^ "S A window open on the world

nLourierJuly 1972 (25th year) - U K 13p - North America : 50 cts - France: 1,70 F

TREASURES

OF

WORLD ART

(J) IRELAND

Winged calf \

Unmatched for its minutely worked-out ornamentation, the Book of Kells,sari" 8th-9th century Celtic gospel book, is the work of monks who settled atKells in the region of Meath, Ireland. Above, detail of one of its illustrations,the Vitulus or "Calf" symbol of St. Luke. The Book of Kells is now in the Library '-

of Trinity College, Dublin. Capitals at the beginning of each paragraph are madeof brightly coloured entwinements of birds, snakes, distorted men and animals,fighting or performing all sorts of acrobatic feats. Our illustration is reproducedfrom "Irish Illuminated Manuscripts", a set of 24 colour'transparencies inUnesco's " Painting and Sculpture" series (Editions Rencontre, Lausanne andParis; approx. $10). A paperback book with the same title is published*in the Unesco Pocket Art Series (Fontana Books. Collins, London, 30p ;Mentor-Unesco, New Amer. Libr., New York, $1.25). J

CourierJULY 1972

25TH YEAR

PUBLISHED IN 12 LANGUAGES

EnglishFrench

SpanishRussian

German

Arabic

JapaneseItalian

Hindi

Tamil

Hebrew

Persian

Published monthly by UNESCO

The United Nations

Educational, Scientific

and Cultural Organization

Sales and Distribution Offices 3

Unesco, Place de Fontenoy, Paris-7".

Annual subscription rates: £1.30 stg.; $5.00(North America); 17 French francs orequivalent; 2 years :£ 2.30 stg.; 30 F. Singlecopies : 1 3 p stg. ; 50 cents : 1 .70 F.

The UNESCO COURIER is published monthly, exceptin August and September when it is bi-monthly (11 issues ayear) in English, French, Spanish, Russian, German, Arabic,Japanese, Italian, Hindi, Tamil, Hebrew and Persian. For listof distributors see inside back cover.

Individual articles and photographs not copyrighted maybe reprinted providing the credit line reads "Reprinted fromthe UNESCO COURIER,* plus date of Issue, and threevoucher copies are sent to the editor. Signed articles re¬printed must bear author's name. Non-copyright photoswill be supplied on request Unsolicited manuscripts cannotbe returned unless accompanied by an international replycoupon covering postage. Signed articles express theopinions of the authors and do not necessarily representthe opinions of UNESCO or those of the editors of theUNESCO COURIER.

The Unesco Courier is indexed monthly in the Read¬ers' Guide to Periodical Literature, published byH. W. Wilson Co., New York, and in Current Con¬tents - Education, Philadelphia, U.S.A.

Editorial Offices

Unesco, Place de Fontenoy, Paris-7», France

Editor-in-Chief

Sandy Koffler

Assistant Editor-in-Chief

René Caloz

Assistant to the Editor-in-Chief

Olga Rodel

English Edition

French Edition

Spanish Edition

Russian Edition

German Edition

Arabic Edition

Japanese EditionItalian Edition

Hindi Edition

Tamil Edition

Hebrew Edition

Persian Edition

Page

1972

International

Book Year

11

12

16

18

22

26

28

32

33

34

Managing Editors

: Ronald Fenton (Paris): Jane Albert Hesse (Paris): Francisco Fernández-Santos (Paris): Georgi Stetsenko (Paris): Hans Rieben (Berne): Abdel Moneim El Sawi (Cairo): Kazuo Akao (Tokyo): Maria Remiddi (Rome): Kartar Singh Duggal (Delhi): N.D. Sundaravadivelu (Madras): Alexander Peli (Jerusalem): Fereydoun Ardalan (Teheran)

Assistant Editors

English Edition : Howard BrabynFrench Edition : Philippe OuannèsSpanish Edition : Jorge Enrique Adoum

Illustrations : Anne-Marie MaillardResearch : Zoé Allix

Layout and Design : Robert JacqueminAll correspondence should be addressed

to the Editor-in-Chief

A YEAR UNDER THE SIGN OF THE BOOK

By Julian Behrstock

BOOK, DEAR FRIEND

By Jorge Enrique Adoum

BIRCH BARK BOOKSOF ANCIENT NOVGOROD

Photo story

THE BOOKS PEOPLE READ

A Unesco inquiry

By Edward Wegman

NEW WAYS TO PROMOTE READING

A Tunisian school experiment

By Chadly Fitourt

FOR THE EAGER EYES OF CHILDREN

Photo story

RENAISSANCE OF ARAB THOUGHTAND LITERATURE

By Philippe Ouannès

THE WORD-SHRINKERS

By Howard Brabyn

THE UNIVERSITY PRESSIN THE SERVICE OF SCHOLARSHIP

By Maurice English

NEW COPYRIGHT REVISION

MEANS MORE BOOKS FOR THE THIRD WORLD

By Georges Ravelonanosy

BOOKS AROUND THE WORLD

LETTERS TO THE EDITOR

TREASURES OF WORLD ART

Winged calf (Ireland)

BOOK, DEAR FRIEND

On every continent postersnow mark the worldwide impact ofInternational Book Year 1972.

The cover of this issuiä the seconddevoted in 1972 to Unesco's

international campaign for the promotionof books is an IBY poster by ClaudeHayon (C.R.P., Paris) executed forthe Association of French Booksellers.

The text has been added.

3

A YEAR

UNDER THE SIGN

OF THE BOOK

"All that Mankind has done,

thought, gained or been; it islying as in magic preservation inthe pages of books." ThomasCarlyle. Right, "The Librarian",by the Italian painter GiuseppeArcimboldo (1527-1593).

by Julian Behrstock

f%S it passed the mid-pointthere was evidence that International

Book Year was catching hold all overthe world. Upwards of 100 countrieswere carrying out national plans. Pub¬lishers, authors, librarians, book¬sellers and their national and inter¬

national organizations were united inunprecedented fashion behind the ob¬jectives of the Year. Trade unions,welfare groups, churches and youthorganizations were enlisting their mem¬bers in special book activities. Press,radio and television were focussed on

books. Mail pouring in to the UnescoSecretariat signalled a great ground-swell of public support.

