Thank you, Councilman. 141 11/10/99 ED. COMM. - RES. 990540 I'm William Epstein, Director of Government Relations for the School District. I think the superintendent, Councilman, responded fairly thoroughly to the dilemma that we face in this regard, that we do not have adequate resources to do the many things that we need to do to make our children whole. And lack of libraries and librarians is one of them.
I wouldn't want anyone to walk out of this room under the impression that the superintendent, the people that work for him, the teachers in our system, the administrators are at all comfortable with the fact that books of that nature are in our libraries. I'm not certain why we don't take books like that -- and not being a librarian, I can't answer this question, but why we don't -- I know if I had any books like that in my office, they'd be in the trash bin, because they certainly don't do my children any good or your children any good.
Well, that's why I made the remark about the possible harm that they 142 11/10/99 ED. COMM. - RES. 990540 do.
I'm very concerned. Frankly, we worried about school size, we worried about safety, we worried about the administration of drugs. Councilwoman Blackwell kept us busy with a whole group of issues. The one issue we fought for so long, we never had to raise because we felt very comfortable that the libraries would be outstanding in the schools. And --
They're among the worst in the nation, they really are. And the reason that these books are still on the shelves is that when I go into a library that doesn't have a librarian and I suggest to the principal that they get rid of 95 percent of the collection, which is what I say they refuse, because they believe that something is better than nothing, and I totally disagree. And there are some teachers in the District who believe that something is better than nothing, too. I believe that the books are damaging and that they should not be there. The other thing is that the librarians 143 11/10/99 ED. COMM. - RES. 990540 are no longer given time to do an inventory to weed the books. And they always do have to get the principal's permission to weed them. And, again, the principal is not a professional about this and very often assumes that something's better than nothing.
If I could suggest. I very seriously doubt whether there's a teacher in the Philadelphia school system using books like that -- of the kind that Debra cited.
And if there are teachers, we need to have an internal discussion about it to resolve that issue because that is not the standard that the School District aspires to.
Excuse me? Our standards in key subjects are very clearly laid out, and I doubt that it includes anything of the nature that Miss Gniewek has cited here. 144 11/10/99 ED. COMM. - RES. 990540 So, again, I'm not the expert in the area here and I'm not -- certainly not a librarian, you know that. And I'm not a teacher, either, but I'd be shocked if any of the teachers in the School District were using any of the books that Miss Gniewek cited.
As I said, Mr. Willingham is the only principal that said that that is not acceptable.
If they're on the shelf, I don't doubt that a child might pull them off, but I'm sorry, you said teachers were using these books, and I --
Well, I mean, I went to a school where the reading teacher said that something is better than nothing and it's better for them to have something to read rather than nothing.
Mr. Epstein, I 145 11/10/99 ED. COMM. - RES. 990540 would dare to say that this hearing isn't over yet. So if you listen, we have other people who may shed a little light on this as well. Thank you. Excellent testimony. (Applause.)
Thank you, thank you. All right. Please identify yourself for the record and continue.
My name is Carol Heinsdorf. That's spelled H-E-I-N-S-D-O-R-F as in Frank. Councilwoman Blackwell and committee members, I'm hoping this is as short as the Ghettysburg Address, so please pay attention. While a member of Mayor-elect John Street's Education Summit Resource Team, I explained to my team how the Library Power tenets of certified teacher-librarians, open access, flexible scheduling, teacher collaboration, quality, up-to-date book collections, and attractive facilities supported effective academic programming for both teachers and students. After my emotional outpour, I was 146 11/10/99 ED. COMM. - RES. 990540 assured by the co-chair of this summit, Marge Dugan that my team members already understood and supported those school library tenets. Miss Dugan's comments lead me to believe that you, the City Council Committee on Education members, also understand and support these Library Power tenets, which are increase proven to increase academic performance. Pat Mazzuca, the principal of Clemente Middle School in North Philadelphia, supports Library Power, and that's where I am the school librarian. We have a dynamic school library program serving 1,000 students a week. While in the former East Berlin last June on a school exchange, I witnessed the high level of academic performance expected of students. Only 10 percent of the schools in Germany have school libraries, and the library in school we visit was tiny, staffed by a clerk, and usually closed. My home stay's son said it didn't really matter because he had so much school work to do that he didn't have time to read. The glaring cultural difference that I observed was that the level of performance was 147 11/10/99 ED. COMM. - RES. 990540 high because students were taught to perform. German students are taught to do; however, they are not taught to think. Teaching students to think, to identify the question, and know how to find the answer to it is culturally a very American activity. There is no better place to teach our children to identify a question, synthesize information, and find the answer for themselves than in a good school library while they are young and a captive audience. The public school children of the City of Philadelphia deserve your support of good school libraries. Not in my written testimony is a practical suggestion, because I've heard you want suggestions. When the budget sheets are handed out in the schools each year in March, if you look at where the librarian is on there in an elementary school, the librarian comes under the principal and before a counselor. In the middle school where I am, there is the principal, the assistant principal, the librarian, and then the counselor. Several years ago, all of the teaching positions -- art, music, whatever -- were 148 11/10/99 ED. COMM. - RES. 990540 integrated and made one with the classroom teacher. The librarians were never integrated. When there is limited funding in a building, a responsible principal is going to look at where they can make the biggest single cut with the least effect, and the librarian is right up there. That's why the certified professional librarians are let go first, because that's where the principal can save the most amount of money. Now, I say all that needs to be done -- I don't know how much work it would take -- is to take that librarian out of that position on that individual school budget and integrate it with a classroom teacher. They will be cheaper to hire. It's just a suggestion. A negotiating point was asked for earlier -- this also is not in my testimony. But when we can have our children read and think and synthesize information, they are going to be kept off the welfare rolls, which are shorter all the time, I understand. But if Philadelphia can keep its children literate, what better reason could you have in Harrisburg for funding school libraries? It's good for the City, which takes 149 11/10/99 ED. COMM. - RES. 990540 less money from the State.
Karen Talarico? Please identify yourself for the record and make your testimony.
