available
for individual scholarships.
Hanes (James G.) Memorial Fund/Foundation
E. Ray Cope, Vice-President
c/o Wachovia Bank and Trust Company
P.O. Box 3099
Winston-Salem, NC 27102
(919) 748-5269
High: $226,000 Low: $2,000
The James G. Hanes Memorial Fund makes grants
for local and regional education and health pro-
grams, emphasizing art schools and museums,
secondary and higher education, conservation,
art, cultural and community programs. Grants
are not made to individuals. The program policy
statement and grant application are available
upon request from the foundation.
Hillsdale Fund, Inc.
Sion A. Boney, Administrative Vice-President
P.O. Box 20124
Greensboro, NC 27420
(919) 274-5471
High: $35,000 Low: $500
The Hillsdale Fund makes grants in North Caro-
lina and the southeastern states for programs in
education, religion, and the humanities. Grants
are not made for operating budgets or to individ-
uals.
McAdenville Foundation, Inc., The ,
W. J. Pharr, President
McAdenville, NC 28101
(704) 824-3551
High: $100,000 Low: $50
The McAdenville Foundation is a private founda-
tion which operates the local community social
and recreational facilities and provides grants to
local public schools, local churches, and church-
affiliated colleges. Grants are not made for
endowment funds, matching gifts, for research, to
individuals, or for scholarships. This foundation
does not encourage grant applications.
McClure (James G.K.) Educational and Devel-
opment Fund, Inc.
James McClure Clark, Secretary
P.O. Box 1490
Woodfin Street
Asheville, NC 28802
(704) 254-3566
High: $10,000 Low: $100
The McClure Educational and Developmental
Fund makes grants to educational projects, for
scholarship funds, and to programs which benefit
the people of western North Carolina. Grants are
not made for endowment funds, loans, or to indi-
viduals. Grant application guidelines are available
upon request and an annual report is published.
Reynolds (Z. Smith) Foundation, Inc.
Thomas W. Lambeth, Executive Director
101 Reynolda Village
Winston-Salem, NC 27106
(919) 725-7541
High: $1,320,000 Low: $1,250
The Reynolds Foundation makes grants for col-
leges, libraries, the arts, health care, recreation,
and the improvement of criminal justice in North
Carolina. Grants are not made to individuals. The
grant application guidelines are published in the
annual report.
Richardson (H. Smith) Charitable Trust
c/o Piedmont Financial Company
P.O. Box 20124
Greensboro, NC 27420
High: $100,000 Low: $700
The Richardson Charitable Trust is primarily
interested in higher education but also makes
grants to educational organizations, schools,
social agencies, and hospitals.
Selected Foundation Reference Sources
Computer Access
COMEARCH Printouts #23: Libraries and Infor-
mation Services. New York: The Foundation
Center, 1979- .
A directory listing those grant programs
directly related to libraries and information servi-
ces.
Foundation Directory.
This data base provides current data on more
than 250,000 non-governmental foundations hav-
ing assets of $1 million or more or which make
grants of $500,000 or more annually.
Foundation Grants Index.
This data base indexes more than 400 Ameri-
can foundations. Approximately 10,000 new
grant records are added to the data base annu-
ally.
Grants.
This data base, updated monthly, provides
data on 2200 available public and private grants.
National Foundations.
This data base, revised annually, provides
information concerning over 21,000 private U.S.
foundations which award grants for charitable
purposes.
Directories
Annual Register of Grant Support. Los Angeles:
Academic Media, 1969-
A guide to grant support programs of
government agencies, public and private founda-
tions, corporations, educational and professional
associations. Subject, geographic, organization,
and personnel indexes.
1986 Winter"221
Corporate 500. The Directory of Corporate Phi-
lanthropy. San Francisco: Public Management
Institute, 1980.
A directory of the top 500 U.S. corporate
foundations.
Corporate Foundation Profiles. New York: The
Foundation Center, 1980.
Detailed profiles of 221 of the largest com-
pany-sponsored foundations in the United States.
Information from the Foundation Center Source
Book Profile.
Federal Funding Guide 1975-76 for Elementary
and Secondary Education. Washington, DC:
Education Funding Research Council, 1975.
An extensive directory of federal programs to
support elementary and secondary education.
Caution: Very out-of-date.
The Foundation Center Source Book Profiles. New
York: The Foundation Center, Aug. 1977- .
Detailed information in loose-leaf form on
approximately 500 foundations awarding grants
of $200,000 or more each year.
The Foundation Directory. New York: The Foun-
dation Center, 1960- .
A directory of 2,818 non-governmental, grant-
making foundations of the U.S. having assets of $1
million or more and having made grants of
$100,000. Arranged by state with subject index.
The Foundation Grants Index. New York: The
Foundation Center, 1970/71- .
An annual cumulative listing of foundation
grants of $1 million or more awarded by private
foundations.
Foundations That Send Their Annual Reports.
New York: Public Service Materials Center,
1976.
An alphabetical listing of over 400 founda-
tions having assets of over $1 million and/or mak-
ing grants of more than $200,000.
Foundation 500. New York: D. M. Lawson Asso-
ciates, 1978.
A guide stating where and to what programs
the largest 500 foundations contribute.
A Guide to Foundations of the Southeast. V. 2. Wil-
liamsburg, KY: Davis-Taylor Associates, Inc.,
1975.
A directory based on the 1973 and 1974 IRS
returns. Main section arranged alphabetically by
foundation within each state. Index of officers.
222"North Carolina Libraries
International Foundation Directory. Detroit:
Gale Research Company, 1979.
An international directory of foundations
which lists purpose, activities, and financial
information.
Leonard, Lawrence E. and Buchko, Michael, Jr.
Federal Programs for Libraries: A Directory.
2d ed. Washington, DC: HEW, 1979.
A now-dated directory of federal sources for
library funding.
List of Organizations Filing as Private Founda-
tions. New York: The Foundation Center,
1973.
A listing of approximately 30,000 organiza-
tions registered as private foundations with the
IRS.
National Databook. 5th ed. New York: The Foun-
dation Center, 1981. 2 vols.
A computerized guide, by state, of informa-
tion on 22,484 private foundations including
amount of grants awarded, assets, IRS number,
and principal officer.
The 1980-81 Survey of Grant-Making Founda-
tions with Assets of Over $1,000,000 or
Grants of Over $100,000. New York: Public
Service Materials Center.
A guide providing such information as the
best time to submit applications, to whom to
direct grant requests, and whether the founda-
tion makes grants out-of-state.
North Carolina Foundation List. 1978.
A listing of North Carolina private founda-
tions listed with the Foundation Center in 1978.
Taft Corporate Foundation Directory, 1979-80.
Washington, DC: Taft Corporation.
This guide provides 321 corporate founda-
tion files. Subject index.
Taft Trustees of Wealth: A Biographical Directory
of Private Foundation and Corporate Foun-
dation Officers. Washington, DC: Taft Corpo-
ration, 1979-80.
A personnel approach to major U.S. founda-
tions.
Where AmericaTs Large Foundations Make Their
Grants. New York: Public Service Materials
Center, 1980.
A listing by state of over 600 foundations,
including amount and purpose of grant.
Government Documents
Executive Office of the President, Office of Man-
agement and Budget. Catalog of Federal
Domestic Assistance. Washington, DC: GPO,
1981.
This document is the largest single source of
grant fund information. Published annually, it
includes over 1000 government funding programs
administered by over 60 federal departments and
agencies.
US. Office of Education. Educational Programs
That Work: A Resource of Exemplary Educa-
tional Programs Developed by Local School
Districts and Approved by the Joint Dissem-
ination Review Panel in the Education Di-
vision of the Department of HEW. San
Francisco: Far West Laboratory for Educa-
tional Research and Development, 1978.
A guide to school, including media, programs
which have been governmentally funded.
Guides and Handbooks
Bartlett, Debbie and Tom Martin. All Aboard the
Grantsmanship: A Bibliography on Govern-
ment and Foundation Grants and Proposal
Writing. Freehold, NJ: Monmouth County
Social Service Library, n.d.
An annotated bibliography of resources in
the grant field relating to human service pro-
grams.
Boss, Richard W. Grant Money and How to Get It:
A Handbook for Librarians. New York: R.R.
Bowker, 1980.
A popular guide for librarians seeking and
writing grant proposals.
The Bread Game. San Francisco, CA: Pacific
Change, 1974.
A guide with strategies for winning founda-
tion grants.
Corry, Emmett, O.S.F. Grants for Libraries: A
Guide to Public and Private Funding Pro-
grams and Proposal Writing Techniques. Lit-
tleton, CO: Libraries Unlimited, Inc., 1982.
A guide for proposal research and writing
aimed specifically at the library population.
Dermer, Joseph. How to Get Your Fair Share of
Foundation Grants. New York: Public Service
Materials Center, 1973.
This guide to proposal writing includes nine
essays on oApproaching Foundations,� oWriting
The Foundation Proposal,� and oWhat a Founda-
tion Expects from You.�
Dermer, Joesph, How to Write Successful Founda-
tion Presentations. New York: Public Service
Materials Center, 1977.
A general guide to securing grants.
Freeman, David F. The Handbook on Private
Foundations. Cabin John, MD: Council on
Foundations, 1981.
A guide to creating and running a private
foundation.
Hillman, Howard and Karin Abaranel. The Art of
Winning Foundation Grants. New York:
Vanguard Press, 1975.
This guide presents o10 steps� to winning
foundation grants.
Human Resources Network. UserTs Guide to
Funding Resources. Radnor, PA: Chilton
Book Company, 1975.
A guide to obtaining individual and institu-
tional grants from public and private sources.
Jacquette, F. Lee and Barbara I. What Makes a
Good Proposal? New York: The Foundation
Center, 1976.
A brief guide to what should be included in a
proposal and what foundations will be looking
for.
Katz, Lee. oPerspectives on Grantsmanship,�
Michigan Librarian 41 (Summer 1975): 7-9.
A brief guide outlining oDevelopment of the
Concept,� oApproaches to a Funding Agency� and
oFormulation of a Proposal.�
Kiritz, Norman J. Program Planning and Pro-
posal Writing. Los Angeles: The Grantsman-
ship Center, n.d.
An eight page guide to basic ingredients of a
program proposal.
Klevens, James. oResearching Foundations: An
Inside View of What They Are and How They
Operate,� Chronica, 11, no. 2 (March-April
1977).
Guidelines for identifying foundation re-
sources. Stresses the importance of initially
approaching foundations with a brief letter
explaining the proposal.
1986 Winter"223
Kurzig, Carol M. Foundation Fundamentals: A
Guide to Grant-Seekers. New York: The Foun-
dation Center, 1980.
A guide on how to get a grant using The
Foundation Center resources.
Lawson, Douglas M. Basic Techniques for Ap-
proaching Foundations. New York: Douglas
M. Lawson Associates, 1975.
Six pages of suggestions for identifying foun-
dation interests, including how to obtain IRS tax
forms.
Lefferts, Robert. Getting a Grant: How to Write
Successful Grant Proposals. Englewood Cliffs,
NJ: Prentice Hall, Inc., 1978.
This guide provides a step-by-step approach
to proposal writing with numerous examples.
Included in the appendix is a sample proposal.
Mayer, Robert A. oGrantsmanship: What Will a
Foundation Look for When You Submit a
Grant Proposal?,� Library Journal 97 (July
1972): 2348-2350.
Tips on what foundations look for in pro-
posals and how to find out more about a founda-
tion.
Morrow, John C. A Basic Guide to Proposal
Development. Silver Spring, MD: Business
Publishers, Inc., 1977.
A brief outline of what should be covered in
the proposal.
The Proposal WriterTs Swipe File I. Edited by
Jean Brodsky. Washington, DC: Taft Prod-
ucts, Inc., 1976.
This handbook contains fourteen oprofes-
sionally written� grant proposals.
Slocum, Patricia. oGetting in on the Action"
Grants for School Media Centers,� Michigan
Librarian 41 (Summer 1975): 9-11.
Tips on grant applications and where to
locate funds.
White, Virginia P. Grants: How to Find Out About
Them and What to Do Next. New York: Ple-
num Press, 1975.
A comprehensive handbook covering. all
major public and private funding sources. Also
included are discussions about applying for fund-
ing and writing proposals.
Whiting, Ralph. oHints for Novice Grant Writers:
Care in Details Can Make Ideas Shine
224"North Carolina Libraries
Through,� Wisconsin Library Bulletin 76
(March-April 1980): 50-53.
A concise five-step program for proposal
writing.
Other Resources
WebsterTs New World Dictionary of the American
Language. New York: Popular Library, Inc.,
c1968.
With an eye toward accuracy, the dictionary
is an ever-popular tool in proposal writing.
Periodicals
Chronicle of Higher Education.
A general weekly publication which includes
foundation and federal grant information of
interest to educational institutions (chiefly in
higher education).
Foundation News.
A bimonthly publication issued by the Coun-
cil on Foundations which includes announce-
ments and short articles on the latest develop-
ments and trends in philanthropy.
Grantsmanship Center News. Los Angeles, CA:
The Grantsmanship Center.
A bimonthly newsletter summarizing pro-
grams, policies, and events in the grantmaking
world.
References
1. Lefferts, Robert, Getting a Grant: How to Write Successful
Grant Proposals. (Englewood Cliffs, NJ: Prentice Hall, Inc.,
1978), p. 6.
We've Got
Answers to
Your Questions.
A Survey of Bookmobile Service
in North Carolina
Joanne Abel
Bookmobile librarians like to think of them-
selves as a special breed, and according to a
recent piece of research in North Carolina, they
are! Not only do bookmobile librarians go by more
than a dozen different titles (ranging from
obookmobilists� to obookmobile and overdues
librarian�), but they are strong believers in using
their own judgment and common sense. When
faced with choices, they make decisions based on
their experience and their understanding of what
will work best in a particular situation.
On the other hand, there is also evidence that
tradition"~othe way itTs always been doneT"is a
strong force in bookmobile practice. For example,
traditionally bookmobile service is limited to 9-5
on weekdays. One public library system suggests,
however, that while weekday morning stops are
best for places like shopping centers, rest homes,
day care centers, and so forth, it should be noted
that evening and Saturday stops are best for pla-
ces such as trailer parks, suburban neighbor-
hoods, and rural communities. Tradition is strong-
er in this case, however, and very few bookmobiles
(fewer than 5%) have evening and weekend stops.
There are similar patterns in the data, as we shall
see.
This research was undertaken for two rea-
sons. First the author has worked on the Durham
County Library bookmobile for the past six years
and has often realized the need for information
on how other bookmobilists select and evaluate
their stops. Second, the author was completing
work on an M.L.S. at North Carolina Central Uni-
versity, and was thereby required to undertake a
serious piece of research. Put the two together,
and a questionnaire to other library systems
about their bookmobile programs seemed an
interesting and potentially valuable project.
A survey was designed and sent to sixty-four
regional, county, and city libraries in North Caro-
lina which were reported as having bookmobile
service. The list was compiled from the Statistics
and Directory of North Carolina Public Librar-
tes, July 1, 1984 - June 30, 1985 and the Ameri-
Joanne Abel is Bookmobile Librarian for the Durham County
Library, Durham, NC 27702.
can Library Directory, 38th Edition. Forty-nine
surveys were returned in time to be used, making
a return rate of about 75%.
First, it may be of interest to compare oneTs
local bookmobile service to these broad statewide
averages. Almost half of the North Carolina
bookmobiles, forty-seven per cent, carry between
2,000 and 3,000 books. The average number of
hours per week that they are on the road is twen-
ty-four. There is wide variation in the frequency of
stops both within one bookmobile schedule and
among bookmobiles statewide. There is no aver-
age weekly cycle of stops for North Carolina
bookmobiles. Four cycles seem equally popular:
once a month, every four weeks, every three
weeks, and a multi-cycle schedule containing a
combination of weekly, biweekly, triweekly and
monthly stops. (Dr. Bernard Vavrek reported at
the second Annual Rural Bookmobile Conference
in Columbus, Ohio, that the national average for
number of hours per week on the road is twenty-
eight, and that the average weekly cycle is every
two weeks.)
There must be something
special going on. The average
length of service on a book-
mobile is eleven years, and
almost thirty-two per cent of
the bookmobile librarians
have served longer than fif-
teen years.