What are the main issues of Inter¬

national Book Year? First, there is a

book shortage so acute in many partsof the world as to be called a "book

famine". Second, there are not

enough authors to meet the immensehunger for reading matter. Thirdly,until the reading habit becomes in¬grained, books cannot play their fullrole in promoting social and economicdevelopment. Finally, there is growingconcern about the content of books in

relation to educational advancement

and international understanding.

It is precisely these four issues thatwere singled out by Unesco's General

Conference when it decided byacclamation to proclaim 1972 as Inter¬

national Book Year. These are like¬

wise the main subjects of this issue ofthe "Unesco Courier".

4

JULIAN BEHRSTOCK la Director of Unesco's

Office of Free Flow of Information, which isresponsible for International Book Year.

He organized the series of Unesco book

development meetings for Asia (1966), Africa(1968), Latin America (1969), and the ArabStates (1972). Before joining Unesco, hewas an editor on current history for a U.S.encyclopaedia.

Examples abound of action takenthroughout the world in response tothis Unesco initiative:

Thailand has initiated free distribu¬

tion of textbooks to students in rural

areas. Malaysia and Rwanda are build¬ing national libraries. Brazil is install¬ing public libraries in all commu¬nities. Dahomey, Ethiopia, Indonesia,Kenya and Nepal are setting up natio¬nal book development councils. Japanand the Arab Republic of Egypt are

convening regional book developmentconferences.

International Pen, the well-known

writers' organization, has launched aprogramme for multi-national publica¬tion of children's books. The Tokyo

Book Development Centre has start¬

ed a "reading materials project" involv¬ing joint publication of books for chil¬dren in Asian languages. More than ascore of countries are offering specialliterary and translation prizes.

The French Government is present¬

ing six literary classics as a gift toeach couple who get married this year.A foundation in the United States is

offering one million books for studentsand libraries in Asia in 1972. The

Federal Republic of Germany is en¬couraging the reading habit amongstudents by placing posters in everyclassroom in the country.

The U.S.S.R. is convening a Unescosymposium in Moscow on "Books inthe Service of Peace, Humanism and

Progress". Canada will hold a meetingfor the establishment of an Interna¬

tional Association of University Pres¬ses. India, as part of national bookcelebrations, has launched a nation¬

wide campaign for "books for the mil¬lions".

What explains this extraordinarysurge? What accounts for the fervour,

CONTINUED PAGE 6

I

I

I

ÏÏÏ

I

I

byJorge Enrique Adoum

JORGE ENRIOUE ADOUM, Ecuadorian poetand writer, was formerly National Directorfor Culture at Ecuador's Ministry ofEducation. He has also been Director of

the Publications Division of Ecuador's Insti¬

tute of Culture and Secretary of its Theatreand Folklore Institute. He Is now assistant

editor of the Spanish edition of the 'UnescoCourier'.

i>

BRADBURY, whosescience fiction predictions have oftenproved uncannily accurate (one of hischaracters was walking through apark carrying a transistor many yearsbefore that mini-radio was invented),has given us the picture of a night¬mare world in which a police statepasses sentence of death on books.

More recently, some sociologists,humanists and technologists, interpret¬ing certain statistics far removed fromthe realm of science fiction and

literature, have also prophesied thedisappearance of books owing to the

large-scale development of modernmass media.

There is nothing new in this ; everyage has been fearful of inventions andtechnical innovations which mightendanger the survival of its existingculture, without understanding thatsuch innovations were the productsof a continually evolving culture.

When the gramophone was invented,it was said that the concert halls wouldhave to close; but the result was that

the works of great composers werebrought into the home and the gramo¬phone thus helped to make music-

lovers of people who otherwise wouldnever have gone to a concert.

When the cinema became some¬

thing of a ritual meeting-place forurban man, it was thought that thiswould mean the end of the theatre;but after nearly a century of this"twentieth century art", the theatre hasdeveloped along new lines, partlyby adopting cinematographic tech¬niques which have also had aninfluence on literature, as can be seenin the novels of John Dos Passos.

Sound radio, after starting byadapting literary works, created a new

CONTINUED NEXT PAGE

5

6

UNDER THE SIGN OF THE BOOK

(Continued from page 4)

the almost emotional overtone of much

of the reaction? After all, books have

existed for many hundreds of years.International Years are enterprises so

vast in scope that they almost inevita¬bly tend to be impersonal in character.

It is difficult to single out any onereason. The overriding impression,however, is that International Book

Year has evoked a latent feeling, farmore widespread and profound thananyone ever realized, of the impor¬tance of books. In a world in wh?:h

books have come to be taken for

granted, there is a sudden realizationof what reading could mean.

As' one legislator put it when h.scountry's Parliament proclaimed Inter¬national Book Year: "Scarcely a lit¬erate man or woman lives today who

cannot point to at least one bookwhich has influenced his life in some

way". This personal reaction is therecurring theme in a host of state¬ments ranging from newpaper edit¬orials to messages from nationalleaders. Monarchs, presidents, primeministers, ministers of education and

culture have noted the effects of read¬

ing on their own development.

The celebrations have a festive note.

Book fairs are being held in all con¬tinents. Brightly illustrated book pos¬ters adorn shop windows, kiosks andlibraries, and find an unaccustomed

place on public billboards. Special

commemorative stamps are being issu¬ed in a sizeable number of countries,

while other countries are post-markingall letters with IBY slogans. Postagestamps and posters alike, no less thanbook jackets, letter-heads, book mar¬

kers and shopping bags, are makinguse of the IBY symbol: two jauntyfigures linking arms within bookcovers,which has become the hallmark of

Book Year throughout the world.

International non-governmental org¬anizations were Unesco's allies at the

planning stage of Book Year and thislink has been maintained by the crea¬tion of an international Support Com¬mittee made up of representatives ofauthors, publishers, booksellers, libra¬rians and documentalists. One of its

first activities was the adoption of astatement setting forth in ten articlesthe principles that should apply tobooks. This Charter of the Book,which has been placed on the agendaof meetings all over the world, pro¬mises to be one of the lasting accom¬plishments of International Book Year.