Yes. " I'm Karen Talarico and I'm the Executive Director of the Friends of the Free Library. And I'm here today to address the issue of having the Free Library provide library services to the City schools. The Friends are staunch supporters of libraries and literacy, especially where children are concerned. For many years, the Friends have organized the Read Together Coalition, which every year sponsors among its programs "Love Is Reading Together Week," a program which many of the City Councilmembers have participated in. The Friends think the Free Library does a terrific library in the area of providing 150 11/10/99 ED. COMM. - RES. 990540 library services for children. And many of those programs were already detailed by Elliot Shelkrot when he testified so I won't go into them again here. And I think that if you visited one of the renovated branch libraries and seen one of the children's departments, you know what a wonderful place they are. They have computers in them, they have a very nice collection of books geared toward children, and they're staffed by a children's librarian. But the Friends believe that the Free Library should offer services to the entire community, and we think that the library does that admirably. Our concern is that the resources of the library will be spread just a little too thin if the library is given the mandate to furnish the library programming for City school students. Unless those programs are fully funded and staffed, other aspects of library service may suffer. We're worried about what's going to happen to the segments of the community that the library has to serve in addition to the children, to the preschoolers who come for story hour, to 151 11/10/99 ED. COMM. - RES. 990540 the senior citizens who rely on the library as a place to gather and find reading material in a peaceful setting, to job seekers who need the resources of the library to help them find work, and to scholars who use the resources to help them research. There are those who feel that the library isn't open enough hours and doesn't have enough staff to fully serve their communities right now. What will happen to the oldest and youngest segments of our library-users if the libraries and librarians must focus more time and energy on our school students? You know, right after the school year began this year, I received a phone call from a 5th-grade teacher who told me that his classroom had no library and his school had no library. He knew that the Friends were engaged in the practice of collecting used books and reselling them and distributing them, and he wondered if I could help him out well. Well, of course, I was happy to help out. And I had the staff of the bookstore put together five cartons of books for this teacher. 152 11/10/99 ED. COMM. - RES. 990540 But when I looked at the books, I felt really bad sending them to this teacher. Those books were really well-worn, they were well-read, they were underlined. We had to guess at whether they were appropriate for the grade level of the children because none of us are professionals on that level. But I called him up and he came down and he picked up those five cartons, and he was really thrilled. He told me that a used book is better than no book -- something that I think you've heard before this afternoon. But I still feel bad about sending those used books to the kid. And I continue to get calls because now the word is spreading that the Friends can supply books to the schools that don't have libraries and don't have classroom libraries. We're happy to try to accommodate those requests, but I feel personally that the kids deserve new, up-to-date books in their school libraries. And I think they need to have books for research, enrichment, and leisure reading right in their own schools, if not in their classrooms. 153 11/10/99 ED. COMM. - RES. 990540 So in closing, I would urge you not to shortchange the children of our city.
Provide the libraries in their schools, staff them with a teacher-librarian who can teach how to use the library as part of their curriculum. And that will allow the Free Library to continue to provide services for all members of the community, young and old alike. Thank you for your time. )
Thank you very much. I now have two of my friends from West Philadelphia -- the Director of the West Philadelphia Cultural Alliance, Fran Aulston, and certainly to the right of her is Janet Dubinsky, President of Garden Court Civic Association. Thank you, ladies. Thank you for your patience. Please introduce yourselves for the record and begin your testimony.
I'm Frances Aulston, F-R-A-N-C-E-S, A-U-L-S-T-O-N, Director of the West Philadelphia Cultural Alliance and the Paul Robeson House. Good afternoon -- or good evening 154 11/10/99 ED. COMM. - RES. 990540 now. Madam Chair, Councilmembers, parents, educators, and students if there are any left, and members of the general public, on behalf of the hundreds of thousands of children who have benefited from a substantial educational process and because of their determination and because of advocates like you who are represented here today, and on behalf of the board members, parents, and children of the West Philadelphia Culture Alliance and the Paul Robeson House and Institute of Civic Responsibility, thank you for the opportunity to address this afternoon the importance of library programs. As a former librarian with the Philadelphia Free Library for the last five years of my library career and a library assistant for of my 31 years in library service, I learned 20 the importance of strong supportive library 21 programs. Those years offered me an opportunity 22 to see children cram into the library after school 23 hours with only standing room, children eager to 24 learn. 25 On a personal note, I can appreciate 155 11/10/99 ED. COMM. - RES. 990540 the value of open access to library materials. For as a child growing up in Richmond, Virginia, I experienced blatant racism in the schools and public libraries. As a black child -- we were called "colored" at that time -- the only library that I had access to was the public library, 35 blocks away from my home. I, as well as many black children, walked 30 blocks and more to borrow books -- only to be embarrassed by the librarian telling us that we were not allowed to touch books in the for-whites-only section of the library. Nevertheless, with the many limitations affirmed by racism and the limitations in the selection process of substantial reading materials, we as black children persevered and achieved academically. That was fifty years ago and not much has changed, as we listened today, when we look at the negative message we are sending our children by closing libraries, reducing professional library staff and resources. I believe that we can all agree that the fundamental reason that our children's academic success is that the family or parents are 156 11/10/99 ED. COMM. - RES. 990540 involved with their educational process. Yes, libraries are important, a key tool for family involvement. It's the fundamental library structure where subject matter can be accessed through print and non-print materials. Because of the lack of commitment that some City and State officials demonstrate for full-service libraries and schools, many students have inadequate resources to receive their maximum potential in the educational process. Library facilities and strong library programs are an absolute crucial part of their educational experience. Having libraries included in the school facility enables students to complete homework assignments, to check out books to aid in their subject matter, and increases their reading ability. The library should be the main hub for learning, the public school library. It's important to note that other community settings are secondary support systems. Library instruction must first start in the public schools. The Free Library's mission, in part, is to supplement the curriculum. 157 11/10/99 ED. COMM. - RES. 990540 Once this resolution is passed -- and I have faith in God that you will pass it -- call on us who are on the main line, the front line, educators who have many positive solutions, as you've heard today. If you're interested in forming a task force, I would suggest that you add to Elliot Shelkrot's model, the blue-ribbon model, and include panels from the community, the leadership in the community, as well as parents on those panels. (Applause.)
It's also important to remember that within the school structure as an integral part of the learning team, the professional librarian should always be included to aid teachers in the location of the appropriate grade-level material for their students. This is essential in order to help student locate books to aid in the research design that students must now have in the Philadelphia public schools. Full-time librarians are also essential to aid the administration to quickly locate educational materials and educational-related materials. Librarians are also essential to 158 11/10/99 ED. COMM. - RES. 990540 strengthen their schools' collection and resources with the latest innovations in both print and non-print forms. The library is also a different learning environment. As you heard the students say today, it affords a quiet, clean and safe -- now the children told us this today place -- that they might have to read. Also, it's a place where they may select a book that they would not ordinarily share information with their parents. The library setting allows students to seek information that they do not want to talk to adults about but that they may be able to discuss with a professional librarian. The library facility is conducive for textbook reading, to do research, to read for pleasure. And all of the things are enhanced by quality library programs and settings. Even if additional funding is received through Councilwoman Jannie Blackwell's resolution, because of the bureaucracy and Councilman Kenney's remarks today, it will take ten years, another generation, before a student can graduate with adequate skills for a successful 159 11/10/99 ED. COMM. - RES. 990540 and productive adult life. On behalf of our children, I wholeheartedly request Council's immediate consideration to support this resolution to hold hearings to investigate the Board of Education providing library facilities for all students within the public schools. I thank you, in the absence of Madam Chair and Councilmembers, for the opportunity of your time and consideration to address you this afternoon. Thank you.