Among the survey respondents reporting,
only three bookmobiles have evening stops. Three
also have Saturday stops and only one, a rural
bookmobile has both. Several respondents com-
mented that adding early evening and/or Satur-
day stops would be a good idea. One stated that
fifty per cent more of their circulation is between
4:00-5:30 p.m. North Carolina bookmobiles serve
mainly rural citizens. Over sixty-six per cent of all
stops are in rural areas. Seventeen per cent are in
1986 Winter"225
small towns, and thirteen per cent are in urban or
suburban areas.
Information on who serves as stop selectors
and evaluators is clear. Over ninety per cent of
the people who make these decisions work
directly on the bookmobile. As stated earlier, they
are called many different things, but as one veter-
an of thirty-eight years put it, oITm the Bookmo-
bile Librarian. I drive the truck.� While almost
thirty-seven per cent held the title Bookmobile
Librarian, none of these had an M.L.S. Of book-
mobilists filling out this survey, one has an M.LS.,
one has a different advanced degree, ten have col-
lege degrees, eighteen have some college or tech-
nical school, and seventeen have a high school
education.
Perhaps more than formal education, olife on
the road� provides the practical education needed
for this job. Along with the many wonderful
patrons that are met and served, there are the
few problem patrons, plus many problem vehicles
and generators, problems with weather, rods,
bugs, etc. Things are rarely onormal.� But there
must be something special going on. The average
length of service on a bookmobile is eleven years,
and almost thirty-two per cent of the bookmobile
librarians have served longer than fifteen years.
So how do these bookmobile librarians select
their stops? Besides common sense and past
experience, which eighty-six per cent say they use
a great deal of the time, what are the other fac-
tors involved? While making the primary deci-
sions themselves, forty-four per cent said that
they receive important input from their library or
regional director. Another forty-three per cent
said that other library staff (childrenTs and exten-
sion librarians, and other bookmobile staff) also
have important input. Beyond this input and
their own experience, what are the otools� of stop
selection?
Most, ninety per cent, do not use a formal
survey to locate potential stops. Population and
census tract maps have been used to some degree
by twenty-seven per cent of the respondents. One
used a mailbox questionnaire to solicit stops, with
ofair results.� One used an article in the local
paper. Another had consulted the county tax office
to get an idea of high growth areas. Political con-
siderations were not felt to be important by the
vast majority, while geographic considerations
were.
If a bookmobile librarian were considering
setting up a new stop, the people most likely to be
contacted would be residents near the proposed
stop. A list of people to contact concerning the
locating of new stops suggested by the ALA
226"North Carolina Libraries
Guidelines for Quality Bookmobile Service did
not result in any other significant group of poten-
tial stop locators. When asked how current stops
were located, bookmobile librarians clearly indi-
cated that almost half were located by individual
patron request. (See Table I.)
TABLE I.
Location of Stops
| GE PTE BEE EE EE SS ES
49% Individual patron request
17% Personal judgment of bookmobile librarian
10% Institutional request, e.g., day care centers
9% Organized neighborhood or community request
8% Survey of potential location
2% Request from community organizer or church official
2% Library official
2% Library staff, other than bookmobile staff
2% Governmental official request
EP SE
There seems to be only one concrete guideline
that typical bookmobiles have for locating stops:
the distance from the stationary libraries. Almost
half of all bookmobiles have 4 specific minimum
distance that should exist between a fixed library
and the new stop. The average distance is 2.2
miles with the maximum distance being 5 miles
and the minimum 1 mile. But fifty-four per cent of
those who have specific distance requirements
make exceptions, mainly for special populations
like the handicapped, children, elderly, or the
homebound.
... Circulation is not the only
or necessarily the best guide
to evaluating service and
stops.
Is there more oscience� to the oart� of stop
evaluation than there is to that of stop selection?
There have been some concrete guidelines offered
for stop evaluation in the ALA Standards of
Quality for Bookmobile Service (1963), Bookmo-
biles and Bookmobile Service, (1959) by Eleanor
Frances Brown, and the Manual of Suggestions
and Procedures for North Carolina Bookmobile
Service (1965), but these are all fairly dated and
may not be looked on as completely relevant
today. While the ALA Standards of Quality for
Bookmobile Service is the basic guideline for
bookmobiles, only twenty-two per cent of North
Carolina bookmobile librarians are familiar with
it. Of those familiar with it, fifty-four per cent say
they use it to some degree.
The above documents do suggest one meas-
urable criterion for evaluation of stops, namely
that of circulation. They suggest that the average
rate of circulation at a stop should be 60-100
books per hour. When North Carolina bookmobi-
lists were asked if they thought they circulated a
book a minute (the minimum suggested by the
ALA guidelines), the majority said that they do
not, with only two per cent stating that they do at
all of their stops. (See Table IT.)
TABLE II.
Meeting A.L.A. Guidelines
RT SE AT
All stops 2%
Most stops 37%
Less than half of them 20%
Few stops 37%
No answer 4%
SERENA ST EEE SE SS STS
Many people had comments concerning this
circulation rate. Several expressed their concern
that you could not serve the elderly at this rate.
Others said only schools would have that amount
of circulation in a rural area. And one who
seemed to express the sentiment of many said
that with one person who was driving, checking
books out and in, shelving, and helping to advise
readers, it would be impossible to check out sixty
books per hour. (At the Second Annual Rural
Bookmobile Conference, there was informal talk
about this circulation goal, and many felt it was
unrealistic. An average standard of 30 books an
hour was viewed as a more realistic number, )
Obviously, circulation is not the only or
necessarily the best guide to evaluating service
and stops. What other ooutput� measures do
bookmobile librarians use? The number of people
who use a stop is the criterion used by sixty-nine
per cent of the stop evaluators. But only twenty-
three percent of these said they have a specific
minimum number of patrons needed to maintain
a stop. The average minimum number was about
three patrons, with the range being from one per-
son to five people. The majority which did not
have a specific number said that they used a orule
of thumb,� depending on the situation. The geo-
graphical isolation of a stop, political pressures,
and patron dependability are all factors consid-
ered by bookmobile librarians in evaluating their
stops.
Related to the number of patrons needed to
maintain a stop is the question of service to a
single family or the ohome stop.� While all the pro-
fessional literature says a clear ono� to this form of
service, it still seems to be an important part of
North Carolina bookmobile service. Over seventy-
seven per cent of all North Carolina bookmobiles
make single family stops. Some of these stops are
made on the way to community stops, and many
indicated that the bookmobile is the only out-
reach vehicle available to reach invalid, disabled,
or elderly patrons. Two bookmobiles said that 95-
100% of their stops are of the ohouse to house,
door to door� variety.
Again, personal judgment and past experi-
ence play a major role in stop evaluation. Most,
seventy-six per cent, use them a great deal of the
time to evaluate their stops. Thus common sense
is the major factor in stop evaluation. One book-
mobile librarian said owe know when people are
interested in books, and we maintain the stop as
long as theyTre interested!�
The bookmobile librarians themselves seem
to be the most important people in the selection
and evaluation of bookmobile stops. While other
library staff play a major supporting role, it is
clear that the opeople's librarians� have the weight
of this responsibility. The most important source
for locating stops that bookmobile librarians have
is the requests of patrons who live near those
stops.
One of the things that is made clear by this
research is that the professional literature on
bookmobile librarianship should better reflect the
experiences of those who are working in the field.
Much that has been written about standards and
evaluation should be revised with input from the
practicing bookmobile librarians. While the major-
ity of bookmobile librarians are paraprofession-
als, many have a great deal of on-the-job
expertise, and are committed to giving their
patrons excellent service.
Passes eee ee eee
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ThatTs what you strive to maintain in
the service you offer your library
patrons.
At EBSCO, we're constantly striving to
perfect our professionalism. Our regional
~ | vepresentatives understand your needs, can
_f answer your questions quickly, and
can often help eliminate problems
before they occur.
Call or send this coupon to see how
EBSCO's professionals can help your
library operate even more professionally.
I'd like more information about
EBSCO.
Send your free 32-page brochure explaining,
all of EBSCOTs serials management services.
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My number is ( )
NAME, TITLE
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ADDRESS
CITY, STATE, ZIP
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Me es md
1986 Winter"227
One area that needs further research with
input from bookmobile librarians is the question
of whether or not ohome stops� mentioned above,
are an efficient use of library resources, since this
practice may be cheaper than sending a large
number of books by mail.
Another area for research is the question of
evening and Saturday stops. Many bookmobile
librarians commented that they seem like a good
idea. So why do so few bookmobiles have them?
Does this reflect library policy, lack of staff, safety
concerns, or just the traditional way of doing
things? How can bookmobile librarians begin to
move into this new service direction?
And what circulation goal is realistic for the
smaller, often single-staffed bookmobiles of the
mid 1980's? Are there different circulation goals
for urban and rural bookmobiles? What ooutput
measures� could work to evaluate bookmobile
stops? The questions could go on and on.
Many of the respondents indicated great
enthusiasm for regular meetings of North Caro-
lina bookmobile librarians. Such meetings could
provide a structure through which bookmobiles
can begin to formulate some guidelines for stop
selection and evaluation. These guidelines would
be designed by bookmobile librarians for real life
situations and would reflect the wisdom and
knowledge that this special breed of librarians
has gained from their many years of on-the-job
and on-the-road experience.
A Survey of Bookmobile Stop Selection and Evaluation
Part I
Remember, whoever is primarily responsible for the decisions
of selection and evaluation of bookmobile stops should be the
one filling out this survey! Thanks!
I Whatds your job ellie; sees ttteann on Sew oe cone
2. Besides yourself, who has important input into stop selec-
tion and evaluation? RANK by number in order of their
importance, with number 1 being the most important. If
not appropriate, mark n/a.
A. Bookmobile librarian
B. _____ Other bookmobile staff (driver, clerks, etc.)
Cc. Extension librarian, head of outreach, branch
services head/department head
D. "__ Director of library
E, ___ Director of regional library system
F, Library board or trustees
G. Governmental officials
H. Other eile tis serene et En
3. Approximately how many books does your bookmobile
carry?
4, What is the approximate population of your service area?
5. How many square miles are in your service area?
6. Approximately how many hours per week are you on the
road?
7. How often do you go to your stops?
A. Every week
B. Every two weeks
Cc. Every three weeks
Dz. Every four weeks ~
E. Once a month (every lst Monday, 3rd Friday,
etc.)
G. Other
8. How many different places does your bookmobile go? ___
(ie. different stops)
9. Approximately how many of your stops are
A. Rural
B. ___ Small towns/small communities
C. Suburban
Dz. Urban
E. Other
10. How many of your stops are to institutions (day care
centers, hospitals, rest homes, schools, prisons, etc.)? "_
228"North Carolina Libraries
11. How many of your stops are public, community, or neigh-
borhood stops?
12. Do you have evening stops?
Yes No
13. Do you have Saturday stops?
Yes No
PART 2
Stop Selection
14. Do you make use of any formal, written survey before
scheduling a potential stop? Yes ___ No If yes,
please enclose a sample.
15. Do you have an application form or process for stops at
institutions and schools that would like your service?
Yes No If yes, please enclose a sample.
16. Do you schedule all stops to be located a specific minimum
distance from the main library and its branches? Yes
No If yes, what is the distance
If no, skip to question 18.
17. Do you make exceptions to that distance? Yes
No . If yes, what kinds of situations are the oexcep-
tions to your rule�? Please use your oreal� stops, not
theoretical ones, and RANK by number in order be-
ginning with 1 for the exception you use the most, 2 the
next most, etc.
A. Difficult traffic patterns
B, ____ Special population groups (elders, children,
handicapped, etc.)
Cc. To encourage nontraditional users (housing pro-
jects, ete.)
BD. To avoid difficult physical boundaries (rivers,
lakes, mountains, etc.)
E. Political reasons
F. OUR GH? ik SES EO) Ee tie St eS
18. Do you use population maps or census tract maps in locat-
ing stops? Yes No . Comment if you wish
19. Is geographic distribution an important factor in locating
stops? Yes No
20. Are political considerations important factors in locating
stops? Yes No
21. If you would like to add a stop in an area, to whom would
you be most likely to talk concerning the desirability and
success of such a stop? RANK by number in order of their
importance, with number 1 being the most important, 2
the next most important, etc. If not appropriate, mark
n/a.
A. Civic, community or church leaders
B. School bus drivers
Cc. Residents near the proposed stop
D. _____ City/County/Regional Planning Authorities
E, "___ Other library staff
F. ____ Library Board or governing body
G. Other
22. In originating a stop, how great a role does your personal
judgment and past experience play in locating the stop?
(For example, no one asked for it, but you think it would
be a good one.)
A. Use personal judgment/past experience a great
deal
Use it some of the time
Use it rarely
Do not use it in originating stops
Comments?
B.
C.
Ds
E.
23. Approximately what percent of your stops were located by
A. Individual patronTs request
B. ____ Civic and/or governmental officialTs request
Cc. Survey of potential locations
D. InstitutionTs request
E. Organized neighborhood or community request
Bs Personal judgment/past experience of bookmo-
bile stop selector
G. ____ Library official (director, board member, etc.)
H. Community organizer or church official
{Other
Part 3
Evaluation of stops
24,
25.
26.
One of the few attempts to establish criteria by which
bookmobile stops can be evaluated was in the ALATS
STANDARDS OF QUALITY FOR BOOKMOBILE SERVICE,
published in 1963. Are you familiar with these standards?
Yes No If yes, do you use them? Yes
No Gonpments!+ Sa eeeet SEES ei nee tek
It has been suggested by ALA that the average rate of
books checked out per hour should be 60-100. Using a
book a minute as the minimum rate, how many of your
stops meet this standard?
A. All of them
B. Most of them
C. _____ Less than half of them
Dz. Few of them
Comments?
Do you evaluate your stops by the number of patrons
served?
A. Yes, regularly
B. Yes, occasionally
CF Yes, seldom
Dz. No (If no, skip to 28)
27.
28.
29.
30.
31.
32.
33.
34.
35.
Describe the numerical standards you use to evaluate your
stops:
A. Minimum number of patrons per stop. What is that
minimum number ?
B. A rough orule of thumb� depending on situation
C. Comments?
Do you have home stops that serve a single family?
Yes No
How long do you allow for a new stop to work out before
dropping it?
A. 3 months
B. ___ 6 months
C. ___ 9 months
D. ____ 12 months
E. Other
How great a role does your personal judgment and past
experience play in evaluating stops?
A. Use it a great deal
B. Use it some of the time
C. Use it rarely
Dz. Do not use it
E. Comments?
How often do you revise or change your printed bookmo-
bile schedule?
A. Once a month
B. Every 6 months
(Ci Every 9 months
Dz. Every year
E. Other
Have you ever seen the N.C. State Library's SELF-STUDY
OF BOOKMOBILE SERVICE(1959)? Yes No If
yes, do you use it? Yes No
Do you use ALATs A PLANNING PROCESS FOR PUBLIC
LIBRARIES (1980) in the selection and evaluation of
stops? Yes No Not familiar with it
Comments?
Do you use ALATs OUTPUT MEASURES FOR PUBLIC
LIBRARIES (1982)?
Yes No Not familiar with it
Does your library use any other type of evaluation for its
bookmobile service? Yes No If yes, please
enclose a copy or brief description.
Part 4
Personal information
36. What is your formal educational level?
37.
A. MLS professional
B. ____ Other advanced degree
C. ___ BS/BA college degree
D. Technical school/community college degree
E. Some college or technical school
F, ____ High school diploma or GED
G. Other
How many years have you worked on a bookmobile?
Any comments you would like to make would be very wel-
come. Use the back of the survey.
Thanks! Thanks! Thanks! Thanks! Thanks! Thanks! (
National Library Week, April 5-11
a
1986 Winter"229
Intellectual Freedom?
Censorship in North Carolina, 1981-1985
Barbara A. Thorson
The 1960Ts was known for demonstrations on
college campuses. Popular political and social
issues led to attempts to restrict speech. Intellec-
tual freedom was not an issue.
The 1980's have brought a new emphasis on
intellectual freedom. Censorship attempts have
been made both in educational and non-educa-
tional institutions. The purpose of this article is to
present a brief overview of censorship from 1981
to May 1985 in North Carolina. In the 1980's,
endeavors by a variety of groups brought censor-
ship to a peak. The information is based on
reported incidents to the American Library Asso-
ciationTs Office of Intellectual Freedom and pub-
lished in the Newsletter on Intellectual Freedom.
