Canadian Special Libraries Form a National Identity, 1945–1970

Library of Parliament, Ottawa, 1940s

In the spring of 1946, Elizabeth Homer Morton, the Secretary of the Canadian Library Council, recounted her observations on special library services to the Special Libraries Toronto Chapter. In the fall of 1945, she had travelled across Canada to assess library services. She visited a variety of special libraries: the Oakalla Prison Farm libraries in Burnaby, British Columbia; the library of the hospital ship Lady Nelson in Halifax Harbour; the Co-operative Wheat Pool libraries on the Prairies; and the extension work of Hudson’s Bay House in Winnipeg to company posts. She concluded optimistically, “Library service in Canada owes a great debt to the special librarians past and present. Not content with building up their own collections, they have done much for Canada’s education and information services by encouraging the institution of public library services.” Indeed, the growth of special libraries due to the intensity of industry and research in the war years 1940–45 had given cause for optimism in the two Canadian chapters of the Special Libraries Association (SLA), in Montreal and Toronto. While government libraries, such as the majestic Library of Parliament, comprised the majority of special libraries, small business libraries were being established at a greater pace and proving their worth.

In the immediate postwar years, there were three centres of special library collective action: the two established chapters of the American SLA, and, in 1949, the Research Section of the Canadian Library Association. The latter national grouping served to address issues common to college, university, research, and special libraries, and to promote their interests. The primary focus on special library work was mostly the preserve of the two chapters, which sometimes worked with the New York Chapter of SLA to organize specific conferences devoted to special librarians. These two chapters focused on special librarians’ identification of their profession and career. They fostered the development of group associations beyond their local areas and sought to clarify the role of special libraries. They ascertained collective needs and pursued goals to support members and engage with the public interest. Sharing best practices, advocating for libraries, networking with colleagues, and establishing standards of service promoted confidence within their parent organizations. Consequently, the two decades following 1950 eventually led to the decision to form the Canadian Association of Special Libraries and Information Services (CASLIS) in June 1969 as a constituent division of the Canadian Library Association.

Three Postwar Conferences, 1947–49

As a springboard to promote member involvement, three regional conferences were organized by the Toronto, Montreal, and Western New York SLA Chapters: one in Toronto on Oct. 17–18, 1947, another in Rochester on Oct. 8–9, 1948, and a third in Montreal on Sept. 23–24, 1949. Training for librarians and staff was the general focus of the first two meetings. At the King Edward Hotel in Toronto in 1947, two prominent voices, Winifred Barnstead, director of the University of Toronto Library School, and Edna Poole, longtime librarian of the Toronto Academy of Medicine, expressed the view that general university courses, not specific ones, constituted the best way for educators to advance special library work. Librarians should engage in continuing education efforts to further their careers. Beatrice Simon, from McGill University, outlined her view on the training requirements for medical, hospital, and nursing librarians. Mary Jane Henderson, the head of the Montreal Sun Life Assurance Co. library, spoke on training in he life insurance industry. A year later, at Rochester, Phyllis Foreman, librarian of the Hydro-Electric Power Commission of Ontario, spoke on training library assistants for circulation work and George Johnson, librarian of the Law Society of Upper Canada, addressed issues related to in-house ‘sub-professional’ training for the ordering of materials.

In Montreal, a new theme, communication and cooperation, formed the basis for discussion. The keynote speaker, W.K. Lamb, the Dominion Archivist, addressed the issue of creating a union catalogue for the proposed National Library at some length. It was an arduous task, but he felt special libraries could play a role in contributing to a union catalogue because “they can play a very important part. By your very name, you have specialized needs and unusual needs, and you have unusual material stored away in these libraries. I do not look upon the Union Catalogue as anything narrow.” Lillian Steers, librarian of the Dept. of Mines and Resources, outlined cooperative efforts in Ottawa amongst libraries. Mildred Turnbull, librarian at the Royal Bank of Canada in Montreal, spoke on cooperation among different types of libraries in her city.

The three regional meetings were productive efforts to connect members with peers and complemented the annual summer postwar SLA conferences held in Boston, Chicago, Washington, and Atlantic City from 1946 to 1950. When the Toronto Chapter proposed to hold the conference, the SLA set a date of 1953. The Toronto group was growing in numbers and felt confident it could manage the task. By summer 1952, Toronto had formed a local Executive and committees under the capable and energetic chairmanship of Pauline Mary Hutchison, librarian of the Canada Life Assurance Co.