Hi. My name is a Janet Dubinsky. I am President of Garden Court Community Association and also the Education Chair. ), for coming today to support us. And she's done a spectacular job with what we have. ) 160 11/10/99 ED. COMM. - RES. 990540 Councilman Cohen, for your perusal -- Councilwoman Blackwell has already seen the library. This is an instant tour of the school library. If a picture is worth a thousand words, these are 9,000 words. Diane was very much on the mark. Last week in the school library, I pulled out off the shelf at random: Let's Go to Africa, in which it states that the Union of the Society Africa is run by people whose grandparents came from England and Holland. A little out of date. On the shelf last week. We have people teaching languages in the Republic of the Congo. No one in the village owns shoes. We have people in grass huts because that is the way they live. I am not African- American, obviously, but this doesn't make me feel any better as a member of the human race. We have here a music book first published in 1896. This was weeded from the Lee School library only early in 1999. The last print date on it, I believe, is 1930. Some of you may be familiar with the author Jacqueline Suzanne. 161 11/10/99 ED. COMM. - RES. 990540 This is a book that evidently belonged to her mother, who was a music teacher at Lee School. Current? I think not. Diane mentioned about heroes that were relevant to our current curricula, that there were no African-Americans mentioned. " Birthdays of Freedom -- no African-Americans. From early man to July 4, 1976, has anything happened since then? Yeah, I think so. Role models. Our school is at least 80 percent African-American, percent Asian. I'm 14 sure he's a very famous man, I'm sure most of our 15 students eat his food. This is a biography of Ray 16 Kroc who, in one place, states that -- this will 17 be interesting. As a child, Ray did enjoy 18 reading. After 10th grade, Ray quit school. Well 19 that might have been all right for Ray, but it's 20 not all right for our kids now to get ideas like this in their heads. Play Time in Africa, which is, once again, a tour with the happy natives. And one of our real winners -- the picture story, as Diane said, of a colonial 162 11/10/99 ED. COMM. - RES. 990540 plantation. It's equipped with all the slave quarters and the happy, smiling slaves and everything else you could imagine. These books, except for the one that was only pulled last week, have been pulled within the last six months. These were current books in what you see is left of Lee School's library. I have a great fondness for Lee School. It's a K-through-8 school and I went there K through 8. I'm also a graduate of West Philly High and I still live and work in the community in which I was born. These books, these six books and those nine pictures, which anyone is free to look at afterward if they'd like to, are worth 15,000 words so I'll just cut down to the last few. These will, hopefully, say more to you than I could about the state of this school library, which exists today as not even a skeleton of its former self. I say "self" because to many of us, a library is, or should be hopefully, a living, interactive entity. Lee School, including library, has no 25 current access to the Internet as well as no 163 11/10/99 ED. COMM. - RES. 990540 computers in the library to enable children to do research as well as to read for pure enjoyment. They have no books to take home. A community should be able to support and encourage a school library on a volunteer basis, not the necessity to build one from one from scratch. We shouldn't have to choose between a music teacher, who -- by the way, the music teacher at Lee School asked me to mention that the music teacher needs some recorders because we have no instruments either. We have a music teacher but no instruments. What we have is a K-through-8 1,000-student school, with no functioning library or librarian.
These children feed directly into the high school. We are a part of the West Philadelphia Cluster. West Philadelphia High School is right across the street from us. These kids are going to high school without having used a school library in years if at all, if ever. Walnut West one of our closer libraries, and as some of you may know, Walnut West has been greatly marginalized -- its hours, its space, and its operating facilities. And it's 164 11/10/99 ED. COMM. - RES. 990540 certainly not accessible to everyone. We have one Lee parent who is herself a Lee grad who mentioned to me and said very sadly that even if you could afford a laptop computer, it's not exactly something you take to bed, use a flashlight under the covers, and cuddle up with. They're very nice, they're very technological, it's wonderful, and we need them. But a book is something tangible that can belong to you and you alone. And a new one, as the lovely lady from Friends of the Free Library said, occasionally is a nice thing to have. It's yours. It builds a foundation. Bonding with books, as most of us have learned, is our own lifetime reward. We hope that we can give our children the same opportunity as we have had. How can they respect the printed word and learn to love it if they don't have access to it? And this is not a matter of self aggrandizement on our community Association's part, but we felt so strongly the desperate straits of Lee School's Library, which Councilwoman Blackwell has seen, and this is a 165 11/10/99 ED. COMM. - RES. 990540 school at which Councilwoman Blackwell has also taught in her former career. We felt so strongly at our last board meeting that we voted 1,000 dollars seed money to Lee School's library, with hopes of matching it many times over through the community and its members and its businesspeople and individual contributions. This is only a start, this is not something we should have to do. We already have people volunteering their time. This should come from the State, the City, the School Board. This shouldn't be necessary for us to grovel for things and to beg for a better life for these kids. It's not a solution, what we've done, but it is hopefully a beginning. And with Council's help, with the State's help, with the School Board's help, we can build on what we are doing and hopefully turn this around because it has very little left to go in terms of going down. There is no other way but up. Thank you.
Thank you very much. (Applause.) 166 11/10/99 ED. COMM. - RES. 990540
Let me say that it is obviously very painful for me. I was so disappointed. I can see Miss Rodriguez's friendly face when I taught there, the librarian, and all that goes along with it. Elsie Hart knows those days. And when I walked in and when I asked whether or not the principal -- and when I asked Cheryl Hazzard if she had a librarian and her answer was no and then I toured the library, I knew why. Why could you waste a person when you don't even have books. So it's very, very disappointing when we approach a millennium and we are to move forward and yet we're moving back in many ways. And I certainly thank both of you Fran Aulston and Janet Dubinsky, and I thank Garden Court for caring enough to try to solicit volunteers and to do a collection to try to make a difference. Thank you all. You all you've been just great. And let me invite the other folks up who are here. Please come over to speak. And it's been a wonderful testimony, and I'm sorry that everyone who started is not here, but we're 167 11/10/99 ED. COMM. - RES. 990540 going to continue to keep going. Identify yourself for the record, please.
Dee Phillips. Of course, I know you. Philadelphia Federation of Teachers, Dee Phillips. And Francina Emery, Multicultural Resource Center. Please identify yourself for the record and make your testimony. Mr. Parker, you can sit down right there. Thank you.