This article includes statistics regarding the
annual number of cases, location of attempts,
sources or initiators of attempts, reasons, affected
institutions, the objects of the censored attempts
and the outcome for libraries.
TABLE I.
Number of reported cases
1981 �,� 1984 0
1982 6 1985 2
1983 0 Total 15
Between 1966 and 1980, twenty-five cases in
North Carolina were reported to ALA. Of the
twenty-five, six were reported in 1980.1 From
January 1981 to May 1985, fifteen cases were
reported. (see Table I) Eighty-seven per cent of
the total number of incidents occurred during
1981 and 1982. In 1981 the Moral Majority
launched a state-wide campaign in North Caro-
lina to target and remove materials deemed
unfit.? ~
A survey conducted in 1983 by North Caro-
lina People for the American Way reported 243
censorship attempts since 1980.3 This information
was collected by distributing questionnaires to
public school educators. North Carolina PeopleTs
survey could account for the lack of reports to
ALA during 1983 and 1984.
Barbara A. Thorson is media coordinator at Union Grove
Elementary School, Union Grove, N.C.
230"North Carolina Libraries
TABLE II.
Locations of Censorship Attempts
Buncombe County 2 Mars Hill a!
Charlotte 1 New Hanover County L
Farmville 1 Raleigh 2
Gastonia 1 Statesville 1
Haywood County 1 Troutman 1
Lincolnton 1 Winston-Salem 2
The majority of endeavors was aimed at pub-
lic schools. While the survey included all areas of
the state, including large and small towns, smaller
rural areas were predominant. (see Table II)
Unlike previous reports, the only postsecondary
town was the rural town of Mars Hill. The two
attempts in Winston-Salem were at the public
library.
TABLE III.
Sources of Attempts
OT AL ATRL BENALLA RR RITE BFC LTD NTA a eA
Citizen ' 4 County Commissioner 1
Student 1 College Coach 1
Parents 7 Unknown 1
Principal E
Parents were the primary source of censor-
ship attempts, and earlier research reflects this
fact. (see Table III) Five of the seven attempts by
parents were from rural areas. Two of the cases
were in Iredell County. Run Shelley Run was
removed from the middle school but was consi-
dered appropriate for the high school level.4 Hav-
ing been presented with a vast amount of
information and numerous book reviews, the Ire-
dell County Board of Education placed Huxley's
Brave New World back in the classrooms.®
Another case involved the principal of a
church school, and he opposed The Living Bible
because the book had been criticized by funda-
mentalists as being a odangerous corruption� of
GodTs word.
CitizensT attempts at censorship were usually
initiated without group pressure, but one instance
concerned a group of school district residents led
by several fundamentalist ministers who questi-
oned the schoolTs selection policy.T Specific titles
were not protested but works such as The Grapes
of Wrath and Andersonville were indicated as
being oindecent�.
TABLE IV
Reasons for Censoring
err eee errr
Language 4 Perverted 1
Pornography 2 Wickedness 1
Sex 3 Indecency j
Nudity 2 Illustrations 1
Immorality 1 Values in classroom if
i 1
Religion Criticism of Organization
The total number of reasons exceeds the
number of attempts because it is hard to catego-
rize cases, and often more than one reason was
given. Although most of the causes in the broad
range of reasons could be categorized neatly,
others were a matter of interpretation. (see Table
IV) Several categories are closely related: lan-
guage, pornography and sex, but such terms as
oimmoral� could refer to sex or pornography.
pr cg IEC
Parents were the primary
source of censorship
attempts.
oRough language� was given as a reason to
remove ItTs OK if You Dont Love Me.° The decision
to purchase the book was made from past expe-
riences with Norma KleinTs works. The decision by
the board was unanimous to remove the book. A
parent and a local minister in Farmville questi-
oned the oobjectionable language� in The Catcher
in the Rye; however, on the basis of parental
approval, the board voted to retain the book.
TABLE V
Institutions Affected
cca a SIS
Public Library 3
Elementary/Middle School 6
High School 4
College/University 1
Christian School 1
Compared to the previous research by Woods,
there was a shift in institutions affected by censor-
ship attempts. In the above-mentioned research,
48% of all the attempts were made at the high
school level.!° Of those cases reported to ALA
between 1981 and 1985, 26% were in high schools,
and 40% occurred at the elementary and middle
school level. Compared to six cases prior to 1981,
only one college, in a small town, appeared in the
report. In his editorial, the athletic trainer who
was also the editor of the school paper oblasted�!!
the head coach for eriticizing the football team.
The coach fired the trainer for his comments.
TABLE VI
Objects of Censorship
eee
Books:
Grapes of Wrath
Andersonville
The Immigrants
Second Generation
Catcher in the Rye
Run Shelley Run
How Does It Feel
Exploring the World of Your Senses
ItTs OK If you DonTt Love Me
The Living Bible
J.T.
Brave New World
Lord of the Flies
Then Again Maybe I Won't
Film:
LaCage Aux Folles
Newspaper:
Hilltop (college newspaper)
Magazine:
Playboy
sl
Books headed the list of censored material.
As expected classics were among the most fre-
quently censored titles. Andersonville and Catcher
in the Rye appeared in earlier research also. There
were no reported attempts on textbooks, and one
film was censored by a county commissioner. La
Cage Aux Folles, the French version of Birds of a
Feather, was not shown at the Forsyth County
Library because it was not oappropriate for general
audiences,� but Sister Michele Powell, a Catholic
nun and Christian counselor, said she felt
omature enough to decide whether to do some-
thing� (watch the film).!2 Also at Forsyth County
Library, a parent, concerned that his daughter
might be exposed to dirty pictures, objected to
the presence of Playboy.!® The various censored
materials had no similarities to one another.
TABLE VII
Disposition of Attempts
Successful 4
Partially successful 2
Unsuccessful 6
Unknown 3
The figures in Table VII indicate a shift from
Wood's report.'4 Wood's research revealed 64% of
all censorship cases were successful or partially
successful and 24% were unsuccessful. Since 1981
only 40% of the cases reported to ALA were suc-
cessful or partially successful and 40% were
unsuccessful. The number of ounsuccessful� cases
has increased.
1986 Winter"231
A censored attempt achieved with or without
judicial or court action is considered osuccessful�.
A opartially successful� attempt is one that is
compromised from the original intent of the cen-
sor. As an example of the latter, the books The
Immigrants and Second Generation were first
removed from a school library but later made
available to students with parental permission.
While this will limit access to the titles the com-
promise will allow the books to remain in the
library.
No doubt many of the individuals and groups
feel it is their duty to censor materials they con-
sider unsuitable. Since North Carolina is located
in the oBible Belt� and is a target for groups such
as the Moral Majority, librarians and citizens need
to keep abreast of activities aimed at diminishing
intellectual freedom. In this information age, we
cannot supress or deny access to knowledge.
References
1. L.B. Woods and Alesandra M. Schmidt, o ~First in Freedom?T
Censorship in North Carolina, 1966-1980,T North Carolina
Libraries, 41, no. 1 (Spring 1983): 23.
2. Newsletter on Intellectual Freedom 30 (March 1981): 1.
3. Ibid. 53 (January 1984): 3.
4. Newsletter 31 (March 1982): 45.
5. Newsletter 30 (March 1981): 48.
6. Newsletter 30 (July 1981): 105.
7. Newsletter 30 (May 1981): 74.
8. Newsletter 31 (March 1982): 44.
9. Newsletter 31 (March 1982): 58.
10. Woods, 25.
11. Newsletter 31 (March 1982): 50.
12. Newsletter 30 (March 1981): 40.
13. Newsletter 34 (March 1985): 59.
14. Woods, 26.
15. Newsletter 31 (November 1982): 158. @ l
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232"North Carolina Libraries
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1986 Winter"233
oThe Imaginative Spirit�"A Public
Library Focuses on Local Writers
Julian Mason
Early in 1983, Brent Glass, Executive Director
of the North Carolina Humanities Committee,
mentioned to Jack Claiborne, Associate Editor of
The Charlotte Observer and a member of the
North Carolina Humanities Committee, an exhibit
he had seen in the San Francisco International
Airport which focused on writers of that area.
Claiborne, an avid student of and supporter of
local history of all kinds, took the idea to the
director of The Public Library of Charlotte and
Mecklenburg County. Out of that beginning
emerged in April 1985 a public forum and a per-
manent exhibit entitled oThe Imaginative Spirit/-
Charlotte-MecklenburgTs Literary Heritage.�
Anne McNair, literature specialist in the ref-
erence department of the library, served as proj-
ect director and wrote the grant application
which was approved by the North Carolina
Humanities Committee in summer 1984 in the
amount of $6,895. Primarily to make possible the
permanent exhibit, additional funding of $3,250
was provided by two local newspapers, the
Friends of the Public Library, a local foundation,
two individuals, and seven local businesses. Mary
Kratt, a local writer, was hired as chief researcher
for the project, and Katie Henderson, a local
artist, as designer of the exhibit. To form the
committee to set policy for and plan the progress
and fruition of the project and make the selec-
tions of the authors to be included, these three
were joined by Macy Creek of Central Piedmont
Community College, Julian Mason of the Univer-
sity of North Carolina at Charlotte, Maxine Moore
of Johnson C. Smith University, Paul Newman of
Queens College, and Sue Ross of Davidson College.
The committee began meeting in August 1984 and
had completed its deliberations by the end of the
winter.
The purpose of the project was to focus more
fully and clearly on the literary heritage of Char-
lotte and Mecklenburg County and, by doing this,
also to help encourage its continuation and
extension"to assist awareness on the part of
both readers and writers of the fact that, wher-
Julian Mason teaches in the English Department at the Uni-
versity of North Carolina at Charlotte.
234"North Carolina Libraries
ever one lives, there are experiences there which
are both local and universal. These experiences
are worthy of being shared with others through
the written word, as had been done and is being
done still by local writers with many types of
literature, styles, interests, and contents, and at
various levels of skill.
The committee quickly became aware that it
had undertaken a task much larger than it had
realized and that the quantity of local productiv-
ity over the decades dictated a policy of selectivity
if the focus and results were to be manageable.
Therefore, while one did not have to be a local
native to be included, one did have to have
resided locally. The focus was restricted essen-
tially to belles lettres (basically fiction, poetry,
drama"and excluding academic and scholarly
writing and topics such as religion, business, poli-
tics, history, etc. per se). However, significant and
sustained periodical editing of belles lettres was
included because of its impact on and encourage-
ment of local writing; and Wilbur J. Cash, Harry
Golden, Billy Graham, and Bruce and Nancy
Roberts were included as notable exceptions to
the policy, along with several notable biographers.
Of course, in considering the well-over-two
hundred writers brought to the committeeTs
attention, some consideration also was paid to
seriousness of intent, the quality of the writing,
and the authorTs relation to the area as shown in
the writing and/or life of the author.
The project came to first full fruition on the
evening of April 23, 1985 with a public forum at
the main branch of the library and the first show-
ing of the exhibit. Presentations were made by
members of the committee, the first one on the
early decades and then several on various facets
and genres of the twentieth century literary heri-
tage of Charlotte-Mecklenburg. During the recep-
tion that followed, the public initially viewed the
permanent exhibit, shaped like a 6% by 5% foot
open book, on wheels and made of wood, paint,
paper, and plexiglass. On its inside it featured
sixty-six past and present writers, including Car-
son McCullers, William Styron, Paul Newman,
Burke Davis, John Charles McNeill, Ruth Moose,
Charles Chesnutt, Edgar Lee Masters, Erskine
Caldwell, LeGette Blythe, Gaii Haley, and Betsy
Byars. Included were books, manuscripts, letters,
photographs, and various memorabilia. Booklets
with the display told about these sixty-six fea-
tured writers, their works, and their local connec-
tions. On the back of the exhibit were listed the
names of sixty-six other Charlotte-Mecklenburg
writers.
The project ...ledto...a
heightened awareness by the
community of its literary her-
itage and of the central role
of the public library in mak-
ing this happen.
The project also led to an hour-long television
program, a radio series focusing on its poets, sev-
eral newspaper stories and an editorial, and a
heightened awareness by the community of its
literary heritage and of the central role of the
public library in making this happen. This aware-
ness should continue as the exhibit is shown at
various branches of the library, shopping centers,
businesses, banks, and area colleges. The Public
Library of Charlotte and Mecklenburg County can
be pleased with what it accomplished through
this project in service to the community and for
itself. Other libraries might well follow its lead in
this and help make those they serve more aware
that:
This place too sings and inspires,
For on its soil and in its air
Burn universal fires.
They might be surprised, as we were, at the quan-
tity and quality that such a project brings to light
and focuses. Following is the first of the presenta-
tions given at the public forum on April 23, 1985,
which illustrates some of the variety of what this
project oturned up.�
Some Highlights of Belles Lettres in Charlotte
and Mecklenburg County, 1777-1907
During the early years of Mecklenburg Coun-
ty, the decades at the end of the eighteenth cen-
tury and the first half of the nineteenth, undoubt-
edly most of the writing done by its inhabitants
was religious, political, legal, related to agricul-
ture and other occupations, or in letters or di-
aries. Given the stage of development then of that
area of southwestern North Carolina and of its
society and culture, it is not at all surprising that
belles lettres were delayed until there was a larger
and more stable community. Such is not an un-
usual pattern in the cultural history of any place;
and in the nineteenth century, local writing with a
more esthetic intention gradually did increase
there.
In such a context, poetry is usually the first of
the more artistic literary genres to emerge. There
is no doubt that poetry was being written in early
Mecklenburg County, even though apparently lit-
tle of it was being published through the first
decades of the nineteenth century. The earliest
poem that we know of which was written in the
county was not printed, but was circulated locally
in a few handwritten copies in 1777. It was by
Adam Brevard, a local blacksmith and lawyer,
and it was entitled oA Modern Poem, by ~The Meck-
lenburg Censor. � (Some other poems from the
early decades also exist, but without our knowing
who wrote them.) BrevardTs frontier verse is not
strong on literary merit, but its satire of local
leaders probably was effective. His poem began:
When MecklenburgTs fantastic rabble
Renowned for censure, scold and gabble
In Charlotte met in giddy council
To lay the Constitutions ground-sill
By choosing men both learned and wise
Who clearly could with half shut eyes
See mill-stones through or spy a plot
Whether existed such or not
Who always could at noon define
Whether the sun or moon did shine
And by philosophy tell whether
It was dark or sunny weather
And sometimes when their wits were nice
Could well distinguish men from mice.
1986 Winter"235
In 1824 Charlotte got its first printing press,
and in 1825 its first newspaper, the Catawba
Journal. By mid-century CharlotteTs population
had grown from 325 in 1790 and 730 in 1830, to
the then current 1,065. Out of this developing cul-
ture emerged a somewhat melancholy and nos-
talgic poet named Philo Henderson, who after
education at Davidson and Chapel Hill, returned
to Charlotte and edited the newspaper called the
HornetTs Nest, to which he contributed a good
many poems, often about the sadness of lost love.
At least one of his poems, oThe Long Ago,�
appeared in several anthologies.
The Long Ago
Oh! a wonderful stream is the river
of Time,
As it runs through the realm of tears,
With a faultless rhythm and a musical
rhyme,
And a broader sweep and a surge sublime,
And blends with the ocean of years!
How the winters are drifting like flakes
of snow,
And the summers like buds between,
And the ears in the sheaf"so they come
and they go
On the river's breast, with its ebb and flow,
As it glides in the shadow and sheen!
ThereTs a magical Isle in the river of Time,
Where the softest of airs are playing;
ThereTs a cloudless sky and a
tropical clime,
And a song as sweet as a vesper chime,
And the Junes with the roses
are staying.
And the name of this Isle is Long Ago,
And we bury our treasures there;
There are brows of beauty, and bosoms
of snow,
There are heaps of dust"but we loved
them so!
There are trinkets and tresses of hair.
There are fragments of song that
nobody sings,
And a part of an infantTs prayer;
ThereTs a lute unswept, and a harp
without strings,
There are broken vows and pieces of rings,
And the garments she used to wear.