The Special Libraries Conference, Toronto, June 1953 

Pauline Hutchison, c.1953

The 1953 Toronto conference, which took place at the Royal York Hotel for four days beginning on June 22nd, drew about 1,000 attendees from the United States and Canada. It was an opportunity to showcase American and Canadian library progress since the previous SLA meeting in Montreal in 1936. The April issue of Special Libraries had profiled libraries in Montreal and Toronto that SLA members could visit. A special four-day tour to Montreal and return to Toronto was offered for advance registrants. Toronto had a diverse array of library resources to explore, including the Academy of Medicine (the second-largest medical collection in Canada), libraries of the Ontario Legislature, the Osgoode Hall Law Society, the Hydro-Electric Power Commission, and the Royal Ontario Museum. Pauline Hutchison worked tirelessly to offer a blend of speakers for an informative (and entertaining) annual meeting. Canadian speakers provided a variety of interesting topics at the opening Monday session: Marian Thompson, from the Toronto Star Library, spoke about handling large files of pictures. Edna F. Hunt, assistant chief librarian at the National Research Library in Ottawa, explained new developments in inter-library loan activity. Two general fora on ‘Canadian Resources’ were held on Tuesday. Dr. Robert C. Wallace, the former Principal of Queen’s University, provided a comprehensive survey of Canadian scientific research. Resource extraction was the topic J. Gerald Godsoe, vice-president of the British American Oil Co. Ltd., summarized. Earl S. Neal, an Imperial Oil Co. director, provided a succinct account of oil exploration and the expansion of Canadian oil and gas markets. Later, at the SLA banquet on Wednesday evening, A. Davidson Dunton, Chairman of the CBC Board of Governors, entertained delegates about America’s northern neighbour, even venturing to say that Canada would not be assimilated by America simply because it was different.

The Toronto SLA conference was a successful undertaking that highlighted growing expertise in special library work among Canadians. Peter C. Newman, an aspiring journalist with the Financial Post who covered the convention, wrote on June 27th, “Today, the business library is a common feature of almost every type of enterprise, with insurance companies, banks, public utilities, publishers, and manufacturers leading the parade. Trade associations, law firms and advertising adgencies are other important library operators.” As careers developed, some special librarians were venturing into the field of Documentation, which explored new principles and techniques for information searching, storage, and retrieval. Two years after the convention, at the 1955 Canadian Library Association conference in Saskatoon, Edna Hunt outlined documentation efforts at the National Research Council, the Defence Research Board, and the Aluminium Laboratories Ltd. in Kingston. She would continue to make significant library contributions, both nationally and internationally, and be a founding member of the Canadian Association for Information Science in 1970–71. Pauline Hutchison, who garnered accolades for her work in Toronto and SLA, would eventually be inducted into the SLA Hall of Fame, established in 1960.

Growth of Special Libraries and Professionalism

Throughout the fifties, there was sustained growth in special libraries, particularly company libraries, as well as librarianship. Western libraries were being established, especially in Alberta, for example, Imperial Oil (1950) and Shell Oil and British American Oil in 1954. Louise Lefebvre, the chief librarian at the Pulp & Paper Institute in Montreal, and one of the founders of the Quebec Library Association in 1932, signalled changing directions in her talk at CLA’s 1957 conference in Victoria. What was a special library? She said, “The special library is, in short, a particularized information service, which correlates, interprets, and utilizes the material at hand for the constant use and benefit of the organization it serves.” What about the special librarian? She said, “The Special Librarian of the future, the one for whom industry is already clamoring and ready to pay a high salary, is a specialist with a degree in library science and a reading knowledge, if possible, of languages such as French, German and even Russian. Such a combination of talents to-day is painfully scarce.” In the same year, the Librarians Group of the Professional Institute of the Public Service of Canada issued a statement criticizing the federal government’s so-called ‘improved’ schedule of salaries and benefits for librarians after investigating its unfavourable comparison with those of other professions in the public service. Additionally, in 1956, another new section devoted to special interests formed in CLA: the Canadian Music Library Association was organized as an official section to promote services in its field of librarianship at the annual meeting held in Niagara Falls with a membership of 35.

By the mid-1950s, there was a growing recognition for the need for professional qualifications, greater clarity of purpose regarding services, and more assertive action regarding working conditions. In fact, at the outset of 1959, the SLA revised its membership categories: new members in the active class would now have to hold a degree from a library school of recognized standing and have had three years of professional experience in a special library to qualify. The CLA Council followed suit in November 1959 when it adopted its position on a national standard for librarians:

Jack E. Brown, 1950s

“No one will be recognized by the Canadian Library Association–Association Canadienne des Bibliothèques as a fully qualified professional librarian in Canada unless he holds the equivalent of the B.A. degree as granted in Canada plus proof of library training equivalent to that required for the Bachelor of Library Science degree (B.L.S.) in Canada or Master of Library Science degree (M.L.S.) in the United States of America.” As the decade closed, in November 1959, the Canadian Library Association Bulletin featured the importance of special library work by devoting an entire issue to its progress. The issue featured important collections from across the country, along with regional synopses. It also introduced new professionals, such as Jack E. Brown, the new chief librarian of the National Research Council. He would oversee a significant era as the library officially became the National Science Library in 1966 and then assist with the development a new building, the Canada Institute for Scientific and Technical Information (CISTI), opened in 1974. He influenced the profession during the sixties and seventies with innovations such as the Canadian Selective Dissemination of Information service (CAN/SDI), a current awareness service for scientists and researchers based on centralized processing at the National Science Library (NSL) of scientific databases. 