Good evening Councilwoman Blackwell and Councilman Cohen. I am Dee Phillips. That's P-H-I-L-L-I-P-S. I'm Vice President of the Philadelphia Federation of Teachers and Special Assistant to the President. I am honored to bring you greetings from our President, Ted Kirsch, who is presently out of the country. He asked me to offer testimony on behalf of PFT with regard to the current status of libraries and librarians in the School District and Council Resolution No. 990540. However, because the hour is late and 168 11/10/99 ED. COMM. - RES. 990540 because a lot of what is in my testimony has already been stated, I'd just like to summarize what is here, and you have the full text for the record.
Thank you. We do applaud this initiative to investigate library facilities and staffing in the School District. And it is clear that a school library staffed by a professional librarian, with appropriate funding for instruction and materials and technology resources, is an invitation to learning. It sends a clear message to our students that indeed, they are as important as we say they are. Anything less than that sends the wrong message. And, unfortunately, the facts and the reality do send the wrong message. And you've heard this data today, but it just bears repeating that out of 188 elementary schools, 110 are without full-time certified professional librarians. And, in fact, there are schools where the library is closed all or for a part of the week. There are schools where 169 11/10/99 ED. COMM. - RES. 990540 libraries have been completely dismantled. And there are about 55 schools where the library is entirely without professional staff or that are staffed by volunteers or there is staff pulled from their other duties. And I ask you to imagine the following scene. Your doctor has told you that you are in need of heart bypass surgery. However, due to the lack of funding, instead of a fully qualified anesthesiologist, a wonderful volunteer will administer the anesthesia, would you allow this to happen? I don't think so. So how, then, are we allowing some of our children to receive total library services from volunteers and others to receive no library services at all? And to exacerbate the situation, the Pennsylvania School Code no longer mandates a librarian in every secondary school. As a result, here in Philadelphia, principals are beginning to cut the secondary-school librarian positions. Central East Middle School, right now, does not have a librarian. George Washington High School, one of the largest comprehensive high schools in the District, is slated to become the first high 170 11/10/99 ED. COMM. - RES. 990540 school in the nation -- I repeat that, in the nation -- without a certified school librarian. The Philadelphia Federation of Teachers believe that a quality library with a full-time, properly certified and qualified librarian should be the center of the instructional program of the school. A certified professional school librarian can provide the expertise necessary to ensure that that happens. Librarians are not simply custodians of books but are those whose certification and training have given them the knowledge and skills to develop plans and processes for assisting children in learning to communicate and how to access information. They provide information and the use of technology that support the mission, goals, and objectives of the school and enrich the student learning environment. A school library is neither a convenience, nor a luxury. It is essential to the growth of young minds. Our students deserve school libraries that contain appropriate -- that means up-to-date -- collection of books, materials, and other 171 11/10/99 ED. COMM. - RES. 990540 resources. And libraries can provide greater access for students, staff, and parents to the Internet, instruction of databases, and a host of other electronic resources. The Free Library of Philadelphia is one of our great community resources, but it cannot take the place of a school library, and we cannot accept the idea that one can replace the other. Unfortunately, while we are demanding more and more from educators and students, we are giving them less and less support. If we expect our students to meet higher standards, we have to give them opportunities to do so. It is clear that we need more to achieve and sustain better academic progress. Education has become the focus of national, State, and local government initiatives. Therefore, we have a rare opportunity to effect significant and lasting improvement in our schools.
You can build on this momentum by providing educators and students with the resources and funding necessary to accomplish what we all want for our children, and that is the opportunity to learn and achieve at the highest 172 11/10/99 ED. COMM. - RES. 990540 level. Thank you for your kind attention.
Good evening, Councilwoman Blackwell and other members who are present. My name is Francinia Emery, and I am grateful also for this opportunity to address some issues regarding the state of libraries in Philadelphia, and I'm not going to go into any detail because everything that I was going to say has been said. I am the Director of the Multicultural Resource Center in Philadelphia and, therefore, I get into schools a great deal, not only in Philadelphia but across the country. But in addition, I am probably one of the most recently appointed members of the Governor's Advisory Council on Libraries in Pennsylvania. And I have to concur with Councilman, I think it was McKenney (sic), who spoke about the way in which Philadelphia is viewed by the people on this Council as well as in other places in the 173 11/10/99 ED. COMM. - RES. 990540 government and that -- I don't know why, I'm unfortunately the only member on the Council from this area, from anywhere in southeastern Pennsylvania and very often the lone voice for public school libraries, because most of the support goes for school libraries, public school libraries, because most of the support goes to the public libraries and not the school libraries, and certainly more to libraries in other than urban areas. The urban libraries in the schools are very much neglected, and so I'm there, I'm new, I'm learning, and I'm in the minority in a lot of ways. I only have to add a couple of things to what has been said already. One is that I really, really highly commend Debra Gniewek, who is the person now in charge of libraries in the School District, for her exemplary dedication and untiring work toward the improvement of all of our school libraries and especially her work towards the implementation of the Library Power Program in the few schools in which it exists in Philadelphia. I feel as if that's a mountain-top 174 11/10/99 ED. COMM. - RES. 990540 experience for me when I go into Library Power schools, because in those schools, which are 4 percent of Philadelphia schools, they are fully 5 implementing Library Power, which is an exemplary, 6 cost-effective elementary school library program 7 where spaces have been refurbished to accommodate 8 appropriate books and technology which supports 9 all aspects of the curriculum frameworks and 10 where, with the guidance of an accessible professional librarian, teachers and kids become unmistakably proud, independent teachers and learners, communicators who are appreciative of their own cultures and of the cultures who are different from themselves. And from their extensive study of Library Power schools, Offenberg and Clark reported that Library Power schools scored higher on SAT-9 reading than comparable schools without that quality school program. They also concluded that Library Power may provide the most benefit in poverty schools. In addition, as a former principal and District teacher and principal in the School District of Philadelphia for 16, 17 years as the 175 11/10/99 ED. COMM. - RES. 990540 principal alone, I feel that the librarian, the placement of a librarian in a school should not be left completely to the discretion of the school principals. It's extremely important that people realize the real power and importance of that librarian and that media specialist, which a librarian is, in the school. As the principal of the school where I was, which was a middle school, for the whole 11 years that I was a principal, my librarian and my 12 library was both physically and instructionally 13 the center, the hub of the school. And the 14 librarian, the consummate professional in our 15 school library, was a key member of my 16 administrative cabinet. I didn't know she'd be 17 sitting back there today. There she is, Elsie Hart, who was a really integral part of everything that happened in that school and certainly the prime supporter of the instructional program.