1972 may indeed mark a turningpoint in the long history of the bookby helping to translate into reality theIBY slogan "Books for AN". If that hap¬pens, it will be in large part because1972 was "International Book Yearfor All".

BOOK, DEAR FRIEND (Continued from page 5)

Masterworks and fire-works

genre which the poet Dylan Thomas,for Instance, used with great poeticskill. Television was expected to harmthe cinema, but the relative decline

in film production is in no way com¬mensurate with the extraordinaryincrease in the number of television

sets throughout the world.

Tape recordings supplied the rawmaterial for the classic works of Oscar

Lewis on the culture of poverty, fora Truman Capote novel and for somesociological studies of the Cubanwriter Miguel Barnet. And it is nottoo much to expect that with thedevelopment of electronics poetry willonce again become the song whichit originally was by definition and

which printing and our civilizationtransformed into a written text thus

obliging Mallarmé and other poets toreplace silences by large blankspaces and the intonations of thevoice by different typographicalcharacters.

Fear for the future of books derives

from the fact that films, radio, tele¬vision, comic strips and periodicalstake up most of one's leisure. Butthere were always diversions of somekind, differing according to class,place and time sport, story-tellinground the fire, visits, card-playing,games of chance, time spent at theclub.

On the other hand, mass media

Left, Japanese print by the 18th century artist Torii Kiyonobu II. At the top of this book-pedlar'spack is a box containing a series of classic short stories and novels. Below, a scene fromFahrenheit 451. a film directed by François Truffant and based on the book by Ray Bradbury.Book and film call to mind the burning of such famous libraries as those of Padua, Ferrara,Cordova, Amsterdam, Brussels and other more recent episodes in the long and sinister seriesof book-burnings going back at least as far as 600 B.C., as these words from Maccabees I testify:"They have destroyed the Book of the Law and have cast its leaves into the flames."

Photo © Films du Carosse. Pans

make books familiar to a wider public.Consider how many novels whatevertheir . quality have become worldbestsellers after the commercial

success of the film based on them.

Think of Kafka's The Trial, EmilyBronte's Wuthering Heights, Paster¬nak's Dr. Jivago, Norman Mailer'sThe Naked and the Dead, and theworldwide popularity of Shakespeare.

In France a television version of

Galsworthy's Forsyte Saga created ademand for a paperback edition ofthe work, and a series on surrealismtrebled the sales of works on that

movement. Many years ago, whenOrson Welles was still the enfant

terrible of Hollywood, his alarm¬ingly imaginative radio adaptationof The War of the Worlds pushed thesales of works by his English nearnamesake H. G. Wells up to the levelof daily newspaper circulation.

Despite gloomy predictions, there¬fore, the fact remains that in 1970 aloneover half a million titles were publish¬ed, most of them in Europe, the SovietUnion and the United States pre¬cisely where mass media, indicatorsof economic and cultural development,are most widely established. In LatinAmerica, however, barely 15,000 titleswere published in 1970, for a popu¬lation of nearly 280 million.

Despite the aggravation of variouscommunity problems and conflicts, ourage is no worse than previous ones.In the last twenty years 800 millionpersons have become literate, and forthem the book, once an inaccessibleobject, is beginning to be the object ofveneration which it was originally Inany civilization.

The Jewish Torah, the ChristianBible, the Moslem Koran, the MayaQuiche Indian Popol Vuh, Book of

Chilam-Balam and Annals of the Cak-

chiqueles, were all unique objects forhanding down something sacred whichhad to be conserved from generationto generation.

Even today the book still has thesame function. The Egyptians whostrove tenaciously to protect their pap¬yrus from damage by insect pests andhumidity were perhaps thinking of us,just as the countries which generouslyco-operated In the task of saving andrestoring documents damaged a fewyears ago in the Florence floods werethinking of the men of tomorrow.

A book was sacred both for its con¬

tent and as an object; a moral treatiseentitled "Table of Merits and De¬

merits" of the Yuan dynasty (1297-1367) counts 5 minus points for throw¬ing away a paper with writing on itand 3 for reading a book with dirtyhands (causing the death of a human

CONTINUED NEXT PAGE

7

8

BOOK, DEAR FRIEND (Continued)

being and offending the gods rated1,000 minus points, and drinking to in¬toxication, minus one).

Even without its religious content thebook is still a sacred object. Theolder peasants of Paraguay still keeptheir books in the corner of the room

alongside a statue of the Virgin.Aldous Huxley has explained in "If MyLibrary Burned" the reasons why hewould repurchase the books which hecould not live without, and while eachof us would perhaps compile a differ¬ent list, the attitude to the objectwould still be the same.

Today, the burning or destruction ofbooks is the crime which, next to geno¬cide perhaps, provokes the greatestrepugnance. But unfortunately, it wasonly too common in the past. In theyear 213 B.C. the Emperor Ts'in Shi-huaugti ordered the burning of allwooden tablets the books of the time

to punish the writers who had criti¬cized his policy or, according tolegend, so that people should speakonly of him and his two almost incred¬ible deeds the destruction of booksand the construction of the Great Wallof China. But some tablets were saved

and were surely the earliest clandes¬tine literature, while the persons whokept them were the first men to risktheir lives for a book.

The Medes destroyed the library ofAsurbanipal, the Christians the libraryof Alexandria, King Edward the Sixth'scommissioners the famous Oxford Uni¬

versity library dating from the four¬teenth century, the Reformationbrought the destruction of the monas¬tic libraries, and the deplorable "autosda fé" symbolized the Middle Agesand the medieval mentality. "La Car¬magnole" reminds us that the books ofJean-Jacques Rousseau were burned,and the Spanish colonial authoritiesburned the "Declaration of the Rightsof Man and the Citizen".

But as it is impossible since the in¬vention of printing to get rid of a bookcompletely, a more practical methodwas to burn the authors. Luther ad¬

vised all town councillors to spareneither effort nor expense in establish¬ing good bookshops and libraries.But Calvin had Michel Servet sent tothe stake. The Vatican libraries con¬

tained treasures of human knowledge,but a Papal Council condemned Gior¬dano Bruno and John Huss to the fire.