Striving for a National Focus

The 1960s witnessed a dramatic period of growth for special libraries of various types—those serving parent organizations (e.g., governments), libraries developed for specific subjects (e.g., films), or libraries organized to hold different formats (e.g., maps). Contemporary surveys indicate that almost 300 special libraries were formed during this period. General categories of service included reference, user orientation, document delivery, information retrieval, bibliographic assistance, and current awareness. Across North America some special libraries were beginning to be known as “information centres” or “documentation centres,” and librarians were starting to embrace new computerized technology to play a helpful role in a new era of information and knowledge. Local perspectives were lessening and libraries were expanding their range of services and clienteles. The NSL was leading the way in providing delivery of documents as well as information and translation services. The two Canadian chapters sought to enhance member involvement, refine leadership structures, and pursue broader goals and objectives. For example, the Toronto chapter investigated the extent of training in Canadian library schools and the value of continuing education opportunities in its schedule of 1963/64 workshops.

At the national level, two important studies touched on special library work in the early 1960s. Beatrice Simon, assistant chief librarian at McGill University, conducted a study of major universities, Library Support of Medical Education and Research in Canada (1964), that proposed a national program for improving access to Canadian medical information resources, such as improved financial support and the establishment of a National Medical Bibliographic Centre and Information Service. A second report,  Science-Technology Literature Resources in Canada by George S. Bonn, the science and technology chief at the New York Public Library, included universities and major research libraries. He recommended that the NSL in Ottawa serve as the central collection in science and technology, supporting and encouraging principal regional libraries to strengthen their collections and provide better service aided by special grants. Networking among libraries and the availability of computerized databases promised to greatly expand the range of information available to special libraries.

Librarians were rearranging professional connections and forming new groups to better address their concerns. In 1963, many university and college librarians formerly in the Research Section of CLA formed their own association, the Canadian Association of College and University Libraries. Shortly after, this action prompted a name change to CLA’s Research and Special Libraries. In 1963, a group of Canadians in the American Association of Law Libraries successfully formed a national chapter affiliated with AALL, the Canadian Association of Law Libraries, with Marianne Scott of McGill University as its first president. In June 1967, the Association of Canadian Map Libraries was established at the Public Archives of Canada as a separate entity.

Mariam H. Tees, c. 1975

At this point, in 1966, the Toronto and Montreal chapters of SLA began discussing the formation of a larger Canadian organization. According to contemporary accounts, there were approximately 750 special librarians in Canada by the late 1960s. They were members of various groups: just more than 300 were members of the CLA Research and Special Libraries Section, about 350 were CLA members, and the two Canadian chapters had fewer than 200 members each. SLA continued to be a strong influence in Canada, and the Montreal chapter hosted its second SLA conference at the beginning of June 1969, with the theme ‘Information Across Borders.’ Miriam Tees, librarian of the Royal Bank of Canada, chaired the organizational committee. She was in charge of a library of 50,000 volumes and 800 periodical subscriptions and looked forward to library computerization to provide faster service to the company. One of the key moments of the conference was an address by Beryl Anderson on Canadian information resources. In her summary, she made an important point by stating that a strong national association could be an effective instrument for fostering greater integration into the national information network. It was a successful conference that brought attention to Mariam Tees’ remarkable abilities and eventually to her presidency of SLA in 1975–76 when she assured the membership, “As we move further and further into the information era, people with our special training and knowledge become more essential than ever.” A week after the Montreal SLA conference concluded, at St. John’s, Newfoundland, members of the  CLA Research and Special Libraries agreed to dissolve and begin preparations to form a new division within CLA specifically for special libraries.

At the June 1970 CLA meeting in Hamilton, special librarians formally adopted a name change and a new constitution for the Canadian Association of Special Libraries and Information Services (CASLIS). This step constituted a significant milestone in establishing Canadian special librarians as a voice in national affairs within CLA. The Canadian special libraries sector had grown in numbers and confidence in the sixties, and the CASLIS initial membership almost reached 300. However, the proliferation of library groups and the development of ‘type of library’ membership adopted by the five divisional groupings in CLA by 1970 indicated that national concerns or projects for librarians were giving way to provincial, regional, and local issues, especially continuing education to further careers. As well, the activities of international affiliations remained attractive: both Canadian chapters of SLA continued their connection with SLA after 1970. In 1971, the Canadian Music Library Association of CLA dissolved and chose to affiliate with the International Music Library Association rather than CASLIS. Instead of charting national policies, CASLIS executives spent their energies recruiting and establishing chapters in Ottawa, Toronto, Calgary, and Edmonton during the 1970s. During this time, the new association and its member chapters participated in a variety of joint programs and workshops with other library and information science groups. It was the strength of the local chapters that heightened awareness of CASLIS for years to come.

My previous blog on the organization of special libraries in Montreal and Toronto by 1940 is at this link.

My previous blog on the 1936 SLA conference held in Montreal is at this link.

My biography of Jack Ernest Brown is at the Ex Libris Association website at this link. 

 

Education for School Librarianship Workshop, Jasper Park, Alberta, 1968

Education for School Librarianship in Canada; Proceedings of a Workshop, Jasper Park Lodge, Alberta on Saturday, 8 June 1968. Sponsored by the Canadian School Library Association, Alberta School Library Council, and Saskatchewan Association of School Librarians. Ottawa: Canadian Library Association, 1970. 69 p.