So I can personally testify to the extreme importance of having a qualified, certified librarian in a school. And, of course, I ditto everything that the other people have said here this afternoon, 176 11/10/99 ED. COMM. - RES. 990540 and I feel that knowing that all of the research is showing that a quality school library program is the best predictor of academic success in a school, we cannot play around with this idea. We must fund full-time librarians and we must equip our librarians, our libraries, and our collections in our libraries with appropriate materials that will help our children to achieve optimum success. Thank you. )
Thank you very much. Rex Parker for State Representative Roebuck. (Mr. Parker comes forward.)
You said that the representative's statement will be read into the record. So I would just like to read the last and then give a few comments of my own. As I've 177 11/10/99 ED. COMM. - RES. 990540 stayed here for these three or four hours and not really expecting to, it was totally unrehearsed, but it was very, very challenging and a very good idea. The Representative James Roebuck says, "It is my intent, as State Representative, to continue to fight for the students in our schools to ensure that one of the most valuable resources in our schools, public school libraries, are not front. I will continue to raise awareness of the value of the school libraries and the positive role they play in producing leaders and scholars for our nation. "In conclusion, I would like to commend the Education Committee for holding these hearings for the issue that is directly affecting our children and their immediate future, quality of life." Now, as I've sat here and I've listened, I'm the Representative's administrative aide, and I will take the message back to him to say that this is a very viable mission that everyone is on. And of the people that I've heard speak today -- Steven, Diane, and Elliot from 178 11/10/99 ED. COMM. - RES. 990540 their different perspectives, I didn't get their last names, but they're the ones who offered a plan. And if that plan that they have presented in piece could come together, I think that we'd be well on our way, as if you do not plan, you're planning to fail. Thank you very much for letting me come before you, and I will relay the content of this meeting to the Representative.
Thank you very much and thank for your patience earlier today, and we know you were here for the earlier part of the committee, so you've been here all day, but we thank you. (Applause.)
To all who are left, we want you to know that we do have a prepared statement from State Representative Roebuck that will be made a part of the record with many details and it certainly gives us an overview of what's going on across the country as well as across Pennsylvania. Now I certainly want to ask you to come forward, please: Elsie, Mr. Wiesman, Lauren 179 11/10/99 ED. COMM. - RES. 990540 Douthit, and Janice Banks. Who else do we have left? I'll go through the list and if you are here, please come. These are my charter school people, you know I love my charter schools.
Thank you, thank you. And I promise when we have another hearing, you will be first. That's a promise. I know you've been here a long time, and we do thank you. I also have Delores Shaw, Sharon Fisher, Nancy Ribik, Sharon Avent, Maurice Okereke, Judy Weinberger, and Lillian Brown. So, please, we are ready to hear you, and I thank you so much for your patience. I promise you that, you know, we don't want to certainly hold up you scholars, and we appreciate your patience and we do love the work that you do and your commitment to children. Thank you very much. Elsie, why don't you begin. Identify yourself for the record and proceed with your testimony. 180 11/10/99 ED. COMM. - RES. 990540
Thank you very much for having us. My name is Elsie Hart E-L-S-I-E, H-A-R-T, and I am a working public school librarian. One thing I do want to state that was not -- that I do not include in my testimony is the fact that when Milton Shat was governor, he convened a State committee on libraries. From that, we had a full State hearing, and then we had a national committee on libraries, and I was a part of all of that, so it will give you an idea of how long I have been working and fighting for school libraries. Most of the benefits that came from that conference did go to the public library and school libraries. Although I fought all the time for school libraries, we received very few benefits from it.
Miss Hart, may I say that I guess I've known you for nearly 30 years, and you were fighting for libraries when I first met you.
So we know 181 11/10/99 ED. COMM. - RES. 990540 your commitment goes back.
Yes. Jannie and I taught in the same school at one time, at Tilden Middle School.
Thank you for allowing me to speak to you about our school libraries. School libraries are in a state of crisis. Many administrators seem to have lost sight of the real reason that we have schools. Schools exist to educate children and should not be used to make money or to serve as a forerunner to a penal institution. Community assistants formerly assigned to the library at the Pickett School are now used to monitor bathrooms, keep children out of the hallways, and to break up fights. I no longer have a full-time or a part-time library assistant. At one time, I had what is known as two full-time LIMAs, and those are Library Instructional Materials Assistants. Teaching classes of students how to unlock the many treasures found in our storehouse of knowledge known as the IMC, which is an 182 11/10/99 ED. COMM. - RES. 990540 instructional materials center, is my primary concern. The name change came about as we incorporated more than books. I also spend a great deal of time with small groups individualized instruction. Arriving early and staying late, as I do, still does not give me sufficient time to take care of the matter of clerical and other behind-the-scenes operations that must be done. That includes taking inventory, ordering supplies, books, and magazines, typing library cards, processing new books and other materials, repairing books, running the video for the school's closed-circuit program, taping for teachers when requested, and other related tasks. I keep a backlog of unfinished work, and my request for catchup time during the summer falls on deaf ears. Under the present budget process, principals now have the power to regulate school library finances. As a result, we no longer meet State standards. With our present enrollment of 782 students, I should be allotted $2,967 for the school year. 45 per child. However, I was limited to $2,000 as my 183 11/10/99 ED. COMM. - RES. 59 per child. Today, hardback books cost a minimum of $10 each. I had hoped to initiate the 100 Book Challenge this year, but I fell short by $500 to start with just one classroom. I do hope, ladies and gentlemen, you can help us find a source that will allow a more realistic approach to our financial problems than the one presently in place. Think what others in the outlying districts are doing for their students. Just think, with an adequate library staff and a proper funding how we could cut out many of the discipline problems plaguing our schools. Children would be so interested in their school work, they would not be taking the time to get into mischief. I have been asked why I do not retire and let someone else take over. My position would probably be eliminated, and I don't want that. This year, the home economics classes were eliminated, and our school had already lost the electrical shop, the wood shop, and the instrumental music teacher. I hear that instead, we are getting a truancy court to be housed right 184 11/10/99 ED. COMM. - RES. 990540 in our building. You may be wondering why I have not mentioned technology. We do have a technology lab in our school. However, my computer has been down since last June, five months, and thus far, I've received nothing but promises for technical assistance. Many principals believe that any information needed can be found on the Internet. Our children need to know what they have found, how to cross-reference it, how to use it, and how not to be guilty of plagiarism. With a new curriculum project required for 8th-grade graduation, the school library has become doubly important. As City Councilmembers, you fully understand the importance of researching an issue. Students specifically need to understand how to organize their research, how to take notes with proper footnoting, where to find sources and cross references, how to do their bibliography.