There are hands that are waved when the
fairy shore
By the image is lifted in air;
236"North Carolina Libraries
And we sometimes hear through the
turbulent roar,
Sweet voices heard in the days
gone before,
When the wind down the river is fair.
Oh! remembered for aye be that
blessed Isle,
All the day of life till night;
When the evening comes with its
beautiful smile,
And our eyes are closing to slumber
awhile,
May that ~greenwood of soul
be in sight.T�
This and two other of HendersonTs poems also
were reprinted posthumously in the magazine The
Land We Love in May 1866.
The Land We Love was avery important liter-
ary catalyst in Charlotte-Mecklenburg, and its
establishment should be seen as the first literary
event of any magnitude in the community. It was
established and edited by General Daniel H. Hill, a
South Carolina native, 1838 graduate of West
Point, and veteran of the Mexican War. In 1849 he
had become a professor of mathematics at
Washington College in Virginia, and in 1854 had
moved to Davidson College, where he remained
until, in 1859, he became superintendent of the
North Carolina Military Institute in Charlotte.
During the Civil War he had been significantly
involved in various campaigns as a leader of Con-
federate troops, after which he returned to Char-
lotte and, with James P. Irwin and J. G. Morrison
as partners, began publishing his monthly maga-
zine. It included historical, agricultural, literary,
military, and political essays, and also regularly
had book reviews of both literary and other publi-
cations. It also included new poetry and fiction
(though Hill really did not like fiction). The
emphasis of its contents and editorial positions
was on the South and its heritage, and its authors
were Southerners, including Hill himself. How-
ever, it also contained favorable reviews of works
by such Northern authors as Holmes and Whittier
and unfavorable treatment of Longfellow. Also
included was a good bit of attention to past and
contemporary English writers including Milton,
Cowper, Tennyson, George Eliot, and especially
Dickens. Among the poems by better known
Southern writers were reprintings of ones by Poe
and Washington Allston and new poems by Hayne
and Timrod. In 1867 HillTs magazine claimed
twelve thousand subscribers in thirty-two states,
including a significant number in the North. The
Land We Love was published from May 1866
through March 1869, when it was absorbed by the
New Eclectic of Baltimore. In 1870 Hill began a
weekly newspaper called The Southern Home,
which continued the literary efforts of some of the
writers from The Land We Love, but which in
October 1881 was absorbed by The Charlotte
Democrat to create The Charlotte Home and
Democrat. Meanwhile HillTs continuing interest in
education emerged in speeches and articles and
in his serving as President of the University of
Arkansas 1877-1884. He died in Charlotte in
1889.1
The Land We Love not only fed and stimu-
lated the literary interests of its readers, it also
provided a ready place of publication for at least
one prolific Charlotte writer, Fanny M. Downing,
whose novel Perfect through Suffering was serial-
ized in its pages over fifteen months, from Febru-
ary 1867 through April 1868. She also published
at least twenty-two poems in the magazine,
assisted editorially, and wrote at least one review
essay. The magazine also included a favorable
unsigned review of a novel by her, entitled Name-
less, which had been published in Raleigh in 1865.
Fanny Downing was a Virginia native who had left
the Norfolk area and moved to Charlotte in 1862,
where she lived until returning to Virginia in 1869.
During the years of her residence in Charlotte, she
was very much an active part of the total local
cultural scene, perhaps even serving as an
unsigned newspaper editorial writer. She pub-
lished in various other publications also, includ-
ing Hill's The Southern Home; and a long poem
entitled Pluto: The Origin of Mint Julep was pub-
lished in a separate binding in Raleigh in 1867.
One contemporary account of her says, oShe is
thorough, and does nothing and feels nothing by
halves.� Her first poem in The Land We Love, for
July 1866, fit well the theme of Southern vindica-
tion Hill had intended for the monthly. The poem
was entitled oThe Land We Love� and was dedi-
cated to Hill. It began:
The land we love"a queen of lands,
No prouder one the world has known,
Though now uncrowned, upon her throne
She sits with fetters on her hands.
Her next poem was oDixie,� (In October) and the
third, oConfederate Grey� (in November). How-
ever, gradually there was some variety in her
themes, as is illustrated by her poem in the March
1867 issue:
LizetteTs Lesson
You are lovely and young, Lizette"
Raven ringlets and eyes of blue,
Dimpled cheeks of the carmine hue
In the heart of the musk-rose met.
All of your lovers, near and far,
Call you rose-bud, dew-drop"star."
Roses wither and buds decay,
Dew-drops sparkle and fade away,
Stars grow dim, in their circles set"
Woman fades faster than all, Lizette!
All GodTs beautiful things, Lizette,
Not for themselves are made so bright,
"Not for him, shines the sunTs warm light,"
Each to another owes a debt;"
He has the most, who pays it best"
Who gives freest, is happiest!
Human hearts, if you wish to win,
Dwell as a cherishTd guest therein,
Make them brighter and better"let
Love be the magic you use, Lizette!
Life means laughing to you, Lizette!
Never has sorrow, want, nor care
Laid one line on your forehead fair,
Never a tear your eyelids wet.
Youth and beauty, and mirth and health,
Rank and station, and wit and wealth,
Love and learning, and joy and hope,
Span your lot with silvery scope."
Value your earthly blessings, yet
Seek the true treasures above, Lizette!
God has granted you much, Lizette;"
Cast not His precious gifts aside,
Nor in a napkin folded, hide,
Rust to ruin, and moth to fret."
You have five talents"make them ten,
Ready the MasterTs reckTning, when
Trembling you stand"heaven not yet won"
Judged for deeds in the body done.
So may this sentence, yours be set;
oEnter the joys of thy Lord.�"Lizette!
During the Reconstruction period (again a
period of relative social instability), there seems
not to have been much publishing of belles lettres
by Mecklenburgers; but as the end of the century
approached, there was some literary flowering
again. Josie Henderson Heard had been born in
Salisbury, N.C., in 1861 of slave parents who were
permitted to hire out their time and live in Char-
lotte. After growing up in Charlotte and receiving
the education available there, Josie Henderson
continued it in nearby Concord and elsewhere
until she became a teacher, first in North Caro-
lina, then in South Carolina and Tennessee. In
1882 she married the Rev. W. H. Heard, who even-
1986 Winter"237
tually became Presiding Elder of his denomina-
tionTs Lancaster District in Pennsylvania, where
she continued the literary and musical interests
which she had begun in Charlotte. In 1890 she
published in Philadelphia a volume of poems
entitled Morning Glories, which had a second edi-
tion in Atlanta in 1901. The poems are usually
didactic or occasional and are somewhat form-
ridden, with a decidedly Victorian flavor and
rather stereotyped subjects (mostly poems for the
parlor"though there are a few protest poems at
the end of the book). Her favorite topics are reli-
gion (in some of her best poems) and love (often
treated sentimentally). She mentions admiring
Shakespeare, Tennyson, and Whittier, and her
opening poem recalls oscenes of my childhood
days� in a rather rural context.
. .- poetry is usually the first
of the more artistic literary
genres to emerge.
Another child of former slaves, Charles W.
Chesnutt, as a teenager had taught in Charlotte
for several years in the 1770s, eventually be-
coming principal of the Peabody School on Mint
Street between First and Second Streets before
returning to his hometown of Fayetteville. Since
he had already begun to write before coming to
Charlotte, it can be presumed that he also wrote
while living there, though the identifiable North
Carolina settings of his published fiction are
Fayetteville, Wilmington, and the Sandhills area.
By the end of the century he had become a
nationally known writer of short stories and nov-
els focusing on the lives of blacks, mostly in North
Carolina.
Another contributor of fiction to national
periodicals at the turn of the century and after
was Josephine Davidson Mallard, a Charlotte
native and resident until her death in 1912. How-
ever, by far the best known Charlotte writer of
that period was John Charles McNeill, born in
Scotland County in 1874, educated at Wake
Forest University, and resident free-lance writer
for The Charlotte Observer from 1904 until his
death in 1907. The Observer commissioned him to
write whatever and whenever he chose, and many
of his extremely popular poems were published in
that paper. In 1905 he became the first winner of
the Patterson Cup awarded by the North Carolina
Literary and Historical Society for excellence in
literature, and Theodore Roosevelt was present to
make the award. McNeill was often referred to as
the minstrel poet or the Robert Burns of the
238"North Carolina Libraries
South because of the folk quality of his styles and
subjects, including some poems in black dialect or
that of the Scots who were his forebears, and even
a few in imitation of the Lumbee Indian English
he had heard in the area where he grew up. The
two books of his poems were Songs, Merry and
Sad in 1906 and Lyrics from Cotton Land in 1907,
both published in Charlotte by Stone and Barrin-
ger.2 McNeill also received some national acclaim
through the publication of his poems in The Cen-
tury Magazine. In often catchy rhythms, his
poems usually portrayed rural life or life in the
small town, which already was beginning to seem
nostalgic to the residents of a Charlotte whose
population had grown from eighteen thousand in
1890 to thirty thousand by the time of McNeillTs
death in 1907, and already had electricity, horse
cars, and cotton mills, and soon to come, a sky-
scraper. The appeal to them of such a poem as
this one by McNeill is obvious.
Away Down Home
*T will not be long before they hear
The bullbat on the hill,
And in the valley through the dusk
The pastoral whippoorwill.
A few more friendly suns will call
The bluets through the loam
And star the lanes with buttercups
Away down home.
oKnee-deep!� from reedy places
Will sing the river frogs.
The terrapins will sun themselves
On all the jutting logs.
The anglerTs cautious oar will leave
A trail of drifting foam
Along the shady currents
Away down home.
The mocking-bird will feel again
The glory of his wings,
And wanton through the balmy air
And sunshine while he sings,
With a new cadence in his call,
The glint-wingTd crow will roam
From field to newly-furrowed field
Away down home.
When dogwood blossoms mingle
With the mapleTs modest red,
And sweet arbutus wakes at last
From out her winterTs bed,
TT would not seem strange at all to meet
A dryad of a gnome.
Or Pan or Pysche in the woods
Away down home.
Then come with me, thou weary heart!
Forget thy brooding ills,
Since God has come to walk among
His valleys and his hills!
The mart will never miss thee,
Nor the scholarTs dusty tome,
And the Mother waits to bless thee,
Away down home.
Indeed, in a letter to the director of the Charlotte
Public Library in 1951, fifty-four years after
McNeillTs death, Wake Forest University reported
that a recent survey had shown that his poetry
was still fairly widely known and that this poem
remained one of the favorites from McNeillTs
many, joining such other favorites as oWhen I Go
Home,� oSundown,� oHome Songs,� oSunburnt
Boys,� and oTPossum Time Again.�
*Possum Time Again
Oh, dip some Ttaters down in grease
En fling de dogs a Ttater apiece.
Ram yoT brogans clean er tacks,
Split de splinters en fetch de ax.
It Ts possum time again!
Catfish tender, catfish tough,
WeTs done et catfish long enough.
WeTs tarTd er collards en white-side meat,
En weTs gwine have suppTnT wut Ts good
to eat.
ItTs ~possum time again!
De pot Ts gwine simmer en blubber en bile
Till it gits scurmmed over wid Tpossum ile.
But leTTs donTt brag till we gits de goods.
Whoop! Come along, boys! WeTs off to
de woods.
ItTs possum time again!
Church and Synagogue Library Association
The North Carolina Chapter of the Church
and Synagogue Library Association exists to
promote church and synagogue librarian-
ship and to provide educational guidance
on an ecumenical basis. Membership pro-
Yet another mode of McNeillTs poetry is shown by
the following:
The CrowTs Shadow
The crow flew high through the summer
sky,
But a mute and tireless hound,
OTer the meadow-sweeps and up the
steeps,
His shadow, skimmed the ground.
However so high he climbed in the sky,
OTer river and wood and town,
That shade that crept where the wide
earth slept
Followed and drew him down.
Like a deathless hate or pitiless fate,
Like the love of MoabTs Ruth,
Or the smouldering fire of an old desire,
Or the sin of a reckless youth.
Wherever he went till his life was spent,
In cloud or in forest dim,
It chased where he led, and where he
fell dead
It was waiting to die with him.
In terms of attempts of, aspirations for, and
interests in belles lettres in Charlotte-Mecklen-
burg during 1777-1907, undoubtedly this quick
survey focuses only on the tip of the iceberg; but it
is only that tip which rides above the surface and
clearly signals the existence of that more which is
much harder to approach and to grapple with.
These beginnings were forerunners of much more
publication as this century progressed; but the
earlier efforts and their relative successes not
only encouraged others, but remain of interest in
their own right and in relation to their own times.
References |
1 For further information concerning The Land We Love, see Ray
M. Atchison, oThe Land We Love: A Southern Post-Bellum Maga-
zine of Agriculture, Literature, and Military History,� North
Carolina Historical Review 37 (1960): 506-515.
2In 1977 the University of North Carolina Press published a
small collection of additional poems by McNeill,entitled Possums
and Persimmons. al
le
vides an opportunity to participate in two
workshops annually and to receive the
chapter newsletter. For further informa-
tion, call or write Janet L. Flowers (3702
Tremont Drive, Durham, NC 27705 919-
383-3430). :
1986 Winter"239
Candidates for NCLA Offices
NCLA Nominating Committee Report
Candidates for NCLA Offices
for the 1987-1989 Biennium
Barbara A. Baker, First Vice-President/Presi-
dent Elect
Current Position
Director of Educational Resources, Durham Tech-
nical College
Education
M.S.L.S., University of North Carolina at Chapel
Hill
B.A., University of North Carolina at Asheville
A.A., Western Piedmont Community College
Professional Activities
NCLA, 1972-
NCLA, Junior Members Round Table, Director,
1975-77
NCLA, Governmental Relations Committee, 1981-
83
North Carolina Community College Learning
Resources Association, 1972-
NCCCLRA, Treasurer, 1976-77, 1977-78
NCCCLRA, Vice-President, 1981-82
NCCCLRA, President, 1982-83 '
NCCCLRA, Priorities Committee, Chair, 1983-84
NCCCLRA, Automations Committee, Chair, 1984-
85
NCCCLRA, Annual Conference Planning Commit-
tee, 1984-85, 1985-86, 1986-87
Metrolina Library Association, 1972-1984
Metrolina Library Association, Workshop Com-
mittee, Chair, 1984
Durham County Library Association
SELA
North Carolina Community College Institutional
240"North Carolina Libraries
Information Processing Systems UsersT Group,
Learning Resources Standing Committee, Chair,
1984-85
Awards and Accomplishments
Co-authored computer software for library oper-
ations of the Library and Media Center, Gaston
College
Appointed by the county commissioners to the
Gaston County Commission on the Status of
Women, 1981-83
Shirley B. McLaughlin, First Vice-President/
President-Elect
Current Position
Director, Learning Resources, Asheville-Bun-
combe Technical College
Education
Ed. Spec., Appalachian State University
M.S.L.S., Appalachian State University
B.S., Western Carolina University
Professional Activities
NCLA, Director, 1983-85
North Carolina Community College Learning
Resources Association
ALA
SELA
Western North Carolina Library Association
Project Director for ZOC Grant to publish Union
List of Periodicals in Western North Carolina
Libraries, 1983-85
Awards and Accomplishments
Listed in WhoTs Who Among Students in Colleges
and Universities, 1965
Selected as one of twenty individuals nationwide
to attend government-sponsored Institute for
Librarianship at Appalachian State University,
graduate studies for MasterTs degree, 1968
Elected to WhoTs Who Among Women and to
WhoTs Who in North Carolina, 1973
Elected to WhoTs Who in the South and Southwest,
1973
Chaired state-wide Task Forces for Department
of Community Colleges, 1976, 1979
ee
E.