Stylized 1960s media centre classroom

During the affluent 1960s, most new school buildings included a library resource centre, a term that referred to a service focusing on multimedia resources. Renovations and expansions of existing buildings modernized school libraries with enlarged, better equipped centralized spaces and resources. It was era of progress. Schools were employing multimedia resources at both elementary and secondary levels, increasing budgets for printed resources, and improving training for professional, para-professional and clerical staff to provide services to students and teachers. In 1967, the Dominion Bureau of Statistics reported there were 16.3 million books in 5,188 centralized libraries compared to 4.3 million in 1,613 libraries in 1960. During the same period, the proportion of students with libraries almost doubled from 24.6% to 46.9% but there were still 2,794.9 million students without centralized libraries in 1967. Many students found the use of new audio-visual resources and techniques to be more immediate and more effective than books and periodicals. At the same time, educators began to use the terminology ‘learning resource centre’ in place of the school library.

Although there was progress in forming and staffing school libraries and learning resource centres with teacher-librarians (T-Ls), surveys indicate there were insufficient T-Ls who held a BLS or who had taken courses in school librarianship offered by a library school or by provincial departments of education. In 1960, the Dominion Bureau of Statistics reported 155 professional librarians (persons with a library science degree) in schools with 281 trained teachers either with some library qualifications or none. By 1967, the Bureau reported 365 professionals (Ontario did not report) and 1,124 trained teachers. Library educators disagreed on the need for a library degree and provincial departmental courses often were limited to small enrollments and conducted during the summer at irregular intervals. The result was limited library training in schools and a tendency to promote the teaching of library-related content by classroom visits or individual sessions with students.

At the outset of the 1960s, printed materials in school libraries were often regarded as an auxiliary to independent learning rather than a valued asset that directly supported the school curriculum. Classroom visits by high school students to the library were often under the direction of an English teacher and instruction in library skills was limited due to lack of dedicated staffing. Although student instruction in library methods and the promotion of good reading continued to be staples in the broader philosophy of school librarianship, the decade also was a time of innovation. Leonard Freiser, the Chief Librarian for the Toronto Board of Education, established an Education Centre Library to order, catalogue and process resources as well as provide information searches and document delivery for teachers and librarians. He reported more than 25,000 requests were received during one year, 1967. His critics countered that the school library ought to teach students to think critically and provide them with the skills to achieve their own self-directed learning. Beyond the school library, many new ideas infused Canadian education: collaborative student work in activity-based group work, greater attention to mathematics and science, encouragement of new technologies and resources in classrooms, more advanced qualifications for entry into teachers’ colleges or university faculties of education, open space designs for classrooms, and student demands for more practical knowledge reflecting a multicultural society.

In recognition of the need for guidance, the Canadian School Library Association (CSLA) formulated its Standards of Library Service for Canadian Schools in 1967. The standards stressed the need for an effective school library program developed collaboratively, citing three principles: (1) the provision of in-depth materials for learning following curriculum outlines, (2) each pupil should have access to a variety of materials regardless of school enrollment, and (3) each school must provide required learning materials regardless of its size. The librarian’s functions were outlined as building and organizing collections of instructional materials, assisting teachers and pupils to maximize their use of resources, training and directing clerical and student assistants, and using public relations to maintain a vital library program. The CSLA standards applied to schools of varying sizes but were not mandatory. One forceful criticism was the lack of attention to the acquisition, organization, and distribution of media resources because printed holdings were a primary concern. The standards seemed to be a retrospective vision to some professionals. Although the standards encouraged the integration of print and non-print resources, some educators believed specialist training for non-book materials was a reason for separating the school library from the media centre. When the standards were issued, many educationists hoped that every school would have a library and a trained librarian to operate it.

The Jasper Park Workshop on Education for School Librarianship, June 8, 1968

It was in this context that the CSLA examined the state of school library education in collaboration with the Saskatchewan Association of School Librarians and the Alberta School Library Council. This meeting attracted 300 educators and librarians from across Canada. The one-day session aimed to air differing viewpoints on three major issues central to school librarianship and provide attendees with future directions. Given the circumstances of changing school priorities in forming and using libraries, the discussions focused on three topics: (1) the role of the library technician in the school library, (2) the integration of new media in the school library, and (3) the status of the school librarian as a teacher. Several informative background papers describing Canadian programs for educating school librarians (printed with the workshop proceedings) appeared in Moccasin Telegraph, the newsletter of the CSLA, prior to the workshop.

The keynote speaker was Frances Henne, School of Library Service at Columbia University. She was well qualified to speak to the theme issues. As far back as 1945 she had helped formulate standards for the American Library Association (ALA) publication School Libraries for Today and Tomorrow. She was particularly interested in researching and teaching programs for children and young adults in public libraries and schools. Now, in the late 1960s, as she approached retirement, she was closely involved in the development of revised American guidelines, Standards for School Media Programs, to be published later in 1969. In her opening address, Dr. Henne expanded on the new directions that standards were slated to introduce. New ALA terminology, such as media center, media specialist, or instructional materials center, signalled the importance of non-book formats in school programs. The new standards stressed the role of the media specialist in helping students develop competence in listening, viewing, and reading skills. Media specialists should work cooperatively with teachers in designing learning activities that use a variety of formats in classrooms. Nevertheless, she concluded with a spirited message by returning to the library’s time-honoured potential: “That seemingly static space in the architect’s blueprint is alive with its tremendous actuality and potentiality ... To each young person, the responses are manifold, not only in shared, already experienced beliefs, but also in the opening, exciting vistas of the unknown.” (p. 6)