Imagine being a young person attempting to write a term paper in high school or college -- and speaking of high schools, I think someone mentioned that the George Washington High School 185 11/10/99 ED. COMM. - RES. 990540 would soon be without a librarian. I want you to know that Germantown High School presently does not have a school librarian. Students come to me without knowing how to look up an author. Do you look up the first name or the last name? is a frequently asked question. I am here to teach our middle-school students, and I stick with them because they are the hardest group to convince that they must become serious about their education. That is the reason why I'm still working as a teacher of library practice in the middle school. I say again, if I retire, my position may be cut. It is also the reason why I am here today seeking your support. In the 29 years that I have been my school's librarian, we have posted numerous role models and news-makers. To name some of them: Ozzy Davis, actor, humanitarian; Rick Williams, ABC channel newsman; the late Honorable David P. B. Lewis and Jerry Pinkney. I always try to bring people to the school that the 186 11/10/99 ED. COMM. - RES. 990540 children can associate with much later. I extend to you an open invitation for a visit at anytime. Thank you. )
Thank you. Very disheartening. Thank you so much. Mr. Wiesman?
Well, actually, not that I'm going to say the last is the best, but I really was the last add-on, and Mrs. Brown and her two colleagues here really should have an opportunity to talk first. And I won't keep you once I get my chance.
Thank you. Then I would like to ask Miss Douthit, who I've known from college days. And, you know, I'll make one short statement only, and that is, you charter-school principals or the pioneers in education, and you're to be commended for all that you do. And we're with you a thousand percent.
Good evening, everybody. 187 11/10/99 ED. COMM. - RES. 990540 Our perspective from Universal Institute Charter Schools is a perspective that reflects our charter interest. I'm Lauren Douthit, Chief Administrative Officer and Principal of our new school. Let me say that we view the perspective of relationships with the public schools as a vehicle of really promoting partnerships. And for Universal Institute Charter School, we have already pursued a partnership with our local public school, Stanton Elementary, and a relationship with the principal, Mr. James Otto, on pursuing vehicles for working together, number one, on technology, and number two, utilization of library resources. Let me just read excerpts from my statement here that you have in front of you. Our perspective is, any service that facilitates access to information is a program that is crucial to students being prepared for the challenges of the 21st century. Access to information is paramount to all of us who have a vested interest in the education of children, particularly students in the inner city. And particularly for 188 11/10/99 ED. COMM. - RES. 990540 our charter school where we have a school-to-career focus curriculum. Parents and educators alike are highly motivated to see that the acquisition of information and informational services is made available to all of our students. In the educational arena of standards-driven curriculum and instruction, we must ensure that appropriate links to information exists for urban students. Today's learning environments must provide substantive resources for teaching research skills for problem-solving and higher-order thinking schools. If inner-city students are to be adequately prepared for communicating in a multicultural world, it is paramount that they are able to use various types of informational services made available through qualified school personnel and rich library collections. The need exists for library facilities from the Board of Education in Philadelphia to be available to any public school. Let us remember that public taxes pay for public schools. Last spring, I personally attended the 189 11/10/99 ED. COMM. - RES. 990540 All Is All Conference sponsored by the School District of Philadelphia's Office of Best Practice where one guest presenter highlighted the gross discrepancies in reading achievement that occurs in urban versus suburban communities. According to this research, one significant factor was the lack of substantial school library services to students in urban communities. For students in the inner city, access to school-related reading materials is more likely to occur through school-based library collections and programs. If we do not recognize the significance of this belief on behalf of children, we do the future of our communities and our city a great disservice. As our newly-elected mayor, John Street professed to parents of our Universal Institute Charter School just two weeks ago, quote, Make no 19 mistake, charter schools are public schools. We should be equally concerned about the quality of services and instructional programs in all of our schools. Universal Institute Charter School and our community development organization, Universal Community Homes lend support to this endeavor 190 11/10/99 ED. COMM. - RES. 990540 towards equalizing the educational playing field as it relates to access to the library facilities of the School District of Philadelphia for all public schools.
Thank you very much. Thank you. Gail Hawkins bush.
Good evening. In the essence of time and the other people, I will make it very short. You know, Councilwoman Blackwell and Councilwoman Cohen, that I've addressed this body on numerous occasions dealing around the issue of education. As the Chief Operating Administrator of the Alliance for Progress Charter School, which we are in our second year and we are located at 19th and Cecil B. Moore Avenue, we're owned by Women's Christian Alliance, which is the oldest social services agency in the City of Philadelphia, founded over 80 years ago by a minority female. We are in a precarious position. We are across the street from a local public school that does not have a library, but we utilize the Cecil B. Moore Library at 23rd and Cecil B. Moore Avenue. 191 11/10/99 ED. COMM. - RES. 990540 One of the first calls that I got in the community was from Mrs. Rule, who is the CEO of that local library, inviting us and our teachers to the school. Subsequently, all of our grades, K through 4, walk the six blocks -- rain, sleet, snow, or shine -- to the library to utilize those facilities. Now, we have a small library in our school. It's a small donated library, but this, of course, is a larger library. I think I want to echo what my colleagues said about this whole issue of collaborative partnerships, and I would be remiss, as you know, Councilwoman Blackwell, if I wouldn't make certain recommendations that I think can help with the blue-ribbon committee, can help work with the collaborative partnerships in the community as a charter school. Because we are a public charter school, we should and have access to all the particulars. One of the things that concerns me that's different in the charter schools is that we are the charter schools for all people. And when I say that is, we are open in most cases a little bit more than our brothers and sisters in the 192 11/10/99 ED. COMM. - RES. 990540 public school. And I would like to propose, and you might like to investigate to the blue-ribbon committee, that schools that have libraries in the areas where there aren't any libraries, that these schools become the lotus of control, become hubs of the community that are not only open from to 8 2, or 8 to 1, or 8 to 12, but are open on weekends so that kids in the communities can utilize the libraries of all the things that we talked about. Now, we are steeped in our institution in the curriculum frameworks. We are guided by those principles, rules, and standards. We utilize all the issues based on diversity, cross cutting competencies, and all the multiple kinds of forms of education that our young people need to have. We don't know for sure whether the kids in our community -- and need I remind you that 19th and Cecil B. Moore has the highest rate of crime in most cases, health inequities. Ninety percent of our students receive free and reduced lunch and on and on and on and on and on. I don't have to bore you with those kinds of horrible statistics about the community. 193 11/10/99 ED. COMM. - RES. 990540 What I need to see is the schools becoming an integral part of the community, not just open during those prescribed 190 days, 900 school hours, but be participatory as active agents for educational change in the community. As an charter school CEO, I am a systemic reformer, but I like to put the word "sustaining" systemic reform, and we've got to be about this business of sustaining our young people so they become productive citizens. The other issue I'd like to recommend that you might want to investigate, as you know, I'm a classmate of yours, I'm from the Bronx, and I never forget that. And I grew up in an environment where public transportation was affordable. We cannot afford to put our kids on the bus at 19th and Cecil B. Moore Avenue to travel the six blocks to 23rd street because, you know, it's a little convoluted there to use the library, so we walk. Why not -- and Elliot and Mrs. Rule were very kind.