Nelda Gay Caddell, Second Vice-President
Current Position
Regional Coordinator, Division of School Media
Programs, South Central Regional Education
Center
Education
MLS., East Carolina University
BS., East Carolina University
Professional Activities
NCLA
NCLA, Intellectual Freedom Committee
ALA
North Carolina Association for Supervision and
Curriculum Development
North Carolina Association of School Librarians
North Carolina Audiovisual TechniciansT Associa-
tion
North Carolina Educational Media Association
Awards and Accomplishments
Listed in Outstanding Young Women of America,
1984
Kappa Delta Pi
SS ASE EEE
Ray A. Frankle,Second Vice-President
Current Position
Director of the Library, University of North Caro-
lina at Charlotte
Education
M.LS., Long Island University
B.A., Concordia College
Professional Activities
NCLA
ALA
Metrolina Library Association, President, 1985-86
Library Community Planning Advisory Commit-
tee of the Public Library of Charlotte and Meck-
lenburg County
Board of Trustees, PALINET/ULC (Pennsylvania
Library Network), Vice-President, 1980-81
Council of New Jersey State College and Univer-
sity Librarians, President, 1977-78
Committee on Automated Circulation for New
Jersey State College Libraries, Chairman, 1977-
81
Library Services and Construction Act Advisory
Council of the New Jersey State Library, 1979-
81
Captain Library Services, Inc., Secretary, 1974-77
Publications
1986 Winter"241
oAcquiring an On-Line System for an Academic
Library� (with K. Randall May, Wilson M. Stahl,
and David J. Zaehringer), North Carolina
Libraries 42 (Winter, 1984): 170-180
oCODOC: An Automated Control System for
Government Documents,� Library Journal Spe-
cial Report No. 4, 1978
Awards and Accomplishments
Outstanding Academic Librarian of the Year
Award, College and University Section, New
Jersey Library Association, 1981
Gloria Miller, Secretary
Current Position
Media Center Program Specialist, Charlotte-Meck-
lenburg Schools
Education
M.L.S., University of North Carolina at Greensboro
B.A., Bennett College
Professional Activities
NCLA
North Carolina Association of School Librarians,
Awards and Scholarship Committee
NCASL, Planning Committee for NCASL Pre-Con-
ference for System-Level Media Personnel,
Library Education Personnel, SDPI Personnel
ALA
ALA, AASL, School Library Media Quarterly Edi-
torial Board ~
ALA, AASL, Supervisors Section
Metrolina Library Association
Mecklenburg Library Association, President
National Education Association
North Carolina Association of Educators
Publications
oNo One Said It Was Easy.� School Library Jour-
nal 31 (November, 1984): 62-66
Awards and Accomplishments
1965 Wall Street Journal Student Achievement
Award at Bennett College
242"North Carolina Libraries
1974 Fellow in Higher Education Act Title IIB
Program at the University of North Carolina at
Greensboro
Adjunct-Faculty at Winthrop College
Part-time instructor in Secretarial Science Depart-
ment at Central Piedmont Community College
Member of the Advisory Council for the Continu-
ing Education and Library Staff Development
Program of North Carolina Central UniversityTs
School of Library and Information Science
Delta Sigma Theta
Susan M. Squires, Secretary
Current Position
Director of Library Services, Greensboro College
Education
M.S.L.S., University of North Carolina at Chapel
Hill
MS., Radford University
B.A., Radford University
Professional Activities
NCLA
ALA
SELA
Guilford Library Association, Vice-President/Pres-
ident-Elect, 1986-87
Guilford Reference LibrariansT Round Table, Secre-
tary, 1985-86
Awards and Accomplishments
Delta Kappa Gamma
Copies of articles from
this publication are now
available from the UMI
Article Clearinghouse.
NCHA ouse
Mail to: University Microfilms International
300 North Zeeb Road, Box 91 Ann Arbor, MI 48106
Vivian W. Beech, Director
Current Position
Assistant Director, New Hanover County Public
Library, Wilmington
Education
MS.LS., Florida State University
B.S., East Carolina University
Professional Activities
NCLA, Public Library Section, Public Relations
Committee, 1986-
NCLA, North Carolina Libraries, Editorial Board,
1985-
NCLA, Junior Members Round Table, Chair, 1983-
85
NCLA, Junior Members Round Table, Vice-Chair,
1981-83
NCLA, Public Relations Committee, 1982
NCLA, Round Table on the Status of Women in
Librarianship
ALA, Junior Members Round Table, Membership
Promotion and Relations Committee, 1984-
ALA, Junior Members Round Table, Olofson
Awards Committee, 1984
ALA, Junior Members Round Table, Booth Com-
mittee, Chair, 1980
ALA, Junior Members Round Table, B&T Grass-
roots Grants Coordinator, 1979-80
ALA, Public Library Association, Conference Pro-
gram Coordinating Committee, 1985-
SELA, 1977-
Mississippi Library Association, Public Libraries
Section, Secretary, 1980
Mississippi Library Association, Legislation Com-
mittee, 1979
Mississippi Library Association, Education Com-
mittee, 1978
Mississippi GovernorTs Conference on Libraries
and Information Services, Group Leader, 1979
Down East, Editor, 1985-
North Carolina State Library, LSCA Continuing
Education Advisory Committee, 1986-
Awards and Accomplishments
ALA, 3M/JMRT Professional Development Grant
Recipient, 1979
Beta Phi Mu
Janet L. Freeman, Director
Current Position
College Librarian, Meredith College
Education
M.LS., Peabody College of Vanderbilt University
B.A., University of North Carolina at Greensboro
Professional Activities
NCLA, 1975-
NCLA, College and University Section, Secretary/-
Treasurer, 1979-81
NCLA, Nominating Committee, 1980-82
NCLA, Biennial Conference Local Arrangements
Committee, 1985
ALA, 1975-
ACRL, Chapters Council, N.C. Representative,
1979-81
SELA, 1971-
SELA, Southern Books Competition Committee,
Chair, 1984-86
Capitol Area Library Association, Executive Com-
mittee, 1984-
Metrolina Library Association, 1975-84
North Carolina SOLINET Users Group, 1978-
North Carolina Center for Independent Higher
Education, Library Purchasing Committee,
1982-
Awards and Accomplishments
Beta Phi Mu
1986 Winter"243
Nancy O. Massey, Director
Current Position
Director, Hyconeechee Regional Library
Education
M.S.L.S., University of North Carolina at Chapel
Hill
B.A., Duke University
Professional Activities
NCLA, Public Library Section, Chairman, 1985-87
NCLA, Public Library Section, Planning Council,
1974-79, 1981-
NCLA, Public Library Section, Personnel Commit-
tee, Past Chairman
ALA, Information and Technology Association
ALA, Intellectual Freedom Round Table
ALA, Library Administration and Management
Association
ALA, Public Library Association
Friends of North Carolina Public Libraries
Friends of the Orange County Public Library
North Carolina Public Librarian Certification Com-
mission, 1985-87
State Library Newsletter, Editor, 1970-73
North Carolina Public Library Directors Associa-
tion, President, 1983, Vice-President, 1982
American Business WomenTs Association
North Carolina State Library Commission, 1985-
87
Howard F. McGinn, Director
Current Position
Assistant State Librarian, Division of State Li-
brary, North Carolina Department of Cultural
Resources :
Education
M.S.L.S., Drexel University
M.B.A., Campbell University
B.A., Villanova University
Professional Activities
NCLA, North Carolina Libraries, Editorial Board,
1986-
244"North Carolina Libraries
ALA
Special Libraries Association, Public Relations
Committee, Chair
Special Libraries Association, North Carolina
Chapter, President, 1983-84
Special Libraries Association, North Carolina
Chapter, Chair of Education, Positive Action,
Consultation, and Networking Committees
White House Conference on Library and Informa-
tion Services Task Force, Associate Member
North Carolina Central University, School of
Library and Information Science, Library Staff
Development Program, Advisory Board
Catholic Library Association, Catholic Periodical
Index, Editor/Indexer, 1966-68
Board of Directors, Temple Theatre Performing
Arts Center, Sanford, N.C., 1984-, President
1984-85, Chairman 1986-
Visiting Lecturer in Management, North Carolina
Central University, School of Library and
Information Science, 1985-
Visiting Lecturer in Marketing, Campbell Univer-
sity, 1985
Visiting Lecturer in Library Science, Manor Junior
College, 1976
Visiting Lecturer in Library Science, Villanova
University, Department of Library Science,
1972-76
Publications
Guest Editor, North Carolina Libraries 44 (Fall,
1986) (Special issue on Networking)
oThe North Carolina Information Network: A Vital
Cog in Economic Development,� North Carolina
Libraries 44 (Fall, 1986): 175-180
Awards and Accomplishments
Phi Kappa Phi Honor Society ial
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1986 Winter"245
EE
New North Carolina Books
Alice R. Cotten, Compiler
No
John W. Johnson. Insuring Against Disaster:
The Nuclear Industry On Trial. Macon, Ga::
Mercer University Press, 1986. $28.95. ISBN: O-86554-
200-7.
The Price-Anderson Act is a little-known but
important federal law which limits the liability of
nuclear plant operators in the event of a nuclear
accident by placing a cap on the amount of dam-
ages that can be collected by persons injured by
such an accident. Price-Anderson must soon be
renewed by Congress or else it will expire in August
of this year. Committees in both the House and
Senate have already considered renewal bills, and
a final vote in Congress will occur in the next few
months.
Insuring Against Disaster can provide citi-
zens with background information that will en-
able them to assess congressional debate on
Price-Anderson. This book is an examination of
the Carolina Environmental Study GroupTs chal-
lenge to Price-Anderson, a challenge which went
to the Supreme Court in 1978. Although this book
is about a single law and the case against it, it is by
no means a dry or narrow book. The author, John
W. Johnson, opens the book with brief sketches of
the original players in the legal drama, and only
after establishing a human context for the litiga-
tion does he proceed to discuss Price-Anderson
and the challenge to it. Johnson explains the
origin of the act, its exact intent, and the modifi-
cations that have been made to the law since its
passage in 1957. Readers also learn how the Caro-
lina Environmental Study Group was formed, its
opposition to nuclear plant construction in the
Piedmont, and how the groupTs legal arguments
came to focus on Price-Anderson as its case pro-
ceeded through the courts. Johnson takes the
reader step by step through the preliminary legal
skirmishes, a hearing in federal court in Char-
lotte, the appeal to the Supreme Court, and,
finally, the Supreme Court ruling. At every stage
Johnson summarizes the legal arguments, ex-
plains the issues, and places the legal wranglings
within a context of personalities, values, and
social and economic interests. The author con-
cludes with some observations on the state of the
246"North Carolina Libraries
nuclear power industry since the Supreme Court
upheld the constitutionality of Price-Anderson in
1978.
John W. Johnson is a member of the History
Department at Clemson University and the
author of a previous book, American Legal Cul-
ture, 1908-1940. He states in the preface to Insur-
ing Against Disaster that he became interested
in the nuclear power industry in 1976 when he
began to build a house just a few miles from Duke
Power Company's Oconee Nuclear Station. For-
tuitously, JohnsonTs home construction coincided
with the news that the Carolina Environmental
Study Group had won an important decision
against Duke Power in its suit over Price-Ander-
son, and the idea for this book was born. Johnson
intended Insuring Against Disaster to be a
detailed case study of a major court case in its
social, political, legal, and historical contexts.
There is a long tradition of such studies, and
Johnson recommends them to the reader in a bib-
liographical essay at the end of the book. In that
essay Johnson states that Anthony Lewis's Gi-
deonTs Trumpet was the closest model for the
book that he wanted to write. Having read both
GideonTs Trumpet and Insuring Against Disas-
ter, I must say that Mr. Johnson has surpassed his
model. He has done a remarkable job of explain-
ing the issues involved in the challenge to Price-
Anderson and of setting these issues within a
context of people, politics, and economic con-
cerns. Never once was I lost or bored by this book,
and it has sparked in me a continuing interest in
Price-Anderson. This work is a valuable addition
to public discussion of the nuclear power indus-
try. It includes adequate documentation, a biblio-
graphical essay, and an index. It is suitable for
university, college, public, and larger high school
libraries.
Eileen McGrath, University of North Carolina at Chapel Hill.
Richard Krawiec, ed. Cardinal: A Contemporary
Anthology of Fiction and Poetry by North
Carolina Writers. Wendell, N.C.: Jacar Press,
1986. 326 pp. $14.95. ISBN 0-936481-00-5. (Box 4,
Wendell, NC 27591)
Cardinal is the first publication of Jacar
Press, a new organization intending to promote
fiction and poetry by beginning writers"those
whose work is often passed over by large publish-
ing houses. As its subtitle neatly puts it, Cardinal
is a collection of works by fifty-nine past or pres-
ent North Carolina writers. There are selections
from familiar names such as Lee Smith, Reynolds
Price, William Harmon, and Fred Chappell, but
some of the other authors are unknown or at the
beginning of their careers.
Although these writers are united by their
North Carolina residency, the scope of their imag-
ination knows no such arbitrary limit. Settings for
the works range from a fictional suburban Presby-
terian church in Chapel Hill, to a rooming house
in Seattle, to a printerTs shop in pre-World War II
Poland. Bill TooleTs oSong of Sarah,� is written
from the unsettling perspective of a woman with
advanced AlzheimerTs disease. Scattered among
these selections the reader can find examples of
otraditional� Southern writing, such as Elizabeth
CoxTs oSnail Darter,� but Cardinal is by no
means a regional anthology. Contributions are of
relatively even quality, although in general the
prose selections are more consistent than are the
poems.
Cardinals editor, Richard Krawiec, recently
saw the publication of his first novel, Time Shar-
ing, by Viking Penguin. He has also had short sto-
ries and poems published in literary magazines. In
Cardinal, Krawiec makes an editorial decision
not to include any information on the authors.
Far from diminishing each work's oability to stand
on its own,� as the editor maintains, thumbnail
sketches of the authors, particularly of those not
published elsewhere, would have served a useful
purpose.
Cardinal is a good choice for any library with
a collection of North Carolina writing or with a
strong emphasis on contemporary literature.
Margaretta Yarborough, University of North Carolina at Chapel
Hill.
Mab Segrest, My MamaTs Dead Squirrel: Lesbian
Essays of Southern Culture. New York: Fire-
brand Books, 1985. 237 pp. $8.95. ISBN 0-932379-
06-0. (141 The Commons, Ithaca, NY 14850)
Adrienne Rich, in the introduction to My
MamaTs Dead Squirrel: Lesbian Essays on
Southern Culture, writes that othese essays ...
should concern anyone who cares about literary
history, gay history, womenTs history, Southern
history, and the crisis of present-day America.�
New North Carolina Books
Segrest studies each one of these areas and dis-
covers her role: lesbian, feminist, and activist.
In this book of essays Mab Segrest is trying to
define the role of the lesbian writer in the world.
In doing so she examines her previous studies of
southern literature, which included works by Wil-
liam Faulkner, Carson McCullers, and Flannery
OTConnor. Segrest discovers that this is literature
in which women are portrayed as grotesque, or
spinsters, or dependent upon men. She related to
this grotesque figure and became aware of being
different and separate. She notes that blacks, les-
bians, and women in general are not approp-
riately represented in this writing. This leads her
to reexamine her background as a Southerner.
Through this reexamination of southern litera-
ture as well as of herself, Segrest turns to feminist
literature emerging from the South. She discovers
literature that values the creative integrity of
female solitude and the necessity of female com-
munity. These feminist writers include Kate
Chopin, Lillian Smith, and Alice Walker.
In an autobiographical essay Segrest exam-
ines the role humor plays in change. She finds
that humor is a way of life that provides one with
the means to change. She observes that, oone of
the main ways humor helps keep us alive is by
finding a way to acknowledge the truth.� Yet she
also finds that humor is used to oppress others.
(See oThe Fine Southern Art of Lying�). She looks
at her relationships with other women in her fam-
ily, and examines their connections with and
betrayal of black women.
One can see how Segrest has grown through-
out these autobiographical, chronological essays.
Segrest writes early on in her essays oI believe that
the oppression of women is the first oppression ...�
But in the end she admits that onow what matters
most is more abstract, or totally specific ... jus-
tice� Segrest relates her feelings on leaving her
teaching job at a Southern Baptist college to begin
teaching English to migrant workers from the
porch of a migrant cabin. In the last third of the
book Segrest has become a staff writer for an anti-
klan organization based in Durham, North Caro-
lina. Another essay focuses on her visit to Florida
to talk with Barbara Deming, lesbian, feminist,
civil rights and peace movement activist. The con-
versations are revealing and seem to open a new
pathway for Segrest.
All of these essays have been published pre-
viously in the following books, newspapers, and
periodicals: Conditions, Feminary, The Front
Page, Gay Community News, Growing up South-
ern, Lesbian Studies, the North Carolina Inde-
pendent, Reweaving the Web of Life and Southern
Exposure.