The first panel discussed the role library technicians and support staff might undertake in schools. The emerging classes of library technicians from recently formed community colleges—about 400 graduates—drew the attention of three panelists. There were concerns about their role in media instruction and the possibility that they might displace librarians. June Munro, the Supervisor of Extension Services in the Ontario Provincia1 Library Service, believed there was no doubt about the value of technicians in school libraries, especially in district or regional centres where they could be integrated with other library personnel. Two other panelists noted that school boards were already employing teacher aides in classrooms, and it seemed technicians would fall into a similar category in provincial educational hierarchies. They agreed that school library supervisors should clarify the difference between technical and professional services and notify administrators in their districts.

A variety of instructional media, such as films, videos, audio recordings, slides, and filmstrips, presented opportunities to support educational programs. The second panel addressed problems associated with the purchase, organization, storage, and distribution of these formats. Helen Donaldson, a long-time school librarian and a supervisor for school libraries in East York (Toronto), emphasized the need to have “integration of management and also materials [so] that we can improve the library resource centre service to both pupils and teachers and in this way become a strong educational force in up-grading the quality of the educational program.” (p. 21) Media required a variety of specially trained staff, of which the librarian was only one. Clearly, it seemed media specialists should be working as part of a teaching team in schools. It was felt that media resources should be as accessible as possible and placed in classrooms, laboratories, or special learning centres where they would receive maximum use. A central school library was just one possibility.

The third panel discussed “Teacher and Library Education in School Librarianship: Professional Dualism or Schizophrenia.” Panelists felt the fundamental role of the school librarian should be to work with teachers as team members directly involved in the education of students. But, was teacher training and certification necessary for the school librarian with library school standing? Lawrence Wiedrick, from the Faculty of Education at the University of Alberta, who had extensive prior experience as a T-L, held that preparation in both education and librarianship was essential but that the emphasis in the workplace depended on local circumstances. He believed “more graduate programs in school libraries are required because extensive specialization at the undergraduate level is not desirable or usually possible ... programs should be offered by both colleges of education and library schools in order that candidates can choose a specialty within either field.” (p. 31) Another panelist pointed to a more proactive role: “School librarians are part of the educational team. They don’t serve teachers—they work with them as colleagues.” (p. 37) Generally, panelists agreed that the school librarian should be prepared first for professional teaching, which involved certification, and only secondly as a specialist.

The one-day workshop finished late in the afternoon with a summary by Frances Henne. Her thoughts, as before, emphasized that the functions of technicians should be clearly defined, that schools required staff with varying specialties, and that the school librarian could be a teacher closely involved in curriculum planning and the learning process. A systems approach, rather than independent schools, was needed to maximize the use of resources. The school library had a function of its own and therefore should play an essential part in making its voice heard in decisions about library/media administration.

Afterwards: School Librarians and a New Professional Model

The 1968 Jasper workshop was designed to allow educators to hear various opinions about the changing priorities in traditional school library service and the newer instructional media centres that were progressing. No recommendations were brought forward but the general discussions and background papers sharpened participants’ views and suggested options that might be useful. In the following year, June 1969, at the Canadian Library Association (CLA) national meeting in St. John’s, Newfoundland, CSLA arranged to have Jean E. Lowrie, the former President of the American Association of School Libraries (1963–64) and future President of the ALA in 1973–74 speak to school librarians about the role of the administrator in media centres. She was an advocate for school libraries fulfilling an instructional role with all types of media that was responsive and creative to the needs of teachers and students. Yet there was a growing realization that a significant number of Canadian schools were unable to meet the CSLA 1967 standards for personnel or facilities, although many came closer to meeting the collection guidelines.

Elizabeth Gardens Public School library, Burlington, Ontario, c. 1970

In terms of clarifying roles, the CLA approved a statement, “Guidelines for the Training of Library Technicians,” in 1973. In the mid-1970s, the CSLA and the Association for Media and Technology in Education in Canada collaborated on an integrated definition of the role of the school library in providing all types of learning materials. The resulting publication, Resource Services for Canadian Schools (1977), presented national guidelines for resource centre services for the learning resource teacher and T-Ls. This publication superseded the 1967 CSLA standards and provided more guidance on media integration, district services, information access, programming and personnel rather than focusing on measures of materials and their arrangement.

Library education, too, continued to evolve. By the late 1970s, the worthy philosophy that the T-L was a cooperative planner and joint implementer of curriculum was at a youthful stage. As a model, the enhanced role proposed that T-Ls should actively participate with teachers in the planning and implementing of classroom units of study utilizing their knowledge of resources. This fundamental shift meant that library skills could be developed in jointly planned and implemented classroom learning exercises rather than scheduled class visits to the library. In 1979, the CSLA issued “The Qualifications of School Librarians;” it reflected philosophic educational changes. This statement recommended that a teaching certificate and successful classroom teaching experience were prerequisites for entry into a school library program and that programs should only be offered at the graduate or post-baccalaureate level. Qualified school librarians were tasked with competencies in areas such as professional leadership, acquisition, organization and use of learning resources, instructional design, and production of learning resources. It was an ambitious change for school librarianship.