Today in many "underdeveloped-countries which are carrying out litera¬cy campaigns, the burning of books inpublic has been replaced by small firesin post offices and Customs housesand by the confiscation of books inprivate libraries. Excess of zeal onthe part of some officials ordered todestroy all "red" literature they findhas led them in some cases to burnLouis Baudln's Socialist Empire of theIncas, Stephen Crane's Red Badge ofCourage and even Baroness Orczy'sScarlet Pimpernel.

And Don Quixote's maidservant whosaid that all the books in her master's

An engraving by Cornelis Woudhanus of the library of the famousUniversity of Leyden (Netherlands) in 1610. As in other librarías ofthe day, books were chained to the shelves. At that time the LeydenUniversity library consisted of twenty-two bookcases of about 40books each. The relative importance attached to the various disciplinescan be judged from the fact that there were six bookcases of

library should be burned, without ex¬ception, since they were all to blamefor his lucid "madness", already fore¬shadows the mother who blames books

in general for her son's revolt againstthe consumer society which offers himlittle indeed apart from the absolutetyranny exerted by "things".

In essence, the publisher's functionis similar to that of the orchestra con¬

ductor or the theatrical producer: tobring the individual creative work toother people; but his range is evengreater than theirs. It may span theoceans and the centuries. Horace

prided himself that his poems wereread from the coasts of the Black Sea

to the banks of the Rhone and the

Ebro; and today there are pocket edi¬tions of the Vedas and the Uppanis-hads which before the Second World

War were known in the West onlyto somewhat esoteric societies in

England.

WiITH the advent of printing,the .art of calligraphy, which has suchsignificance in Eastern cultures reli¬gious significance in Persia, decorativesignificance on a level with painting inChina where the name of the calligra-phist is sometimes known when thename of the author of the poem hasbeen forgotten was replaced by theart of typography, and Gothic illumina¬tion by woodcuts and etchings. Paint¬ing and even architecture were drawninto its field, bindings were decoratedwith gold and silver and glass. Today

the "object-book" is beginning to beturned into the "book-object", akin tosculpture. The graphic arts havereached full maturity and a special sec¬tion of the New York Museum ofModern Art is devoted to them.

Like all creations of the human spirit,books were converted into merchan¬

dise almost from the outset. Egyptcarried on a trade in the Book of the

Dead (which had to accompany themummy on its journey to the shades);.Xenophon refers in the Anabasis tothe book trade between Greece and its

colonies ; it is said that Alexander pre¬sented Cleopatra with 200,000 manu¬scripts from the library of Pergamumand books were treasured by theRomans as spoils of war. In the 16thcentury, German pirate editions (pro¬duced mainly at the expense of theDanes) founded many a fortune.

Luxury collections have now estab¬lished a category of privileged per¬sons within an already privileged class.The opulent customer asking for"bound books" (not caring whether hegets Testut's Anatomy or the memoirsof some statesman) has his precursorsin the wealthy Romans who thought itgood tone to own a library, but whowere described by Seneca as being farmore ignorant than the slaves theybought to copy the books.

Printing brought the written work toa greater number of persons, but italso meant that more people had anopportunity to write books. Later thisgrew Into an industry, involving thecalculation of costs, market prospectsand utility margins, and so it is pos¬sible and indeed necessary for com-

theology, five of law, four of history, two each of philosophy,literature and medicine, and one of mathematics and science. ' A

worldwide survey undertaken by Unesco (see page 12) shows that,among books published today, literature holds first place, technologyand industry second place, and political science third, clear evidenceof the way our civilization has changed in the course of four centuries.

'Teachers and

companions whonever doze when

questioned...'

Erasmus

mercial interests to impose a work inthe same way as a brand of toothpaste.

The North American writer Saul Bel¬

low has said that it is possible to writea good book on poverty in the UnitedStates and become a millionaire to

say nothing of the publisher's profits.Of course other books as harmful as

drugs or poison are also put on themarket (a book published in Germanyin 1925 caused the death of 40 million

people) and there are writers who havefar more talent for making money outof seamy literature than for writing agood book.

Certainly there have always beengood writers and bad writers. SvenDahl, in his History of the Book, rela¬tes that it was customary for writersto read their recent works to a groupof friends, as Herodotus did with hishistorical works. But this practice de¬generated Into a nuisance, as theworst writers were also the most

anxious to seize any opportunity toread their works.

The publishing industry, when back¬ed by adequate publicity and prompt¬ed solely by the desire to make money,has contributed, together with theother media, to a depreciation of lit¬erature and has converted the dissem¬

ination of knowledge into a low-grade popularization.

Being consumer oriented, it followsthe preferences of the "public". Butof course there is no single public,merely readers who, as countless sur¬veys show, choose a book because ithas been recommended by a critic ora friend, because of the author's name,

or because of its title or its cover.

The diversity of public "taste" isreflected in the world statistics of the

authors and works most translated in

1969: Lenin, Jules Verne, Shakespeareand Simenon (the first victory of Mai¬gret over James Bond).

The Assyrians made roads or floorswith clay tablets whose contents wereno longer of interest; nowadays thehousewife uses out-of-date or trashypublications to wedge an unsteadytable or to light a fire. But when wesee, in the "Third World" countries, asaleswoman reading a romance or aliftboy with a Western, we feel theyhave at least taken the first step andthat perhaps they may manage to takethe second from liking reading toseeking good books.

I HE terms "daily", or"weekly", which refer to the frequencyof publication, also indicate how longthe interest lasts; such publicationsprovide news and news changes evenbefore the ink on them has dried.

The medium is not the message, butit determines its duration. A couplecarving the symbol of their love on atree (the Greek and Latin wordsbyblos and liber meaning "book",something lasting, originally meanttree-bark) are not only, like the writer,obeying the impulse to communicatesomething to other people, but alsosharing his secret longing that it shouldlast forever. On the other hand, the au¬thor of "graffiti" on city walls knowsthat the slogan will pass from mouth

to mouth and may endure, even thoughthe writing and symbols are effacedwithin the day.