We mailed Free Library information home to every parent so that every one of our 204 students this year have library cards and their parents have library cards. 194 11/10/99 ED. COMM. - RES. 990540 But why couldn't, during the school time, that the library card give you free or reduced fare on the bus if it traveled to a library. Why does a teacher have to secure a private bus or walk her class through all kinds of inclement weather to the library? Why can't that library card be a ticket for other kinds of things based on what we do in the community?
You know, those are the things that I think are important. The other thing is, when I think about my parents, who are young, perhaps receiving certain kinds of services that are, of course, being taken away from them, who work all the time. Our institution is open from 7 in the morning till 6 o'clock at night. So we have a proviso for all kinds of people who have varied work schedules. Looking at these libraries in these communities, we need to make them actual hubs for other kinds of activities in addition to the books, where people can get -- of course, we offer GED and all those other kinds of specialized 195 11/10/99 ED. COMM. - RES. 990540 courses, but the libraries need to get the pulse beat of the community. Now, Elliot mentioned earlier that they're open, like, from to 5 or, you know, 4 to 6 whatever. Maybe we need to do a census based on 7 what is the pulse beat of that community. I work 8 in a community that 12 o'clock to 7 o'clock is an 9 active time. I live in a community where 7 in the morning till 4 o'clock is an active time. So we need to begin to look at our communities and service the people in the communities for those needs. I could go on and on and on and on with ideas and suggestions, but one of the things I think is very vital to this issue of libraries in schools is what we heard earlier when we heard about Cato and all of the issues about -- let me say to you, I am steeped in history, I understand the concept of history, but our young people need to learn the diverse issues of history. The bookstores don't offer it, and they're not going into the bookstores because the average young today who goes into Borders either at Broad and Cecil Moore or 17th or 18th and Walnut is being 196 11/10/99 ED. COMM. - RES. 990540 followed, is being looked at, is being questioned as to why that person is in that bookstore. So we've got to make libraries the kinds of receptive places that are warm and welcoming to the people in our community. That's the other piece of it. You know, you got turnstiles and all these other magnets and every kinds of things that you have when you go into a library. The other thing is, let's look at this whole issue of those of us who perhaps still have the library book somewhere in our libraries at home or in a book or our college book. Let's look at this whole issue of where we are in forgiving those people who have old books. Now, the book bank full of books from the District. Half of my library is filled with the Clemente book bank of people throwing away books. I remember reading very openly about all the books that were thrown away back of the public library and the people went in and found them. Let's look at forgiving our public citizens who have had some inequity in not returning the book or not having the money to return the book. And 197 11/10/99 ED. COMM. - RES. 990540 when it comes down to feeding your child or returning a book, need I ask you what is the priority? Thank you.
Thank you so much. And, again, the testimony was great. And to those who are still here, yes, we go back to college days too. Thank you, thank you. Miss Brown? Thank you so much. Identify yourself for the record and begin.
My name is Lillian Brown. And I'm a retired school librarian, and I want to speak to something that is maybe a little touchy. It's something that disturbed me. It's like school meetings where parents come, the parents that you would like to speak to are not here. But this concerns some principals who seem to feel that after schools are wired for computers that they have a resource base and libraries are not needed. A friend of mine who went out -- and as I said before, the principals who I would like to speak to are not the ones who are here. She was 198 11/10/99 ED. COMM. - RES. 990540 out on sick leave and when she came back, the school library and some rooms in the school had been wired for computers, and half of her collection was thrown out. And when she asked the principal about it, he said, Oh, we don't need these books now, we have the computer. And she said, Well, what about the kids' book reports? He said, Oh, I didn't think of that. So I think that in the way of solutions, we need some admonition and love, you know, kind of enlighten people that a database, the CD ROMs, and the Internet do not take the place of a good, well-organized book collection and a certified librarian. They are two different things. And I'd like to say to the Honorable Madam Chairperson -- I thought Anna Verna would be the one I'd be addressing -- and to the other members of City Council and the educational committee, I'm not anti-computer or anti-Internet, for I can testify that the computer is a wonderful tool and there are many resources on the Internet. There may be found information on astronomy, geography, history and government, 199 11/10/99 ED. COMM. - RES. 990540 among other things. There are lists of recommended books and best-sellers. On the Antartic Peninsula, ice shelves are crumbling faster than anyone had predicted, and that information is on the Internet. It is possible to find out what percentage of Haiti's female population is illiterate by looking on the Internet, and careful research will show a Microsoft balance sheet. If a person wishes to find the characters in the book Moby Dick, it is only necessary to explore the Internet. However, in order to read a copy of Moby Dick, one must take a trip to the library because that is where the book is. As children move through various stages of development, they need to be introduced to the world as it is, and not only the one that they happen to see. Books open windows on those parts of the world that a youngster may not know about. It is literature where the customs, the social mores and values of a society are presented and promoted. In literature, the reader meets characters who behave in ways that are good or not so good, and the reader must decide, is this the 200 11/10/99 ED. COMM. - RES. 990540 kind of person that other people admire, or do they avoid him? In order to grow and mature into responsible, productive adults, children have to read and report on those books they have read. Reporting on literature develops thinking skills in children such as when and where does the story take place, who is telling the story, who is in the story, what happens to them, what is the main idea of the story, and how was it expressed? Children need this encouragement of reading in order to develop reasoning skills and understanding of the written word. This is part of the Charles maturation process. There needs to be a collection of appropriate literature in each school so that teachers and students may have adequate material when it is time to advance the student in this phase of his growth. A repository of good literature is necessary for reading development, and this cannot be found on the computer. The computer is an addition to the library. It is another way of packaging or presenting facts. It cannot replace a repository 201 11/10/99 ED. COMM. - RES. 990540 of literature anymore than can canned or frozen foods replace the farmer.
Literature is the entity in which children learn to respect their culture, along with its customs and values of other people as well as that of his own. And that's the only point I have to make.
Thank you very much. Mr. Wiesman, identify yourself for the record.
Yes, I'm Gerry Wiesman. I'm a former employee of the school system, I was a special-class teacher, counselor and principal. But presently, I'm a volunteer in an intergenerational reading program at the John F. McCloskey School, so that's where I'm grounded from. I wanted to say before I get to this, and I'm only going to pick up some points. Tracy, I'm sorry. We addressed this testimony and I hope your colleagues can read it. But to Council Chairperson Miss Verna, and I'm in error for that so please accept my apologies to, Miss Blackwell. 202 11/10/99 ED. COMM. - RES. 990540
The other thing I do want to say is I want to thank Councilman David Cohen for staying here. Of course, I'm not surprised. He's had a tradition, really, of being interested and concerned about what happens to the people, and certainly for Chairperson, at this time, Councilwoman Blackwell.