1986 Winter"247
New North Carolina Books
One can read My MamaTs Dead Squirrel at a
leisurely pace, taking time to look up any of the
references Segrest has included.
Mab SegrestTs lesbian essays on Southern cul-
ture would be an appropriate addition to the
shelves of an academic, public, or special library.
Her knowledge of southern literature is well docu-
mented. The struggle between her love of teaching
and her sexual identity would speak to the heart
of some readers.
Early on in her essays Segrest recalls an inci-
dent that occurred when she was thirteen years
old, when twelve black children were surrounded
by two hundred Alabama Highway Patrol troop-
ers on the first day of public school integration.
She identifies with otheir vulnerability and their
aloneness inside that circle of force.� This feeling
of separateness put her on her own journey to
determine her role. These essays document her
journey through her discovery of feminist south-
ern writers, her relationships with other women
and women in her family, her struggle with and
acceptance of her lifestyle, and her dedication to
the anti-klan movement, in which she finds a
cause that can help close the gap of separateness.
Sue Lithgo, University of North Carolina at Chapel Hill.
T.R. Pearson. Off for the Sweet Hereafter. New
York: Linden Press/Simon and Schuster, 1986.
283 pp. $17.95. ISBN 0-671-61437-1.
PearsonTs new novel takes us back to the pic-
turesque North Carolina hamlet of Neely, a com-
munity that is seemingly populated with an
endless assortment of peculiar and strangely
endearing characters, not the least of which is the
Lynch family. Written with great humor and
inventiveness, Off for the Sweet Hereafter fol-
lows the life and fortunes of the most fractious
member of the Lynch clan, one Raeford Benton
Lynch.
The author unfolds this somewhat dark tale
with the death of the bald Jeeter Throckmorton
(one of several sisters who made an appearance
in PearsonTs previous novel). PearsonTs vivid,
poignant account of the neighborsT discovery of
the bald JeeterTs body, of the gathering of family
and friends for the viewing, and of the funeral
itself makes hilarious reading, while at the same
time striking a familiar chord within the reader.
Raeford Benton Lynch (of the Chickenhouse
Lynches, not of the Oregon Hill Lynches), son of
the fat Jeeter Lynch, attends his auntTs funeral
with the rest of his unique family. Described as
ogangly and pointy and carved out and prominent
248"North Carolina Libraries
and toothsome� and as one owho did not much
resemble a Jeeter and did not much resemble a
Lynch and did not much resemble any logical
combination of Jeeters and Lynches either,� Ben-
ton never made much of himself until he obtains a
job with Mr. OverhillTs gang, which specializes in
grave-moving.
It is while he is working with OverhillTs gang
at the Harricanes that Benton Lynch meets the
vivacious and curvaceous Jane Elizabeth Fire-
sheets. Although the hot-blooded Jane Elizabeth
becomes his willing partner in wild sexual aban-
don, her charms and passion prove disastrous, for
Benton Lynch becomes so enamoured that he
wishes to possess her. To win her approval, he
pulls out all the stops, secretly embarking on a
reckless spree of crime. Holding up isolated gas
stations and markets with a Harrington &
Richardson Buntline revolver becomes his forte,
but he later even commits murder. Jane Eliza-
beth, once she is apprised of his misdeeds, joins
him in his subsequent crimes, and together they
wreak havoc"~opure and undiluted mayhem�"on
the surrounding countryside before they are inev-
itably tracked down by the authorities.
T. R. Pearson, with this novel, shows that he
has an unerring sense of time and place. While his
writing is at times too folksy and somewhat clut-
tered, and he tends to digress, it is also fresh, ori-
ginal, and has a familiar down-home ring to it.
Through his graphic descriptions and earthy
humor, he gives us entertaining glimpses into the
lives of his unusual and eccentric characters. He
supplies plenty of action, moving from Neely and
its environs to such colorful locales as Chalybeate
Springs, Fuquay-Varina, the Harricanes, and
points beyond. He has a true talent for depicting
tragicomic situations, for his characters and inci-
dents make the reader alternately laugh and cry.
For all those readers who enjoyed PearsonTs
first book, A Short History of a Small Place, pure
delight awaits you. This entry should be a popular
selection in all North Carolina public libraries.
Mike Shoop, Robeson County Public Library.
Michael Malone. Handling Sin. Boston: Little,
Brown and Company, 1986. 544 pp. $17.95. ISBN
0-316-54455-8.
Whatever you do, do not read the jacket
notes for Handling Sin. Had I not been asked to
review Michael MaloneTs new novel, I would never
have made it past the first sentence of TV Guide
prose (o ... a dazzling and irrepressible human
comedy, a rollicking odyssey that sweeps across
the South as a reluctant Quixote is forced on a
quest by his eccentric runaway father.�), let alone
to page one. I would have missed an uncommon
treat indeed, for Handling Sin is one of those
rare works that manages to create vivid and sym-
pathetic characters, communicate important val-
ues, encourage the reader to do a little
soul-searching, and be uproariously funny.
Among the individuals Malone mentions in
his acknowledgements are Miguel Cervantes,
Henry Fielding, and Charles Dickens. This is
entirely appropriate, as Handling Sin, although
set in the contemporary South, is very much a
part of the picaresque tradition. The hero of this
modern tale is an unlikely sort. Raleigh Hayes is
what is known as an upright, responsible citizen.
An insurance salesman in Thermopylae, North
Carolina, Raleigh is in fact small-minded, rigid,
and unimaginative. He expends considerable
energy disapproving of his less sensible and staid
relatives and acquaintances. When RaleighTs ill
father leaves the Thermopylae hospital against
medical advice, RaleighTs world begins to lose its
careful order. Earley Hayes flatly refuses to return
for the tests and care he needs (or to will Raleigh
his money) unless his son accomplishes a number
of bizarre and seemingly unrelated errands and
meets him in New Orleans on a specified date. The
designated tasks involve travel throughout the
Southeast with a cast of characters that includes
RaleighTs obese and old-maidish neighbor, Mingo
Sheffield, his handsome but profligate brother
Gates, and a variety of others. RaleighTs quest for
his inheritance proves to be far more complex
and significant than he could ever have imagined
and leads him through an astonishing series of
adventures and realizations. With each new twist
and turn of the plot the characters show them-
selves to be far more complex and sympathetic
than one would have guessed. This character
development is a happy surprise in Handling Sin,
and so is the quality of the writing.
MaloneTs dialogue celebrates the English lan-
guage and human diversity. Each of his memor-
able characters possesses a distinctive verbal
rhythm and vocabulary that continually enliven
the pages of Handling Sin. RaleighTs formidable
Aunt Victoria meets every obstacle with absolute
sang-froid. Asked whether she will be able to
make it back home without RaleighTs assistance,
Victoria replies, oI guess if I could get a Bugis
smuggler to take me, along with forty illegal ele-
phant tusks and three live panthers, across the
Sarawak River into Kuching, I can get my own
sister to drive me fifty miles over a paved road
New North Carolina Books
back to Thermopylae.� Weeper Berg, a constantly-
kvetching Jewish escaped convict, has taken
advantage of his ample penitentiary-enforced
leisure to memorize a dictionary, but at the time
of his escape has only made it to the letter oC.�
This adds a rather peculiar flavor to his conversa-
tion. Weeper says that meeting Raleigh and Mingo,
is a ototal cynosure.� Forced to disguise himself in
womenTs clothing, he moans, oOyyy, awwgh. ItTs
come to this. This is the end of the line. So any-
wise, why not? I could die from shame. Tell me
why my mother didnTt go to her grave a lousy
virgin? Me that was the brains behind the Morgan
heist and the Newport sting. Me that Polack Joe
Saltis asked me for advice. Me that was complai-
sant with the biggest of the big. I could die abhor-
rent.� This is dangerous prose. It is all too easy for
the reader to become a complete nuisance, laugh-
ing at the most inappropriate times and subject-
ing any handy person to long passages read aloud.
It more than compensates for the novel's occa-
sionally heavy-handed moralism and the absurd-
ity of many of the adventures.
Michael Malone, born in North Carolina but
currently living in the Northeast, has written book-
length works of both fiction and non-fiction. His
best-known novels are Dingley Falls and Uncivil
Seasons.
Handling Sin has been widely and favorably
reviewed and will be much in demand in public
libraries. Academic institutions collecting popular
fiction will also want to acquire a copy. Although
it is unlikely to become the Don Quixote of the
1980s, MaloneTs latest creation is well worth a
read.
Elizabeth A. Bramm, Duke University
Reynolds Price. Kate Vaiden. New York: Athe-
neum, 1986. 306 pp. $16.95. ISBN 0-689-11787-6.
The miracle is, you can last through time.
You pray to die when you pass a calendar"
all those separate days stacked before you,
each one the same length and built from
steel. But then you butt on through them
somehow, or they through you. (p. 201)
Kate Vaiden is a remarkable woman, and this
is an equally remarkable book. Kate is a survivor,
one who has lasted through time, but one who, at
age fifty-seven, has discovered that she has
cancer and wants to write the story of her life for
her grown son whom she last saw when he was a
baby.
KateTs life had been a series of seeming trage-
dies: she was orphaned at age eleven when her
1986 Winter"249
New North Carolina Books
father killed her mother and then himself; her
childhood sweetheart was killed mysteriously in
training for World War II; she bore a child out of
wedlock and left him while he was a baby. But
there had also been good times: she was raised by
a loving aunt and uncle; she found a good friend
and counselor in the black cook, Noony; she expe-
rienced love with Gaston Stegall; and she found
friendship with her grown cousin, Walter, who
had been estranged from his parents after he orode
off from here one Sunday morning with Douglas
Lee and stayed gone all these years.� (p. 63)
Through good and bad, Kate kept going. But
remarkable as her story is, the magic of this book
lies in the telling. Price writes with grace, preci-
sion and style, making the book a joy to read. Hear
Kate comment on love: oIf you werenTt young dur-
ing World War II, you may not ever know how
romance can taste. It came at us stronger than
any white drug, and it seemed free (or cheap) and
endless as water.� (p. 95)
The story is set almost entirely in North
Carolina, yet this book has universal appeal. Price
has said that this story is an imagined life for his
mother, who was strong, independent, and a bit of
a rebel.
Kate Vaiden belongs in all libraries that col-
lect contemporary fiction. It also deserves to be
read and savored, for Reynolds Price is one of
AmericaTs finest writers.
Alice R. Cotten, University of North Carolina at Chapel Hill.
Mary Jo Jackson Bratton. East Carolina Univer-
sity: The Formative Years, 1907-1982. Greenville,
North Carolina: East Carolina University Alumni
Association, 1986. 535 pp. $22.95 plus $1.25 ship-
ping and handling. North Carolina libraries add
$1.03 sales tax. Prepaid orders only. Order from
East Carolina University: The Formative Years,
Taylor/Slaughter Alumni Center, East Carolina
University, Greenville, NC 27858-4353.
Mary Jo Jackson Bratton provides us a read-
able, cogent history of the development of East
Carolina University from its origins in 1907
through 1982, the year in which East Carolina
awarded its first medical degree. She describes
the schoolTs remarkable growth from a training
facility for teachers to a four-year university, mak-
ing generous use of primary and secondary sour-
ces not only to chronicle the important people
and events in the schoolTs evolution, but also to
evoke the changing life of the campus.
Bratton is eloquent and persuasive in her
introduction when she argues that the history of
250"North Carolina Libraries
East Carolina University is best seen through tri-
focal lenses: the growth of the school must be seen
in the context of the growth of similar institutions;
the smooth curve of long-run growth must not
blind us to mistakes and miscalculations as real
people faced difficult decisions involving real
alternatives; and finally the development of a
state supported institution must be seen as a part
of the development of the state as a whole.
Bratton demonstrates how well she can meet
the difficult standards she has set for her work
when she deals with the origins of East Carolina.
Regional pride and ambition and the ideas about
higher education which informed the Progressive
movement came together in the drive for a train-
ing school for teachers in eastern North Carolina.
In addition, the expiration of North CarolinaTs
grandfather clause, which had exempted illiter-
ate whites from disfranchisement, gave impetus
to the movement to improve education, particu-
larly through the training of teachers. Bratton
shows how these factors underlay the complex
state and local political maneuvers from which
East Carolina Training School emerged.
The author's ability to reconstruct the en-
vironment in which decisions were made is also
clearly shown in her discussion of the presidency
of Leon Meadows. Bratton shows how the various
elements of the college community"president,
board of trustees, faculty, students, and local
supporters of the school"developed very differ-
ent ideas about the college and its administration.
In the end the scandal which led to MeadowsTs
resignation and his subsequent conviction on a
charge of embezzlement is important, not just
because of the question of MeadowsTs guilt, but also
because of what it reveals about the divided mind
of an academic community.
In the last part of her story"the chronicle of
East CarolinaTs quest for university status and the
creation of a medical school"Bratton increas-
ingly abandons her otrifocal lens.� Her perspective
becomes, for the most part, that of the institution
about which she writes. The issue is not the merit
of the set of arguments put forward by East Caro-
lina to justify its elevation to university status,
arguments with which Bratton clearly agrees.
Rather the issue is that, just as in the creation of
East Carolina, its emergence as a university is the
product of such factors as institutional growth
and aggrandizement, sectional jealousy, conflict-
ing educational bureaucracies, and a changing
political landscape. To set these conflicting forces
in proper context requires a concept of history as
process, rather than history as advocacy.
East Carolina University is, finally, that
great rarity among institutional histories, a book
crammed with detail on people and events that is
at the same time readable and interesting. Mary
Jo Jackson Bratton has done a fine job producing
a book that will be a valuable addition to the liter-
ature on the history of higher education in North
Carolina and beyond.
Harry W. McKown, University of North Carolina at Chapel Hill.
Bernard Schwartz. SwannTs Way: The School
Busing Case And The Supreme Court. New York:
Oxford University Press, 1986. 245 pp. $19.95.
ISBN 0-19-503888-6.
When Senator Sam J. Ervin, Jr. secured the
appointment of James B. McMillan as Judge of the
U.S. District Court for Western North Carolina, he
had no reason to expect that this native of the
state would be the first judge in the nation to
order extensive busing as part of a school dese-
gregation plan. While president of the state bar in
1961, McMillan had spoken against othe folly ... of
requiring that students be transported far away
from their natural habitat so that some artificial
~averageT of racial balance might be maintained.�
Within months of his appointment to the federal
bench in 1968, however, the new judge was forced
to conclude that only through transportation of
students away from their neighborhoods could
schools in his community be desegregated as
required by law. The occasion for McMillanTs ofac-
tual education� as he called it was the case of
James E. Swann et al V. Charlotte-Mecklenburg
Board of Education.
The first detailed study of the Swann case has
now been written by Bernard Schwartz, Edwin D.
Webb Professor of Law at New York University.
Schwartz is the author or editor of more than a
dozen books, including a history of the Supreme
Court and two studies of the Warren Court. For
several of his earlier works, Schwartz relied heav-
ily on personal interviews and unpublished doc-
uments, many of which had not been available to
previous researchers. In SwannTs Way, he has
again made good use of such sources to tell the
intriguing story of how the Supreme Court
reached its landmark decision to affirm McMil-
lanTs ruling.
Schwartz is primarily interested in the power
struggle between Chief Justice Warren Burger,
who initially wanted to reverse McMillanTs sweep-
ing order, and his colleagues, who strongly
favored the ruling. Consequently, he devotes only
a chapter to the development of the case in Char-
lotte and the partial rejection of McMillanTs plan
New North Carolina Books
by the Fourth Circuit Court of Appeals. He follows
this summary with three chapters which describe
the traditions of the court, characterize the justi-
ces, and analyze the history of previous school
desegregation cases by the Warren and Burger
courts.
The final eight chapters are the heart of the
book and provide extensive documentation on
the positions taken by each justice as the case was
slowly resolved within the court itself. A major
source of conflict was BurgerTs determination to
dominate the court in order to weaken the busing
requirements. Although clearly in the minority
from the beginning, Burger assigned to himself
the writing of the courtTs decision. Tradition
would have allowed Justice William O. Douglas,
the senior associate justice in the majority and a
strong supporter of busing, the privilege of mak-
ing this assignment and thus of directing the
court toward a different conclusion than that
sought by Burger. The other justices refused to
allow Burger to prevail, and, faced with the coun-
tervailing tradition of unanimity in school dese-
gregation cases, the chief justice was forced to
modify his opinions substantially.