Although there were pressures on funding for school libraries during a period of decreasing enrollment, economic recession, and rapid inflation in the 1970s, expenditures on books and media remained an integral component of school budgeting. A decade later, in 1979, Statistics Canada reported that school libraries held 49,547,798 books and 5,824,726 non-print audio-visual formats. Growth was slower but continued—in 1967/68 schools had reported holdings of 16 million books (there were no comparable data for non-print materials). Personnel increases were less impressive: in 1967/68 there were 2,975 full-time staff (566 with a library degree); in 1979 there were 5,171 personnel (451 with a library degree). Educational opportunities for T-Ls had led to 3,390 professional positions, i.e., teachers with certificates in school librarianship/media services but no library degree, teachers with courses in school librarianship/media services but without a certificate, teachers without courses in school librarianship/media services, and audiovisual specialists with university degree but no teaching degree or certificate.

But a number of factors would eventually contribute to a slower growth of a larger national cohort of better trained T-Ls: (1) provincial education regulations did not insist that qualified T-Ls staff school libraries; (2) teachers found it more challenging to enroll in the revised three or four semester MLS programs after library schools eliminated the older two semester BLS program; (3) many T-Ls felt the usual three session program of university faculties of education leading to specialist qualifications in school librarianship should be bolstered with additional courses. Furthermore, individual library school course options tended to emphasize literature and reading for children or young adults as well as general school library administration. The faculties of education provided more specific courses that emphasized the role of T-Ls in media and curriculum development but did not develop comprehensive programs of study about school libraries.

The Jasper workshop occurred just before the significant shift in thinking about the role of the T-L and the school library. The 1980s would prove to be even more challenging than the clarification of roles in the 1970s, which remained to be universally recognized in educational hierarchies. Educational programs were usually planned and approved at various levels by administrators and elected officials who were often unaware of the school library’s potential or what was happening in them, thus perpetuating the subordinate profile of school librarianship in the development of school curricula in many school jurisdictions across the country.

Further Reading

A biography of Frances Henne is available at Wikipedia.

A biography of Jean E. Lowrie is available at Wikipedia.

A national meeting on school librarianship at Edmonton in 1959 is the subject of my earlier blog.

From Sigmund Samuel to the Robarts Library at the University of Toronto, 1954–1973

Over the course of twenty years, in the 1950s and 1960s, libraries at the University of Toronto continued to expand and improve as they became collectively the most extensive university holdings in Canada. The library system, under the leadership of Robert Blackburn, also refined its philosophy concerning the necessity for a centralized research collection that could serve the needs of graduate studies. During this period, the architectural styles of the Modern Movement and new technologies of construction utilizing steel, glass, and concrete also broke with past practices. In 1954, the Sigmund Samuel Library (SSL) was constructed using Queenston limestone adjacent to the original library building with the Samuel family crest above the entrance. The coat of arms in stained glass above the entrance had been granted to the Samuel family by Oliver Cromwell in 1670. When the John P. Robarts Research Library was completed in 1973, the humanities and social science collection was transferred to the new building. The original building became the Science and Medicine Library and host of Canada’s largest academic science and medicine library.

If the sleek rectilinear lines, large airy windows, open main floor plan, and simple functionality of the International Style in architecture exhibited by the SSL comforted people along with Samuel family coat of arms over the doorway, the opposite was true when the massive 14-storey John P. Robarts Research Library with two basement levels opened at 130 St. George Street. At the time, it was about one million sq. ft. in size and the largest academic library building in the world. It could accommodate four thousand users and held just under three million volumes. While its scale was breathtaking, its poured concrete Brutalist style, provincial funding, and original plans for restricted stack access provoked controversy before and after the opening of ‘Fort Book.’

The Sigmund Samuel Library, 1953–54

Sigmund Samuel wing, c.1955

When Toronto’s first standalone Romanesque style University Library opened in 1892, it was designed to seat 200 readers and accommodate 120,000 books. It offered reference for students and lending privileges for faculty. Over decades, it became crowded, and by the late 1920s, the chief librarian, W. Stewart Wallace, planned for an extension; however, depression era financial difficulties and the Second World War halted progress. As collections grew, the smaller college libraries slowly expanded due to limited space in the central library. Finally, in 1951, Sigmund Samuel, a prominent Toronto business leader and philanthropist, promised a donation of $500,000 towards construction of a $3,000,000 extension. Sigmund was the son of Lewis Samuel, a very early Jewish immigrant to Canada from England. Sigmund was born in Toronto in 1867 and the family was quite prominent both in the Jewish community and the city of Toronto. His father, Lewis, was President of the Toronto  Mechanics’ Institute in 1879.

Construction on the new wing began in late 1953. This addition became an attractive five-storey ‘wing’ extension, a popular concept in academic library buildings after WWII. The circulation, reference, and periodicals departments were on the main floor with the humanities and social sciences book stacks in the three basement levels. The acquisitions and cataloguing departments were located on the second above ground floor. When W.S. Wallace decided to retire in spring 1954, the reserve book room inside the SSL was renamed in his honour and Alice Moulton, an experienced circulation librarian, placed in charge. A formal opening took place on November 26, 1954, with Sigmund Samuel and the architect Alvan Mathers of Mathers & Haldenby on hand in recognition of their contributions to the much needed project.