What I really want to say is just a few issues really agreeing with what was said earlier. There was some wonderful testimony here. But basically, one of the concerns I have is that there's an equity issue here. A few years ago, Superintendent Clayton raised the question of equity, that all of the students need to be taught the same thing, that there wasn't going to be a population that got a better education than some of the others. And when you are denying access to a library for all children -- and I hear that there's 110, so that there's means only 70 libraries that are available for children. That should be for every child. Now, the second issue is that the 203 11/10/99 ED. COMM. - RES. 990540 librarian -- there's been enough talk about the professional, certified librarian. That is an active learner. She brings to the child and the teacher the collaborative process that needs to be inserted in the learning process. Okay, I will not throw stones at any other position, but a library needs a certified professional librarian. Another thing is that we have seen that the libraries have been dismantled or diminished. When you do that, you are denying the child or the student the access for self-learning and the opportunity to select their own literature for pleasure and information. And in a democracy, personal choice is an important component of individual freedom. Lastly -- now I'll get off my box. The John F. McCloskey School is an example of -- this is where I'm coming from -- of this current funding dilemma. While it has a library, it has not had a librarian for three years. While it has successfully -- because that's what we're saying, go out and get money. While it has successfully competed for funding grants and is involved in the 100 Book Challenge, its students are still denied 204 11/10/99 ED. COMM. - RES. 990540 equal access to current information with its many components. A library, not a classroom library, but a library here would be cost-effective because the materials are shared. In this one space, all can come together and use what is there. Lastly, and I hope this is not off the wall, I don't think anybody asked -- I'll pick on you, Councilman Cohen, asked you to become the Councilperson. That was an activity you chose and pursued it. I say that in the sense that you are the leaders and responsible in some way for this to be a liveable city. And while the school system is a separate entity, I would hope that you can exercise what you see as you do your responsibility to make this a city for all of the people. I think it's about time we stop signed supporting the dumbing down of education. (Applause.)
I want this to be a matter of record. From 2 o'clock till 6:15, we've heard about the 100 Book Challenge. What's interesting is that charter schools, which are public schools, 205 11/10/99 ED. COMM. - RES. 990540 and that's a free service to the public schools, are not included in the 100 Book Challenge. We are not even considered for the 100 Book Challenge. And a lot of us certainly can't afford it independently.
And we will deal with that as an issue. This committee will deal with that and we will and ask for a response along with all the other information, along with update on what's happening on this proposed blue-ribbon committee. Do we have anyone else here who would like to testify? Sir, please come forward and testify. And then -- well, I appreciate all of your patience and then we will be on our way. Please forgive us for holding you so long. And regret that we were unaware that they were having another hearing before this one on this day. Please identify yourself for the record and make your testimony. Go ahead, sir..
Good evening, Honorable 206 11/10/99 ED. COMM. - RES. 990540 Jannie Blackwell and members of the City Council. My name is Mr. Maurice Okereke. I'm currently the librarian in the public schools, a State certified librarian.
Can you spell your name for the stenographer, please.
My colleagues had to leave because they were pressed for time.
I think I called you earlier but I mispronounced your name so you probably didn't recognize it. I'm sorry.
I see, sure. First of all, I thank you for giving us the opportunity to testify on behalf of the students and staff of the Mitchell Elementary School and the surrounding Mitchell School community. Our plight is lamentable. Most of the things that I have to say have already been said so I'll make it as brief as possible and hit the nail on the head. 207 11/10/99 ED. COMM. - RES. 990540
There is no justification whatsoever in any civilized society for closing libraries -- repeat, no justification whatsoever. I come from a different culture, an African culture. Why? Libraries are to get information. The academic eye of any institution. When we close libraries, we are sending the wrong signal to our children, that libraries have no place, have no values at all in the civilized society. I can't forget what happened not too long ago in the library, where I have only two computers, only one is connected. A school of 7, 800 student. Two of my student asked me Mr. O. -- that is what they call me. They said, We can't believe that we only have two computers, one connected to the Internet for whole school. For 800 students, Councilpersons, isn't this outrageous? We -- this country prides itself, claims to be the richest and the greatest of all. Why then can't it provide for its youngsters who are going to be the future of tomorrow? That is what -- believe me, sometimes I -- it -- I don't 208 11/10/99 ED. COMM. - RES. 990540 know what to say. Sometimes I -- I get confused. So this is a very serious matter. And every year, more than five elementary school libraries are closed and more will be closed this year. We have no listening centers in my library. Sitting rooms are (unintelligible). So let me make it brief, please, Councilpersons. I would like you to send delegates to the various public schools. Let them report to you. Honestly, you will not believe what their investigation will dig out. Okay. So and I also I thank the President of the -- Mrs. Zimmerman, the President of the school library, and Debra -- Miss Debra Gniewek and the other library practitioners. They really a picture, a facsimile, an exact picture of what is going on in the public school today. Before I hold my tongue, let us all remember that what we do to children today, they will do to our society tomorrow. I thank you very much.
Thank you so much. (Applause.) 209 11/10/99 ED. COMM. - RES. 990540
I'm sorry, forgot one thing. Solutions, solutions. As Miss Debra Gniewek suggested earlier, please, we are appealing to you to take some of the surplus, the City surplus and apply it to our youngsters' education. Secondly, most of the educators -- the principals don't know the values of libraries. It is time somebody brought them together to enlighten them on the values of libraries. They don't know at all. Thank you again, thanks a lot.
Thank you very much, sir. And it is unfortunate that sometimes in a democracy, we take so many things for granted. We thank you for your commitment to education and to Mitchell School. Thank you. Do we any comments from members of the committee? (No comments.)
Let me thank Councilman Cohen and let me Councilman DiCicco for hanging in. Let me thank Councilwoman Miller's staff and mine as well. And let me say then that 210 11/10/99 ED. COMM. - RES. 990540 at this time, the education hearing -- this committee hearing will be recessed hearing will be recessed subject to the call of the Chair. Thank you all. You've done a great job. I think we've made our case. Thank you all God bless you and thank you. (Adjourned at 6:26 p.m.) - - - 211 C E R T I F I C A T E I HEREBY CERTIFY that the foregoing proceedings of the Council of the City of Philadelphia of Wednesday, November 10, 1999, were reported fully and accurately by me, and that this is a correct transcript of same. RE: COUNCIL COMMITTEE ON EDUCATION BILL NO.'S 990041, 990540 __________________________________, JOSEPHINE CARDILLO, Registered Professional Reporter