Schwartz is an excellent writer who human-
izes his study with descriptions of the partici-
pantsT interests and foibles. Most readers who do
not have a professional interest in the law, how-
ever, will probably tire of the details of the justi-
ceTs debates with each other and wish to know
more of the origins and social implications of the
case. Nevertheless, SwannTs Way is an important
work which should be acquired by all academic
libraries and by public libraries with comprehen-
sive collections on the history of the state or of the
nation in the twentieth century.
Robin Brabham, University of North Carolina at Charlotte.
Other Publications of Interest
When the University of North Carolina Press
publishes a cookbook, the book has more signifi-
cance than the recipes it includes. So it is with
Coastal Carolina Cooking by Nancy Davis and
Kathy Hart, with illustrations by Deborah Haef-
fele. This 179-page volume contains recipes and
family love from thirty-four cooks from the North
Carolina Coast. Some recipes are distinctly exotic
(roasted swan, fried eels, red snapper throats),
others more ordinary (mashed potatoes, pump-
kin pie), and some sound like popular recipes
from the 1950s (Coca-Cola cake). This would be a
good addition to a collection of North Carolina
coastal materials, or to a collection of cookbooks.
1986 Winter"251
New North Carolina Books
($8.95 paper, ISBN 0-8078-4152-8; $14.95 cloth,
ISBN 0-8078-1692-2)
Four of the recent publications of AmericaTs
Four Hundredth Anniversary Committee are as
follows: The Lost Colonists: Their Fortune and
Probable Fate by David B. Quinn (ISBN 0-86526-
204-7); The Lost Colony in Literature by Robert
D. Arner (ISBN 0-86526-205-5); RaleghTs Coun-
try: The South West of England in the Reign of
Queen Elizabeth I by Joyce Youings (ISBN 0-
86526-207-1); and Sir Walter Raleigh and the
New World by John W. Shirley (ISBN 0-86526-
206-3). The first two are $3.00 each; the last two,
$5.00. All are paperbound. Add $1.00 for postage
and handling. These volumes are all attractive,
inexpensive, well-written, and accurate. School,
public, and academic libraries with North Caro-
lina Collections will want to purchase these.
Order from the Historical Publications Section,
Division of Archives and History, 109 East Jones
Street, Raleigh, NC 27611.
Fans of Jerry BledsoeTs work, in particular his
Just Folks: VisitinT with Carolina People and
Carolina Curiosities, will welcome his latest,
From Whalebone to Hothouse, A Journey Along
North CarolinaTs Longest Highway (The East
Woods Press, 429 East Boulevard, Charlotte, NC
28203). The highway is U.S. 64, which runs east-
west over six hundred miles in North Carolina.
These stories were originally written as news-
paper articles, and they have that popular human-
interest flavor, featuring a topless dancer, the
owner of a country store, the man who started
HardeeTs, a barbecue king, and a race driver, just
to mention a few. Public libraries especially will
want to buy this. ($14.95, ISBN 0-88742-106-7).
Mannerhouse, A Play in a Prologue and
Four Acts, by Thomas Wolfe, was first published
in 1948, ten years after WolfeTs death. That edition
was heavily edited. In 1985 Louisiana State Uni-
versity Press published another edition, this one
edited by Louis D. Rubin, Jr. and John L. Idol, Jr.
WolfeTs uncompleted manuscript for this play was
stolen in Europe. Wolfe rewrote the play in 1925,
then lost interest in it and set it aside. It is the
story of the effect of the Civil War on a southern
family. The book would be appropriate for collec-
tions of state and local literature in academic and
larger public libraries. Especially valuable is the
introductory material by the editors. ($17.50,
ISBN 0-8071-1242-9).
BR SIS AN Sidi SBT SABE TI 9 BE BN an Ett OR AISA 0, PEE a
Instructions for the Preparation
of Manuscripts
for North Carolina Libraries
PRR TARR RP EE
1. North Carolina Libraries seeks to publish articles, book
reviews, and news of professional interest to librarians in
North Carolina. Articles need not be of a scholarly nature,
but they should address professional concerns of the library
community in the state.
2. Manuscripts should be directed to Frances B. Bradburn, Edi-
tor, North Carolina Libraries, Central Regional Education
Center, Gateway Plaza, 2431 Crabtree Boulevard, Raleigh,
N.C. 27604. T
Manuscripts should be submitted in triplicate on plain white
paper measuring 8%"x11".
Manuscripts must be double-spaced (text, references, and
footnotes). Manuscripts should be typed on sixty-space lines,
twenty-five lines to a page. The beginnings of paragraphs
should be indented eight spaces. Lengthy quotes should be
avoided. When used, they should be indented on both
margins.
The name, position, and professional address of the author
should appear in the bottom left-hand corner of a separate
title page.
6. Each page after the first should be numbered consecutively
at the top right-hand corner and carry the authorTs last
name at the upper left-hand corner.
7. Footnotes should appear at the end of the manuscript. The
editors will refer to The Chicago Manual of Style, 13th edi-
tion. The basic forms for books and journals are as follows:
Keyes Metcalf, Planning Academic and Research Library
Buildings New York: McGraw, 1965), 416.
Susan K. Martin, oThe Care and Feeding of the MARC
Format,� American Libraries 10 (September 1979): 498.
8. Photographs will be accepted for consideration but cannot
be returned.
9. North Carolina Libraries is not copyrighted. Copyright rests
with the author. Upon receipt, a manuscript will be acknowl-
edged by the editor. Following review of a manuscript by at
least two jurors, a decision will be communicated to the writ-
er. A definite publication date cannot be given since any
incoming manuscript will be added toa manuscript from
which articles are selected for each issue.
o
a
a
Issue deadlines are February 10, May 10, August 10, and
November 10.
National Library Week
April 5-11
252"North Carolina Libraries
NCLA Minutes
North Carolina Library Association
Minutes of the Executive Board
July 25, 1986
The Executive Board of the North Carolina Library Associa-
tion met on July 25, 1986 at 10:30 a.m. at the Pine Crest Inn in
Pinehurst, North Carolina. Executive board members present
were Pauline F. Myrick, Patsy Hansel, Dorothy Campbell, Nancy
Fogarty, Fred Roper, Rebecca Ballentine, Frances Bradburn,
Arial Stephens, Benjamin Speller, Jr., Rebecca Taylor, Elizabeth
Smith, Janet Rowland, Helen Tugwell, J. A. Killian, Nancy Mas-
sey, Jean Amelang, April Wreath, Sylvia Sprinkle-Hamlin, Mary
McAfee, Frank Sinclair and Laura Osegueda. Committee
members present were Eunice Drum, Maurice York and Pat
Langelier. Also present were, Secretary Patric Dorsey of the
Department of Cultural Resources; Jane Williams, Acting State
Librarian; Howard McGinn, Coordinator of Network Develop-
ment of the Division of State Library; William H. Roberts, III,
President of the North Carolina Public Library Directors Associa-
tion; Peggy Olney, Media Coordinator for the Moore County
Schools and Jerry Thrasher, incoming SELA representative.
President Myrick called the meeting to order and welcomed
the group to Pinehurst. She introduced Peggy Olney, media
coordinator for the Moore County School System. She recog-
nized Secretary Patric Dorsey of the Department of Cultural
Resources who in turn expressed the pleasure of meeting librar-
ians and learning more about our libraries.
The minutes of the April 18, 1986 meeting of the Executive
Board were presented by Dorothy Campbell, Secretary. It was
noted that the College and University Section is planning a pro-
gram on online catalogs for Spring 1987, not oFall� as recorded
on page 7 in paragraph 2. With this correction, the minutes were
approved.
Nancy Fogarty presented a TreasurerTs Report and distrib-
uted copies to all members. The report covered the period April
1, 1986 through June 30, 1986 and showed a cash balance of
$5,469.88, disbursements totaling $10,866.58, and a balance of
$17,409.83 for North Carolina Libraries. The balance sheet for
each section was included.
Patsy Hansel, First Vice President/President Elect, pre-
sented the report of the 1987 Conference Planning Committee.
The Committee requested permission to increase the charge for
an exhibit booth to $300.00. Nancy Massey moved that the
Executive Board authorize the Conference Planning Committee
to increase the fee for an exhibit booth to a maximum of
$300.00. The motion was seconded by Mary McAfee and passed.
Frances Bradburn, editor of North Carolina Libraries,
announced a new Office address and telephone number: Central
Regional Education Center, 2431 North Boulevard, Gateway
Plaza, Raleigh, N.C. 27604; 919/733-2864. October 11 is the pro-
jected publication date for the issue on networking. The editor
informed the Board that the office is sending out a substantial
number of single and complimentary copies per issue of the
journal. She requested that input be provided regarding the idea
of raising the institutional subscription rate from the present
$20.00 to $25.00. After some discussion, the North Carolina
Libraries Editorial Board was advised that it should make a
recommendation regarding the question, basing it on the
increased cost of publication and the expense of the compli-
mentary and exchange copies needed.
Eunice Drum, chair of the Finance Committee, presented
the Proposed Budget, January 1, 1987"December 31, 1988. She
stated that the budget will have to be adjusted and that the
Finance Committee should hear the Futures Committee's report
before making concrete recommendations. After discussing the
ocushion� the Association has in savings which are not ear-
marked for scholarship, sections, etc., the committee decided to
ask the executive board to consider certain suggested potential
uses of some of these funds, with the final decision pending the
report of the Futures Committee. The following suggestions were
offered: (1) change the percentage of membership dues assigned
to the sections, (2) give a one-time allocation of funds to the
sections, based on the percentage of their membership in the
Association, and (3) distribute a lump sum to each section for
program speakers.
Rebecca Taylor moved that the chair of the Finance Com-
mittee direct the discussion questions on the AssociationTs
cushion to the Futures Committee with a request for their
recommendation by the October board meeting, and that if a
report is not received by the October meeting, the executive
board will discuss these suggestions and make a decision con-
cerning the use of these funds. The motion was seconded by
Patsy Hansel and passed. The proposed budget was adopted
unanimously.
Maurice York, chair of the Archives Committee, presented
the CommitteeTs request for $150.00 to purchase acid-free doc-
ument cases and folders. He asked permission for the establish-
ment of a records center in the State Library. He commented
about the increased interest in history and the need for security.
Rebecca Ballentine moved that the board give consent that the
past records of the North Carolina Library Association be de-
posited in the Division of Archives and History and that the sum
of $150.00 be granted from NCLA funds to the NCLA Archives
Committee for the purchase of acid-free file folders and docu-
ment cases for storing and preserving the records and that the
North Carolina State Library be designated as the agency for
maintaining the current records. The motion was seconded by
Fred Roper and passed.
In the absence of Gene Lanier, chair of the Intellectual
Freedom Committee, President Myrick reported on his recent
committee activities. She also informed the board that the Schol-
arship Committee chair, Shelia Core has announced the 1986
recipients as follows: Kathryn Edwards Pagles and Victor Bert
Eure, North Carolina Memorial Scholarship; Beth Alford Hutchi-
son, Query-Long Scholarship; Leslee Caldwell Sumner and
Roberta Ellen Newman, McLendon Student Loan. On behalf of
the Nominating Committee, she announced that Jerry Thrasher
will become the NCLA SELA representative for the next four
years.
Fred Roper gave the report of the ALA Annual Conference
held in New York from June 29"July 3, 1986, noting the follow-
ing announcements: Margaret E. Chisholm has been elected
vice-president/president elect of ALA; a response to the Attor-
ney GeneralTs Commission on Pornography Report has been
published by the National Coalition Against Censorship; and the
1986 Winter"253
NCLA Minutes
time designated for the observance of the 1987 National Library
Week is April 5-11, when the theme will be oTake Time to Read"
Use Your Library.� It was noted that an 800 telephone line with
the number 1-800-545-2433 has been established for ALA.
Roper mentioned actions taken during the Conference,
including the following: acceptance and endorsement of oEquity
at Issue,� the report of the Presidential Committee on Library
Services to Minorities; the approval of the recommendation that
a Public Library Fund be created; and the approval of the School
Library Media Program"an interpretation of the Library Bill of
Rights which was presented by the American Association of
School Librarians. The outgoing councilor then expressed his
appreciation to NCLA for giving him the opportunity to repre-
sent the Association on ALA Council. RoperTs address is College
of Library and Information Science, University of South Caro-
lina, Columbia, SC, 29208.
Rebecca Ballentine, NCLA representative to SELA, an-
nounced that the presidents of state associations in the South-
east and the SELA Executive Committee will meet in Atlanta on
August 22, 1986. She stated also that she and Jerry Thrasher,
incoming NCLA SELA representative, plan to attend the Bien-
nial Conference in Atlanta on October 15. It was noted that a
number of pre-conference programs and other events are pre-
viewed in the Spring issue of Southeastern Librarian.
President Myrick thanked Mrs. Ballentine for her service.
She recognized Jerry Thrasher, incoming NCLA SELA represen-
tative, and expressed pleasure in having him with the executive
board.
The report of the ChildrenTs Services Section was given by
chair Rebecca Taylor. She reported that activity is being cen-
tered around preparing proposals related to fundraising, plan-
ning to staff membership tables at the State Library Youth
Services Workshop in August and at the NCASL Work Confer-
ence in October, planning an expanded Notable Showcase for
NCASL, and finalizing arrangements to present an author dur-
ing the 1987 NCLA Biennial Conference. The next issue of The
Chapbook will be published in September.
Elizabeth Smith, chair of the College and University Section,
reported that the Section is continuing to focus on plans for a
Spring 1987 program on online catalogs.
Frank Sinclair, vice-chair of the Community and Junior Col-
lege Section, informed the board that chairperson Mary Avery
expects to be present at the next NCLA Executive Board meet-
ing.
The meeting was adjourned for lunch at 12:30 p.m. It was
reconvened at 1:30 p.m. and reporting by section chairpersons
was resumed.
Janet Rowland, chair of the Documents Section, reported
that the workshop held on May 9 was attended by 70 persons
and was declared a success. She announced the appointment of
Lisa Dalton to the North Carolina Libraries Editorial Board to
represent the Documents Section following the resignation of
Michael Cotter. Cotter will continue to be the SectionTs liaison to
ALA-GODORTTs Documents to the People.
Rowland then presented Pat Langelier, chair of the Sec-
tionTs State Documents Depository System Committee. Langelier
reviewed the surveys that were conducted to determine needs
and interest in state documents and presented the bill drafted
by the SDDS Committee, copies of which had been mailed to
board members. After some discussion it was decided the NCLA
will support the Documents Section in the effort to gain passage
of the bill. President Myrick advised that the Section also com-
municate with Bill Bridgman, chair of the Governmental Rela-
tions Committee concerning this matter.
Laura Osegueda, vice-chair/chair-elect of the Junior Mem-
bers Round Table, reported for chairperson Stephanie Issette,
stating that a Fall workshop featuring Bruce Baldwin as speaker
is being planned. The tentative title for the workshop is oCareer
254"North Carolina Libraries
Planning and Career Changing: The Psychology of Change.� Ose-
gueda mentioned that the North Carolina Chapter of JMRT
hosted the hospitality suite of ALA JMRT during the 1986 ALA
Conference.
NCASL chair Helen Tugwell reported that at the 1986 ALA
Conference, NCASL was well represented. Many of the members
were actively involved in programs; many were appointed to
national committees, both AASL and ALA. A resolution drafted
by Region V (North CarolinaTs region) calling for active recruit-
ment to fill school media coordinator positions was the top
priority adopted by the Affiliate Assembly. Resolutions concern-
ing accreditation standards and continuing education for
school media personnel were also accepted, and an interpreta-
tion of the Library Bill of Rights as it pertains to school libraries
was presented to Council for consideration.
J. A. Killian, chair of the Trustees Section, reported that the
Trustee/Librarian Conference held in Winston-Salem on May
29-30 was a success according to evaluation reports. The pre-
sentation of Will Manley as the luncheon speaker was one of the
highlights. Killian expressed appreciation for the presence of
Secretary of Cultural Resources Patric Dorsey during the con-
ference and for the cooperation of the State Library staff.