It is not the new media which threaten

the life of the book, but the use madeof them. Some modern European re¬views are the equivalent of books ofessays. Stories in pictures were knownin Mexico before the arrival of theSpaniards; in China they are usedfor recounting the lives of heroesand in Ecuador they have been usedfor teaching national history.

If the danger lay in the media them¬selves, planned societies would havemanaged to limit their growth andInfluence. For there is no doubt that

while the cinema, radio, press and tele¬vision are not Culture neither are

books they nevertheless are part ofculture.

It is not just by chance that the big¬gest libraries in the world are in Wash¬ington, London, Moscow and Paris.Nor is it mere chance that in the thea¬tres of the Soviet Union books aresold where in Western theatres ices

and sweets are the rule; that it is prac¬tically Impossible to find a passengerin an English train who is not reading;and that nearly all works' committees¡n French industry run a library.

Unesco's intention in proclaiming1972 International Book Year is not to

save the book's life: its objective isclearly expressed in the theme of thecampaign: "Books for AN". For asall the institutions taking part ¡n thiscrusade realize, ¡t is not that the hab¬it of reading is going to disappear butthat it has not yet become to many

CONTINUED NEXT PAGE

9

10

BOOK, DEAR FRIEND (Continued)

peoples of the world a daily need thatmust be satisfied.

That is due to illiteracy, to the lackof funds for buying books, to the dis¬like of reading instilled in manyschools which still retain a mania for

chronological teaching and forceyoungsters to begin by reading theIliad, the Odyssey, the Divine Comedyor the Aeneid. For if the definition ofa classic as "the mature work of a

mature age" holds for the author, italso applies to the reader.

The cultural leaders of certain so¬

cieties aspire to the marvellous utopiaof making every factory or farm wor¬ker an artist, a writer or a scholar;at the opposite pole of historical dev¬elopment the aim is that everyoneshould read what others have written.

In Cuba, since 1959 and following anation-wide literacy campaign underthe slogan "We do not tell the peopleto believe, but to read", the Nation¬al Institute of the Book has producedan average of 13i million copies ofbooks each year for a population of8è million. Yet in my country, Ecua¬dor, barefoot boys pay 20 cents toread old dog-eared magazines in ayard used as a "reading room".

Technological progress will bringeasier access to books and they willtake up less space, but they will stillbe "writing", in the form of microfilms,micro-size books or microfiches.

But what if the book were to disap¬pear after five thousand years of his¬tory, and ¡f the dreadful vision ofBradbury's inhuman mechanized worldwere to come true. This would hap¬pen if we had ceased to deserve thatobject to which we can always turn,which transports us to other placesand other times and introduces us to

extraordinary beings whom we wouldotherwise never have known, ideaswhich we should never have discover¬

ed for ourselves; to the dictionarywhose pages we turn eagerly plung¬ing into the intriguing labyrinth of lan¬guage that "work of art" which wewould never lend to anyone, in whosemargins we do not dare to scribblenotes, that book which in our youthcost us three weeks'walking to schoolor for which we gave up two visits tothe cinema or even went without cig¬arettes.

If that day comes, we shall surelyhear a voice on the public loud¬speakers intoning "E = mc2". Butknowing the human spirit and its ten¬acious striving for freedom and cul¬ture, there will undoubtedly be under¬ground radio stations which will con¬tinue to proclaim from somewhere orother, at least as an oral tradition, thethoughts of the great writers of the"past": "Life is a tale told by anidiot, full 'of sound and fury, signifyingnothing", or "Happiness is the belat¬ed realization of a prehistoric longing;that is why wealth brings so little hap¬piness: money is not a childhooddesire", or perhaps even more aptly:"Until now we have lived only the pre¬history of man." :

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Birch bark

books

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Medieval birch bark manuscripts unearthed in the Soviet Unionare one of the most important archaeological finds of recent years.The first document came to light In 1951, at Novgorod, Russia's mostancient city (100 miles south of Leningrad). Since then more than500 other specimens, dating from the 11th to the 15th century, havebeen recovered from archaeological sites. The first known book writtenon birch bark (above) was found at Novgorod in 1963. A 13th cen¬tury prayer book, it consists of three double leaves. In medieval

Russia, birch bark was the least costly writing material and wasstill in use more than a century after the appearance of paper. Thehigh moisture content of Novgorod's soil preserved the bark onwhich writing had been cut or scratched with a sharp instrument.Ink would have been destroyed by the moisture. The birch barkwritings relate mostly to personal matters, and thus throw new lighton many aspects of medieval life not mentioned in official chronicles.

Top left, Soviet archaeologist examines one of the Novgorod barkfragments. He has adopted the typical beard and hair-style of medi¬eval Novgorod. Archaeologists have managed to decipher fragmentsof the old Slavonic script on the birch bark document at top of page.They read: "...for a while to Moses. Come and help... though youlose... my being in this. At home meanwhile...". Left, excavationsat the site of an ancient market in Novgorod where a 15th centurybark manuscript of the Psalms of David written in Latin was found

in 1971. Prof. Valentin Yanin, Assistant Director of the NovgorodArchaeological Expedition, hopes that the search for bark manuscriptswill soon extend to other northern European countries where birchbark writing was also mentioned by medieval chroniclers.

lotos Y. Trankvillitsky 0 APN "Soviet Union" magazine. Mosco»

A Unesco inquiry

THE BOOKS

PEOPLE READ

by Edward Wegman

IN 1970, every minute ofevery day, a book was publishedsomewhere in the world: 546,000 titlesin all, double the output of 20 yearsearlier.

Four out of five of the titles come

from a handful of nations. Europealone ¡s responsible for almost halfthe world's production. If the outputof Japan, the United States and theU.S.S.R. is added, you have virtuallyeighty per cent of all the titlesIssued in any one year. The rest ofthe world, two-thirds of humanity, thushas comparatively little say in thebooks that are available for reading.For the most part, ¡t ¡s a foreignpublisher who makes the decisionregarding their needs and tastes.