Sigmund Samuel and Alvan
Mathers at the opening

The next day, a colloquium on the future prospects of research libraries was held featuring W.S. Wallace, William Kaye Lamb, and notable librarians from the United States. A pamphlet, The Research Library, reporting the proceedings was published by the Canadian Library Association in 1955. The colloquium stressed the need to organize specialized collections and develop effective systems of nationwide cooperation, especially by the nascent National Library. Generally, students welcomed the new facility. The Varsity (March 9, 1955) reported, “The new library has many popular features: the open-shelf system, the attractive appearance, the good lighting (which incidentally promotes social life, as you can now see the student across the table from you). There is still some dissatisfaction, however — students have been petitioning to have closing time extended from 10.00 to 11.00.” The large windows that allowed ample lighting were particularly popular. The SSL was designed to make about one million volumes available for users. It also became a vital social centre for seminars, talks, receptions, student sales, elections, a faculty reading area, a staff room, and even a small smoking room. The Stewart Wallace Room was organized to hold 20,000 volumes and accommodated 380 users. It was often filled to capacity at critical times for student paper deadlines or examinations. When its open shelves were closed due to $8,000 book theft reported by the Globe and Mail on December 9, 1959 (“Students Petition for Return of Open-Shelf Library”), leaving students to fill in request slips to obtain books, they unsuccessfully petitioned the library to rescind its policy. However, unrest continued until 1961, when they were permitted access if they attended an instructional session.

Sigmund Samuel Library first floor plan

Robert Blackburn’s history, Evolution of the Heart (1989), provides a chapter on the genesis, design phase, and construction of the SSL. Although the extension provided necessary relief for collections and reader space, in fact, after a few years, the new wing itself became crowded. Administrators realized larger quarters would be necessary. The only major campus library built after the SSL was the E.J. Pratt Library at Victoria College, which opened in 1961. It was a plain, two-storey, granite-clad edifice with open stacks and extensive windows allowing students to view attractive landscaping. Consequently, planning for this necessity began in the late 1950s, especially when Claude T. Bissell, a promoter of libraries, became President of the University in 1958. He quickly formed an advisory committee for future library services and buildings chaired by Roland McLaughlin to recommend new directions for the entire university library system.

The McLaughlin Committee report issued in January 1959. It recommended that a policy of centralization of departmental libraries be pursued to coordinate services, that the Library of Congress classification be adopted, that a union catalogue of holdings be established, and that 75,000 sq. ft. be added to the present SSL and another 82,700 square feet erected on the site of the Engineering Building on King’s College Circle. For future expansion, an additional 60,000 sq. ft. would be necessary. With the study completed, another committee was established to report on a new central facility, but not until 1965, with the full support of Claude Bissell, were plans recommended by the committee approved. There was an air of optimism about the project. When Claude Bissell spoke at the annual meeting of the Canadian Library Association held in Toronto in June 1965, he articulated the role of the projected research library: “The profile of the new research library in the university is that of an active scholarly headquarters with a close working relationship between professional supervisors and users. It will be a much more lively, much more heavily populated building than the old library.” His focus was upon the humanities and social sciences and a new library of about 500,000 sq. ft. that the second committee had settled on. In the intervening five years, it was assumed that resources would be moved from the crowded SSL to the new central library. The SSL would continue with a duplicate collection for undergraduates and they would not have direct access to the collections of the new building. During the time the second committee did its work, important issues were raised in a national study by Edwin Williams, Resources of Canadian University Libraries. It reported the need for increased financial support for research collections, especially at the graduate level. Also, the block of land at the corner of St. George and Harbord Streets was chosen as a new site for a grand central library. In 1966, after publication of the Spinks Report on the development of graduate education in Ontario, the Provincial government indicated that it could help finance the research library project. This report recommended that Toronto be designated as the major provincial resource centre and its holdings be available to all faculty and qualified graduate students. As such, the Province should support Toronto’s expansion to assume these new responsibilities.

The John P. Robarts Research Library, 1968–73

 

Robarts Library with the Rare Book wing, 1974

With the University’s acceptance of the 1965 report, serious design planning and preliminary engineering reports began and were finished in early 1967. A triangular building with fourteen levels above ground and two below was proposed. The main service floor was situated on the fourth level with circulation to closed stacks, reference, a public catalogue, and periodicals reading area. Access to two smaller wings, one for rare books and one for the library school, allowed access to these satellite areas. The budget had ballooned to just under $42 million, a phenomenal amount for a Canadian university library devoted to the humanities and social sciences, but the Ontario government authorized $40 million in support, which cleared the way for construction to begin at the end of 1968. In July 1971, the University Board of Governors named the main library in honour of John Parmenter Robarts, the seventeenth Premier of Ontario, 1961–71. The eight-storey 100,000 sq. ft. wing for the School of Library Science was the first completed section of the library complex and was occupied in June 1971. It was renamed the Claude T. Bissell building in 1984, which became the home to the Faculty of Information. The rare book wing, which featured a warm, inviting interior, opened in December 1972 and was named the Thomas Fisher Rare Books Library in honour of Thomas Fisher, whose grandsons donated valuable collections of Shakespeare and other authors to the university library. Selected campus collections, staff, and services moved into the Robarts Library during the first part of 1973. The library quietly opened in July. Alice Moulton, who had become head of circulation of the library system in the 1960s, supervised the move of books from the SSL to the new building.