Nancy Massey, chair of the Public Library Section, called to
the attention of the board activities of various committees. She
announced the completion of a proposal for a project grant; the
contribution of the Standards and Measures Committee toward
the revision of Standards for North Carolina Public Libraries
and the State Library Statistical Report; the successful sponsor-
ing of a workshop by the Young Adult Committee and the Youth
Services Advisory Committee on May 1; and the involvement of
the Trustee/Friends Committee with the Trustee/Librarian
Conference on May 29 and 30 in Winston-Salem. Massey said
also that section representatives have participated in making
recommendations for changes in regulations for the certifica-
tion of public librarians in North Carolina. She revealed that the
Literacy Committee plans to identify organizations working to
combat illiteracy.
Chairperson Jean Amelang of the Reference and Adult Ser-
vices Section reported that the RASS Executive Committee and
Duncan Smith, Coordinator of the North Carolina Library Staff
Development Program have planned a workshop with the theme
oHigh Touch/High Tech: Enhancing Reference Service with
Technology.� The workshop is tentatively scheduled to be held
on November 7, 1986 in the Shepard Library at NCCU.
Reporting for the Resources and Technical Services Section,
chairperson April Wreath announced that the Executive Com-
mittee is expecting to mail a brochure about its fall conference
oCoping with Change: Strategies for Survival.� She reported that
a study of the sectionTs profile conducted by Beatrice Kovacs
revealed that there were 195 members as of April 16, 1986. Plans
are underway for updating the Cataloging Interest Group Direc-
tory.
It was noted that the first three numerals for the UNC-
Greensboro telephone number should be changed to 334 in the
guidebooks.
Chairperson Sylvia Sprinkle-Hamlin reported that the
Round Table for Ethnic Minority Concerns and the NCCU School
of Library and Information Science jointly sponsored a work-
shop with the theme oWorking Relationships: A Guide to Work-
ing More Effectively with Others� on May 2 at the Forsyth
County Public Library. Twenty-five participants representing all
types of libraries attended. Dr. Ernie Tompkins, Director of the
Career Development Center of Winston-Salem was the presen-
ter. REMCO has published a spring newsletter. An increase in
the round tableTs membership has been noted.
Mary McAfee, chair of the Round Table on the Status of
Women in Librarianship, announced that the program oLob-
bying"How to Get What You Want from Those Who Can Give It
to You� will be held at the Forsyth County Public Library on July
31"August 1, 1986. It is also planned that during the NCASL
Biennial Work Conference, the round table will present a pro-
gram with the theme oEverything We Wish We Had Known When
We Started Out.� The program will be presented twice,"first on
October 23 at 4:30 and again on October 24 at 1:45.
Arial Stephens and Howard McGinn reported for the Net-
working Committee. Thirty libraries have signed up as dial
access users of the online catalog which was started up in May.
The Union List of Serials will be accessible soon. McGinn
informed the board that the Western Union Easy Link Program
will be used as the State Library's mail carrier. The State Library
will test the electronic bulletin board system during the next
twelve months, involving 60 libraries from across the state. The
selection of the participating libraries was based on geographi-
cal distribution, type of library, and the presence of library staff
members who serve on the executive boards of NCLA and the
North Carolina Chapter of the Special Libraries Association.
Training sessions will be conducted free of charge by Western
Union at Meredith College on September 4 and 5. McGinn dis-
tributed copies of a fact sheet on the test and sign-up forms. He
encouraged the board members to sign up for the sessions.
Commenting on deadlines for Tar Heel Libraries, McGinn
advised that notices be submitted three months in advance.
Acting State Librarian Jane Williams reported that the
State Library staff has completed preliminary work on its
expansion budget requests for new funds for the 1987/88"
1988/89 biennium. Requests include additional State Library
operating funds, the North Carolina Library Network, the state-
wide depository system for North Carolina state publications
Williams Appointed State Librarian
Governor James Martin and Secretary of Cul-
tural Resources Patric Dorsey have appointed
Jane Williams State Librarian of North Carolina.
Williams, a native of Charlotte, N.C., received her
B.A. from Pfeiffer College and her M.LS. from the
University of North Carolina at Chapel Hill.
She has had extensive experience in academic,
governmental, and public library administration,
having served as assistant director of the David-
son College Library and assistant director of the
Charlotte-Mecklenburg Public Library System. In
1980 she joined the State Library as a public
library consultant and in 1981 was appointed
assistant state librarian. Since November 1985 she
has been acting state librarian. Active in national
and state professional organizations, Williams has
served as an officer of NCLA and is listed in Who's
Who of American Women.
Secretary Dorsey has also appointed Howard
F. McGinn assistant state librarian. A native of
Pennsylvania, McGinn received his B.A. from Villa-
nova University, an M.S.L.S. from Drexel Univer-
sity, and an M.B.A. from Campbell. Since August
1985 he has been coordinator of network devel-
opment for the State Library of North Carolina.
He is a past president of the N.C. Chapter of Spe-
cial Libraries Association. al
NCLA Minutes
and additional public library state aid for operations and con-
struction. It is expected that an official announcement will be
made soon about the State LibraryTs work with the North Caro-
lina Literacy Association to support a full-time staff and office
operation to promote volunteer-based adult literacy programs.
Williams noted that the General Assembly again passed a
number of special bills giving small appropriations to public
libraries. These appropriations will be summarized later in News
Flash and Tar Heel Libraries.
William H. Roberts, III, President of the North Carolina Pub-
lic Library Directors Association, reported that the Association
is focusing on plans for a three-day meeting to be held in August.
The awards program has been expanded and the effort is being
made to collaborate with other state associations. Roberts
stated that of 71 systems, 68 have joined the North Carolina
Public Library Directors Association. He mentioned that a new
Forsyth County branch library will be dedicated on August 10,
1986.
President Myrick expressed her gratitude for the work
being done. She reminded the board that suggestions for places
for 1987 executive board meetings are needed. Indication was
given that some board members will confer with President My-
rick concerning this need.
The next NCLA Executive Board meeting is scheduled to be
held on October 22, 1986 at Forsyth County Public Library in
Winston-Salem.
There being no further business, the meeting was adjourned
at 2:18 p.m.
Nn
Dorothy W. Campbell, Secretary al
Honorary and Life Membership
Nominations
The North Carolina Library Association,
through its Honorary and Life Membership Com-
mittee, is seeking suggestions for nominees for
Honorary and Life memberships.
It has been the custom of NCLA to make
these two awards based on the following criteria:
1. Honorary memberships may be given to
non-librarians who have rendered important ser-
vices to the library interests of the state.
2. Honorary memberships for non-librarians
should be given at a time considered appropriate
in relation to the contribution made.
3. Life memberships may be given to librar-
ians who have served as members of the North
Carolina Library Association and who have made
noteworthy contributions to librarianship in the
state. These memberships are limited to librarians
who have retired.
Recommendations for nominations should be
accompanied by biographical information, in-
cluding contributions to librarianship.
Recommendations for nominations should be
submitted to: Dr. Mell Busbin, Committee Chair,
NCLA Honorary and Life Membership Committee,
P.O. Box 411, Boone, N.C. 28607, no later than
January 31, 1987. Al
Cu
1986 Winter"255
Abel, Joanne. A survey of bookmobile
service in North Carolina. 225-229
Aker, Mary. pic. 76
American Library Association
Intellectual Freedom Committee.
An intellectual freedom alert: Advisory
statement ... on Report of the
Attorney GeneralTs Commission on
Pornography. Commentary. 194-195
Anderson, Barbara L., and White, S. Joy.
Going on-line at the public library: A
very human endeavor. 170-174
Anthony, Mike. Photographs of local
history book jackets. 14-15
Anthony, Robert G. Jr. See Book Reviews
(Davis).
Babel, Deborah B. The Western North
Carolina Library Network: oWell begun
is half done.� 155-158
Barry, Coyla. See Book Reviews (Bayes),
(Moore).
Beagle, Don. Decision points in small-
scale automation. 159-169
Bell, Mertys W. An opportunity and a
challenge. 10-12
Berkley, Anne Bond. See Book Reviews
(White).
Bibliographies.
Resources and technical services
resources: An annotated bibliography,
number two. 111-113
Bileckyj, Peter A. The Wilson County
Networking Project. 146-154
Book Reviews.
Anderson, Jean Bradley. Piedmont
plantation: The Bennehan-Cameron
family and lands in North Carolina.
Reviewed by Donald R. Lennon. 46
Arner, Robert D. The Lost Colony in
literature. 252
Bayes, Ronald H., ed. North CarolinaTs
400 years: Signs along the way. An
anthology of poems by North Carolina
poets to celebrate AmericaTs 400th
anniversary. Reviewed by Coyla Barry.
197
Bledsoe, Jerry. From Whalebone to
Hothouse, A journey along North
CarolinaTs longest highway. 252
Bratton, Mary Jo Jackson. East Carolina
University: The formative years.
Reviewed by Harry W. McKown. 250-
251
Cain, Barbara T., comp. and ed. Guide to
private manuscript collections in the
North Carolina State Archives. 120
256"North Carolina Libraries
Index to
North Carolina Libraries
Volume 44, 1986
Compiled by Gene Leonardi
Cooper, Richard. Henry Berry Lowry:
Rebel with a cause, and Thomas Wolfe:
Voice of the mountains. Reviewed by
Mary L. Kirk. 46-47
Crook, Roger H. Our heritage and our
hope: A history of Pullen Memorial
Baptist Church (1884-1984). Reviewed
by Joseph C. Tuttle. 197-198
Davis, Burke. The Southern Railway:
Road of the innovators. Reviewed by
Robert G. Anthony, Jr. 115
Davis, Nancy, and Hart, Kathy. Coastal
Carolina cooking. 251-252
Deagon, Ann. The Pentekontaetia (The
great fifty years). Reviewed by Tucker
Respess. 196-197
Escott, Paul D. Many excellent people:
Power and privilege in North Carolina,
1850-1900. Reviewed by Gary Freeze.
44-45
Farb, Roderick M. Shipwrecks: Diving the
graveyard of the Atlantic. Reviewed by
Jerry Carroll. 118-119
Feduccia, Alan, ed. CatesbyTs birds of
Colonial America. Reviewed by
Elizabeth A. Bramm. 48
Ferrell, Anderson. Where she was.
Reviewed by Anne T. Dugger. 116
Goldstein, Robert J. Coastal fishing in
the Carolinas, from surf, pier, and
jetty. 198
Hinshaw, Seth B. The Carolina Quaker
experience, 1665-1985: An
interpretation. Reviewed by Elizabeth
White. 47-48
Hobbs, Grimsley T. Exploring the old
mills of North Carolina. 198
Holcomb, Brent H. Marriages of
Rutherford County, North Carolina,
1779-1868. 198
Jarrell, Mary, ed. Randall JarrellTs letters:
An autobiographical and literary
selection. Reviewed by Frances A.
Weaver. 45-46
Johnson, John W. Insuring against
disaster: The nuclear industry on trial.
Reviewed by Eileen McGrath. 246
Jordan, Weymouth T. Jr., comp. North
Carolina troops, 1861-1865: A roster,
volume X. 120
Kahan, Mitchell D. Heavenly visions: The
art of Minnie Evans. 198
Krawiec, Richard, ed. Cardinal: A
contemporary anthology of fiction and
poetry by North Carolina writers.
Reviewed by Margaretta Yarborough.
246-247
Magi, Aldo P., and Walser, Richard, eds.
Thomas Wolfe interviewed, 1929-1938.
Reviewed by Steve Hill. 114
Malone, Michael. Handling sin. Reviewed
by Elizabeth A. Bramm. 248-249
Moore, Lenard D. The open eye: Haiku by
Lenard D. Moore. Reviewed by Coyla
Barry. 119-120
Pearson, T.R. Off for the sweet hereafter.
Reviewed by Mike Shoop. 248
Perdue, Theda. Native Carolinians: The
Indians of North Carolina. Reviewed
by Wayne Modlin. 116
Powell, William S. ed. Dictionary of North
Carolina biography, volume two. 120
Price, Reynolds. Kate Vaiden. Reviewed
by Alice R. Cotten. 249-250
Quinn, David B. The lost colonists: Their
fortune and probable fate. 252
Rubin, Louis D. Jr., and Idol, John L. Jr.,
eds. Mannerhouse, A play in a
prologue and four acts, by Thomas
Wolfe. 252
Schwartz, Bernard. SwannTs way: The
school busing case and the Supreme
Court. Reviewed by Robin Brabham.
251
Schwarzkopf, S. Kent. A history of Mt.
Mitchell and the Black Mountains:
Exploration, development, and
preservation. Reviewed by Eric J.
Olson. 117-118
Segrest, Mab. My mamaTs dead squirrel:
Lesbian essays of Southern culture.
Reviewed by Sue Lithgo. 247-248
Shirley, John W. Sir Walter Raleigh and
the New World. 252
Steelman, Lala Carr. The North Carolina
FarmersT Alliance: A political history,
1887-1893. Reviewed by William S.
Powell. 49-50
Stick, David. Bald Head: A history of
Smith Island and Cape Fear. Reviewed
by Arlene Hanerfeld. 119
Stoops, Martha. The heritage: The
education of women at St. Mary's
College, Raleigh, North Carolina, 1842-
1982. Reviewed by Rose Simon. 50-51
Webster, William David, Parnell, James
F,, and Biggs, Walter C. Jr. Mammals of
the Carolinas, Virginia, and Maryland.
Reviewed by John B. Darling. 50
White, Barnetta McGhee. In search of
kith and kin: the history of a Southern
black family. Reviewed by Anne Bond
Berkley. 114-115
Whittington, Dale, ed. High hopes for
high tech. Microelectronics policy in
North Carolina. Reviewed by Carson
Holloway. 116-117
Wilkinson, Alec. Moonshine: A life in
pursuit of white liquor. Reviewed by
Mike Shoop. 49
ANNOUNCING
A NEW WAY TO MEET YOUR CONTINUING EDUCATION AND STAFF DEVELOPMENT NEEDS
NORTH CAROLINA CENTRAL UNIVERSITY
SCHOOL OF LIBRARY AND INFORMATION SCIENCETS
OFFICE OF CONTINUING EDUCATION AND LIBRARY STAFF DEVELOPMENT
services
Needs Assessments " We help you or your organization determine your continuing education
and staff development needs.
Workshops " We conduct workshops on a wide range of ropics.
Courses and Institutes " We offer full-length courses and special institutes.
Microcomputer Laboratory " We offer hands-on training in the use of microcomputers in
libraries.
For more information on our program and services, contact:
Duncan Smith, Coordinator
Office of Continuing Education and Library Staff Development
School of Library and Information Science
North Carolina Central University
Durham, N.C. 27707
phone: 919-683-6485
919-683-6347
1986 Winter"259
JOIN NCLA
To enroll as a member of the association or
to renew your membership, check the appro-
priate type of membership and the sections or
roundtables which you wish to join. NCLA
membership entitles you to membership in
one of the sections or roundtables shown
below at no extra cost. For each additional
section, add $4.00 to your regular dues.
NORTH CAROLINA LIBRARY ASSOCIATION
O Newmembership Renewal O Membership no.
Name
Position
Business Address
City or Town State
Mailing Address (if different from above)
Return the form below along with your
check or money order made payable to North
Carolina Library Association. All memberships
are for two calendar years. If you enroll during
the last quarter of a year, membership will
cover the next two years.
CHECK TYPE OF DUES:
CO SPECIAL-Trustees, paraprofessional and support staff,
non-salaried persons, retired librarians, library school
students, ~Friends of the Library,� and non-librar-
O LIBRARIANS"earning up to $12,000
O LIBRARIANS"earning $12,000 to $20,000
0 LIBRARIANS"earning over $20,000
O CONTRIBUTING"Individual, Association, Firm, etc. in-
terested in the work of NCLA
O INSTITUTIONAL"Same for all libraries
CHECK SECTIONS: One free; $4.00 each additional.
0 WomenTs Round Table
O Ethnic Minorities RT
O Trustees
O Public
DO ChildrenTs
O College
O Documents O Ref. & Adult
0 Jr. College OO RTSS (Res.-Tec.)
OO NCASL (School) 0 JMRT
AMOUNT ENCLOSED $____"
Mail to: Nancy Fogarty, Treasurer, NCLA, P.O. Box 4266, Greensboro, N.C. 27404
260"North Carolina Libraries