What do people read? More oftenthan not, they read the books that arereadily available, and when the booksthey want are not there, they sometimesdo not read at all. It is therefore

apparent that the kind of booksproduced is as vital as the mere pro¬duction of more and more books.

Subject matter has equal, or perhapseven greater importance in meetingthe world's hunger for readingmaterials.

Since books are published to beread, an examination of the titlesselected for publication can offer aninsight into the subjects which nationalpublishers believe will interest theirreaders. This information is available

through the answers Unesco's Member

12 EDWARD WEGMAN is Head of Unesco'sInternational Book Year Unit. A former

journalist (New York Times, AP. UPI) andradio commentator, he was promotion man¬ager of a book distributing firm before join¬ing Unesco.

States supply to Unesco annually inresponse to questionnaires on thequantities and subject matter of booksproduced. The most recent data,relating to 1970, are contained in thelatest Unesco Statistical Yearbook (tobe published ¡n October 1972).

The Unesco questionnaire classifiesthe subjects of books in 23 categories.There is no separate classification fortextbooks, which in most cases areincluded in the main subject-headings;i.e. a geography textbook would befound under "Geography, travel", whilean arithmetic book would be under"Mathematics".

The most popular subject amongthe world's book producers is litera¬ture, which includes not only fictionand poetry but also literary criticism.More than fourteen per cent of all thebooks and pamphlets issued in 1970were concerned with literature. Thatwas almost double the numberpublished ¡n the second most popularcategory, Industries. In third placecome publications in Political Science.There is a decided drop in numbersbefore we come to the next subjects,Natural Sciences, Education, Historyand Biography, Law and Arts.

Eight of the ten most important bookproducers are on the list of those whoput literature first (in order ofimportance as producers): UnitedStates, Federal Republic of Ger¬many, United Kingdom, Japan, Fran¬ce, Spain, India and the Netherlands.The two other major producers:U.S.S.R. and Poland place books onindustry at the top of their production.Although ¡n the second rank of pro¬ducers, Mexico, one of the largestpublishers in Latin America, also putsIndustries in first place.

The countries most interested in

legal affairs are Botswana, Ceylon,Chile, Hong Kong, Luxembourg, Peruand Turkey, while Jamaica producesequal numbers of titles on law and onpolitical science. This last subject isthe first choice of Bolivia and Ireland.

Religious books hold pride of place inGhana, Lebanon, Madagascar, andMauritius, while they share first placewith education in Kenya. Thailandproduces more books on educationthan on any other subject; Jordan andTanzania prefer mathematics; Cam¬eroon, Panama and Kuwait give first,place to generalities (which Includesgovernment publications) while NewZealand publishers favour agriculture.One quarter of the books andpamphlets published by Qatar dealwith linguistics, which also occupiesfirst place in Malaysia.

more detailed look at the

production of individual states is evenmore enlightening. Taking the largestand the smallest producers in eachregion, one quickly runs into strikingdifferences in emphasis.

Of the 23 countries that participatedin the Unesco meeting of experts onbook development in Africa, at Accra(Ghana) in 1968, only six have present¬ed the detailed reports on which thisanalysis ¡s based. While earlier datashowed that ¡n 1969 Nigeria was byfar the largest producer, Kenya hadin 1970 the most important outputamong those who answered theUnesco questionnaire. Nigeria's pro¬duction in 1969 was over 1,000 titles,while Kenya's was only one-tenth ofthat figure. In all cases in Africa, the

Two out of seven books

published in the U.S.S.R.deal with industry andtechnology. Technicalbooks fill the shelves alongan entire wall of this î

Moscow bookshop. Pos¬ters like the one seen on

the shop window, bear¬ing the symbol of Interna- Jtional Book Year two fig- "*ures linking arms within -book covers are promin- ?ently displayed in cities °throughout the U.S.S.R. I

ppppp

»i i n

S*

number of titles was comparativelysmall, corresponding to. the con¬clusions of the Accra meeting that avirtual book famine existed ¡n the

continent.

Kenya published 43 books andpamphlets on religion and theologyand another 43 on education. It is

perhaps significant that throughoutEnglish-speaking Africa, missionarysocieties were among the first to installlocal publishing houses, which mightaccount for the important placeassigned to religion.

Following well behind these subjectscome games and sports, in a countrythat has a certain world reputation forits runners: 20 titles issued. Next

come history and biography (16 titles)and then political science (8), bothsubjects of major interest to newly-independent nations. Literature alsowas picked 8 times by Kenyan pub¬lishers, while natural sciences drew6 titles. As indicative as the titles

selected are those in which nothingwas published: philosophy, trade,ethnography, linguistics, commercialtechniques and arts.

Among the smallest African bookproducers is Botswana. Almost halfof the 20 titles published in thatcountry dealt with law: four books andfour pamphlets. Four pamphlets wereconcerned with generalities, while onebook and one pamphlet dealt withpolitical science. Geography alsodrew two titles, as did agriculture.History, biography .and commercialtechniques each resulted in one title.

While a certain amount of the book

production in both countries cited asexamples for Africa is in local lan¬guages, a decided influence on pro

duction is undoubtedly the fact thatmuch of education is in English. Asa result, book Imports meet many oftheir primary needs.

A somewhat similar situation exists

in French-speaking Africa, where Mad¬agascar was one of the most prolificpublishers, with 158 titles. Religionand theology accounted for 33 titles,while second place went to literature,with 31. This was followed bypolitical science, education and agri¬culture.

Interest in ethnography and folklorewas comparatively high, since bookson this subject share sixth place withpublications on law. Once again, asis the case in English-speaking Africa,the principal textbook needs, as wellas demand for general readingmaterial, are met by imports.

* 1VE of the Arab States

have sent in information on book

production in 1970, according to theUnesco recommendation. While Egyptproducted 1,872 titles ¡n 1969, theanswers to Unesco's questionnaire onproduction in 1970 do not containstatistics for that country.

In 1970, of the 594 titles publishedin Lebanon, the second most importantproducer in 1969, 135 dealt withreligious or theological themes.

Qatar, the smallest producer in theregion, published 99 books on 14 sub¬jects in 1970 (see article page 22).