Thomas Fisher Rare Books, c. 1975

The monumental scale of the concrete complex dwarfed previous library quarters and offered the prospect of vastly better quality and quantity of services. But it did not come without controversy. The initial decision to limit access to collections for undergraduates, except for fourth-year students, provoked widespread student protests at a time when the concepts of ‘student power’ and ‘stakeholders’ were prompting student activism. In early March 1972, the University Senate rejected student appeals to allow all students and the public complete access to the building, its services and collections. Shortly afterwards, police removed and arrested 18 people, mainly students, at a sit-in in Simcoe Hall on King’s College Circle, a short distance from the SSL. A lengthy Globe and Mail article on March 13 called attention to the issues: “Brutal tactics claimed: 18 charged as police end sit-in over U of T library.” By the end of March, limited access was struck down: the Senate proposed that all University members would be eligible to use the Robarts Library and apply for entry to the book stacks. In 1972, there were more than 55,000 thousand potential users. Later, when a newly structured Governing Council officially came into being in July 1972 to replace the previous Board of Governors and University Senate, it adopted this principle.

Harsh commentary turned to the monumental design of Robarts, a feature many early century Carnegie libraries had suffered with for decades. Although the use of unpainted concrete in large buildings was not unusual in Canada in this period, the magnitude of Robarts startled many observers. In “Fort Book: It’s 14 storeys of literary intimidation,” an article in the Toronto Star on Sept 28, 1974, the journalist Robert Fulford declared, “the John P. Robarts Research Library is just about the most intimidating building ever devised by the mind of man.” Many people—architects, passersby, and students— hated the library. Nonetheless, Fulford had to admit it worked with the proviso,

But the fact is that since the Robarts opened, library use on campus—borrowing, reading in the library, etc.—has increased almost 100 per cent. This means that the old facilities of the Sigmund Samuel Library were overcrowded, that new facilities were needed, and that to some extent Robarts has filled the need. Students may write nasty articles about it in The Varsity, the student daily, but they use it.

One of the more loquacious student critics of The Varsity was Linda McQuiag, who opined in its pages from time to time. On November 26, 1972 (“Take a Good Look before Books Go”), she reported that the book move from the SSL to Robarts would likely disenfranchise undergrads who would be denied access to resources they previously had. She also raised the issue of the enormous percentage of tax funding by Ontario taxpayers and the use of it by researchers from other universities. Later, she revisited funding issues when she reported in the Globe and Mail on July 10, 1973 (“Robarts Library: lavish but book-poor”) about library budget woes, inflation, and expenditures reductions that might have been trimmed costs during the construction stage, such as posh lounges in the library science wing or the front tower that made the entire structure look like a turkey (or peacock) from the Harbord Street side. Perhaps there was no formal opening of Robarts with ribbon cutting, etc., because of the controversies surrounding the library structure, its use, and its purpose.

From Sigmund Samuel to Robarts

In retrospect, the two libraries reflected the changing fortunes of 20th century Canadian post-secondary education and the growth of Toronto. The SSL was built when universities developed with modest financial revenues and smaller enrollments that denied the bold planning strokes that Robarts ostentatiously displayed. The dramatic expansion of universities and new colleges in the 1960s was due to a vast infusion of federal and provincial funding necessary to meet rapidly increasing student numbers and to develop comprehensive research resources. The Sigmund Samuel and Robarts libraries celebrated the humanities and social sciences, but gradually, the SSL and its aged partner, the University Library of 1892, transitioned to a science and health complex sketchily outlined in the McLaughlin report. Eventually, in 1997, these two libraries were renamed the Gerstein Science Information Centre to denote a large donation from the Frank Gerstein Charitable Foundation. The SSL undergraduate humanities and social sciences materials were integrated into other campus library collections, and the reading areas expanded to accommodate science students and faculty. The Wallace Room continued with study carrels, tables for reading, and computer work stations. The Robarts Library grew in stature and became a world-class research institution.

As the city of Toronto grew from a regional hub to Canada’s metropolitan centre, the Brutalist Style was often evident in public buildings. The striking impression of this style symbolized a utilitarian approach to building, permanence, and a new expressive form for public gatherings. Concrete was a reliable, economical material used in other ambitious contemporary buildings which featured Brutalist elements, such as the York University central Scott Library (opened in 1971), Four Seasons Sheraton Hotel (opened 1972), and the CN Tower (opened 1976). Today, many people still consider the Robarts complex ugly, except for a short time in spring when the blossoms of its cherry trees planted in 2005 are in season.

A University of Toronto celebration of the fiftieth anniversary of Robarts is at this link.

My blog on the reports by Edwin Williams and Robert B. Downs is at this link.

A short biography of Alice Moulton is at the Ex Libris Association at this link. 

A biography of Robert H. Blackburn is at the Ex Libris Association at this link.