Asia, despite an over-all situation ofbook hunger, contains two of thegiants of the publishing world: Japan,which issued 31,249 titles in 1970, andIndia, which published 14,141. There

are a number of similarities' in their

production, as well as significant dif¬ferences. For example, both put litera¬ture at the head of their list, and both

assign political science to secondplace. In Japan, however, books onthe arts run on the heels of politicalscience: 2,186 titles to 2,752. In India,not surprisingly, third place goes tobooks on religion and theology, whichare far behind political science (942 to2,717).

At the other end of the publishingscale i.n Asia is the island State ofSingapore with 520 books and pam¬phlets issued in 1970. While literatureis in first place, linguistics followsclosely (68 to 78 titles) which is notsurprising for a country which hasMalay, Chinese and English-speakingpopulations. Natural sciences drawthe next largest group of publicationswith forty-five titles, while religion wasselected forty-three times and geo¬graphy forty. Ethnography and folkloreshare last place with philosophy: threetitles each.

While book shortages exist in LatinAmerica, the situation is somewhatdifferent from the regions previouslymentioned. The problem, speakinggenerally, is not so much one ofproducing enough books for the regionas it ¡s of developing internal ex¬changes that can relieve the LatinAmerican nations of their dependencyupon imported works.

That having being said, it becomesapparent once one begins to look.at the individual publication stat¬istics of the countries of Latin Amer¬

ica that there are some, such as

Mexico and Argentina, which arehighly active publishers, others whichcome close to meeting their minimal

CONTINUED NEXT PAGE

13

MARCH 18-24

BOOK WEEK 1872KEEPING POSTED ON BOOKS

During International Book year brightly colouredbook posters have appeared on many windows ofbookshops and elsewhere. Left, "A good book isa good friend", says this Indian poster, unitingunder its slogan a selection of works in the nation's

many languages. "Books bring people together"proclaims, in text and image, a United States

poster, below. The Cuban poster, below right.

14

THE BOOKS PEOPLE READ (Continued)

needs and finally, a number particu¬larly those that are geographicallysmall which are unable to supporteconomically a functioning publishingindustry. For that reason, the Unescomeeting at Bogota in 1969 called formajor emphasis on efforts to makeavailable to each of the countries the

books published by the other countriesof the region.

Of the countries that participated inthe Bogota meeting, Mexico ¡s thedominant publisher among those whohave reported their 1970 statisticsaccording to the Unesco recommen¬dations, although 1969 data showedthat Brazil, with almost 6,400 titles, wasthen the most important book pro¬ducer, with Argentina in second place.

Mexico published some 5,000 titlesin 1970, of which 857 were concernedwith industry. One can almost see inall the book statistics of this countrythe concentration on development.Medical science was in second place

with 401 titles, while third place wasdevoted to education. Law books and

political science follow, with just under300 titles each, and then commercialtechniques. Literature, history and bio¬graphy, and the arts are next in popu¬larity. As in most of the developingcountries, suggestions for the house¬wife, incorporated under the heading ofdomestic science, come last.

The English-speaking island ofJamaica is at the bottom of the Latin

American list. In view of its limited

population, its production of 159 booksand pamphlets is a not inconsiderableachievement. First place is shared bylaw and political science with 21 titleseach, followed by history and bio¬graphy with 13. Literature, philosophyand commercial techniques makeuneasy bedfellows in next place with12 titles each. Perhaps even moreinteresting are the categories whichare not represented no books werepublished on philosophy, psychology,

linguistics, philology, or mathematics.

Among the other countries in theworld, the production of the UnitedStates, of the United Kingdom and ofthe U.S.S.R. are among the most im¬portant. The statistics from the UnitedStates are somewhat difficult to eval¬

uate since the subject matter break¬down is confined to non-governmen¬tal publications, which amount to justabout one half the total output oftitles.

These tend to follow more or

less the pattern of the other ad¬vanced publishing countries of Europe,with first place reserved to literature(8,246) followed by political science(3,121) and then history and biography,religion, natural sciences, socio¬logy, geography, medical scien¬ces and philosophy and psychology.Education comes in eleventh place,with some 1,273 titles. Books on

industry are in twelfth position. Fromthen on, the number of titles dips

reproduces the International Book Year sloganin Spanish "Libros para Todos" (Books for All).

Right, French poster announcing an exhibitionorganized by the Bibliothèque Nationale, in Paris,for International Book Year. One of the most

important book exhibitions of its kind ever held,it offers 600 treasures from the library's own

collection, including very ancient books and

manuscripts that mark the development of the

book down the ages.

below the 1,000 mark. Agriculture,trade and transport are at the bottomof the list.

In the United Kingdom, literature isagain in the lead, with almost9,000 titles out of a total productionof 33,441. History and biography arein second place, with almost the samenumber of titles as political science:just under 3,000. Next on the list isnatural science. The arts are in a

surprisingly strong fifth position, withalmost 2,000 titles. At the other endof the scale, the least popular titlesare agriculture, domestic science,trade and transport, military art andethnography and folklore in that order.

The production of France is verysimilar to that of the United States

and United Kingdom, as is the selec¬tion of subjects in the Federal Repub¬lic of Germany, although in the lattercountry, education is in second place.

The Soviet Union publishes almostas many titles as does the United

States with 78,899 as opposed to79,530. The choice of subjects is quitedifferent. Two out of every sevenbooks deal with industry. The nextmost important subject, with one outof seven titles, is political science.Literature is an important third, withalmost eight thousand titles. Thencome natural sciences, commercial

techniques, agriculture, medical scien¬ces, education and generalities. Thisis followed by linguistics. The leastpopular title is ethnography, in whichno books were published. There were170 works of religion, 375 in domesticscience and 548 in geography andtravel.

There are a number of differences

between the Soviet Union and Poland,

although both put industry ¡n firstplace. Poland follows that subjectvery closely with literature and thenpolitical science. At 'the bottom ofthe ladder are trade and transport,philosophy and psychology, games

and sports, domestic science, withethnography and folklore again bring¬ing up the rear.

In Oceania, Australia ¡s a medium-sized publishing country. In 1970, itpublished some 5,000 books andpamphlets. While it is a developednation, it is gradually shifting fromlargely agricultural production towardindustrialization. The most popularsubject for publication is literature,which occupies one tenth of its annualbook production. In second place arebooks on industry, while third placeis shared by political science and law.Suprisingly for a country noted for itsathletes, only 55 titles were concernedwith games and sports.

What does all this prove? Perhapsnothing. And yet a social scientistwrote recently: "You can't always tella book by its cover, but you can almostalways tell a person by his books."What is true for individuals, may wellbe true also for nations.

A Tunisian school experiment

NEW WAYS

TO PROMOTE

READING

Reading habits are oftenmade or marred in the class¬

room. Specialists at the Ins¬titute of Educational Sci¬

ences in Tunis have recentlydeveloped reading motiva¬tion techniques for Tunisianschools, designed not onlyto build a lifetime readinghabit, but also to improvethe way childen expressthemselves orally and onpaper. Right, a general viewof Tunis; in the foreground,the Street of the Dyers.

by Chadly Fitouri

16

^kDULTS nowadays seem tobe outspokenly critical of the way youngpeople express themselves. Modernyouth, in their view, are inarticulate,

hesitant, even tongue-tied, and adultsregard this ¡nartlculacy as a reflectionof the superficial lives they lead. Intheir noisy demonstrations, ¡n theirsongs and music, in their art and modexpressions, it is the catch-phrase,the cliché, the chanted slogan and theshort-lived idea which predominate.

Educators, for their part, seem tohave found only one explanation forthis decline in the level of expression:a disinclination on the part of youngpeople to read.

Should we regard this an inevitablemalady of our time? Are we to holdthe mass media solely responsiblefor this decline in the level of

expression among young people?This would be too simple an explan¬ation. Nor should we try to explainaway the opinion of adults concerningmodern youth as just another aspectof the generation gap. It would,perhaps, be more realistic to argue

CHADLY FITOURI is the founder of theInstitute of Educational Sciences In Tunis.

Professor at the Faculty of Letters of TunisUniversity, he has written a number of stu¬dies in Arabic and French on educational

problems in Tunisia, and has served as aneducational consultant to Unesco on several

occasions. Since 1971, he has been headof the Division of Documentation, Studiesand Research at Unesco's InternationalBureau of Education in Geneva.

that the deterioration in the ability ofyoung people to express themselvesis due to a general lowering in thestandard of education.

The fact is that when adults comparethe schoolchildren of their own

generation to those of today, theyapparently forget that in many coun¬tries, yesterday's schools, and theschools of the day before yesterday,were much more selective than theyare now. Today the majority of pupilsare drawn from the most under¬

privileged social strata in which theonly cultural tradition is an oral "folk"tradition.

To say that children from an under¬privileged environment do not likereading is therefore in no way a valuejudgement, but rather a simple state¬ment of fact.. If they do not read, ifthey do not like reading, it is becausetheir background has never given themany encouragement to read.

A survey carried out in Tunisia in1967-68, for example, showed that

school libraries were either excessivelypoor (even non-existent in newlyopened lycées) or useless becausethe books they contained had notbeen selected according to any logicalpedagogical or educational criteria.

Far from counter-balancing the short¬comings of the pupils' social back¬ground, schools seem generally toaggravate them by making reading partof the syllabus. Pupils and teachersalike find the bi-weekly "séance de

lecture", or reading period, restrictive,artificial and boring.

Yet facility of expression can onlybe acquired through examination ofmodels found in written works. Becom¬

ing acquainted with the works of worth¬while authors offers an opportunity ofexperiencing many facets of the humanadventure; but more than this, on

every page the reader can see howa skilled writer manipulates words andbuilds up phrases to express emotionsor ideas in such a way that not onlyis the emotion or idea made clear but

is also endowed with greater depthand intensity.

Once reading becomes a habit, fami¬liarity with the works of an authorleads to the participation-reading thatHenry Miller had in mind when he saidthat everyone hopes when picking upa book to meet a man after his own

heart, to experience tragedies and joyswe are too timid to elicit ourselves, todream dreams which make life more

enthralling and perhaps to discover aphilosophy of life which will make usmore capable of facing the trials andproblems that beset us. Participationsuch as this is never passive.

Adolescence is the age of romanti¬cism and enthusiasm; it is also, above

all, the time for reading. Few cultivat¬ed adults fail to retain a vivid recol¬

lection of what they read during adol¬escence; an individual's career, even

his whole personality, is often largelydetermined by his reading during thisperiod of his life.

At a time when the human element

in daily life is being eroded, it is tobe regretted that the school, whosebasic task is to help children todevelop their full human potential forlearning and living, still overlooks theriches that intelligent reading has tooffer and the meeting point it providesfor ieacher, pupil and author.

Reading is only a means to an end,and in devising techniques for motivat¬ing pupils towards reading we wereguided by three key questions:Why should we read? What shouldwe read? How should we read?

Our Reading Motivation Project inTunisia grew out of considerationssuch as these. Might it not be pos

sible, we asked ourselves, to use thosesame audio-visual media that are said

to discourage young people from read¬ing to stimulate a need for readingamong pupils? In other words, on thebasis of something towards whichyoung people are strongly motivated,could we not motivate them towards

other activities and in particulartowards the reading of good literature?This was the first step.

The second stage was to make useof the same media to stimulate reflec¬

tion, research, discussion and exchan¬

ge of ideas among young people aboutwhat they had read, thus enabling themto discover for themselves new hori¬

zons in reading.

In 1968, we decided to submit this

working hypothesis to the educationauthorities in Tunisia, the school In¬

spectors and pedagogic advisers, andto define the educational problemmore precisely we based our recom¬mendations on the three questionsmentioned above.

WHY READ? Recommending acourse of reading does not necessarilymean that the pupils will follow it,whether the recommendation is in the

form of an order or just friendly advice.Even the threat of examinations givesno guarantee. We therefore decidedthat we would have to break with school

tradition so as to make the pupil feelthat he himself had made the choice

CONTINUED PAGE 20

17

Left, "Uncle New Year",an original Persian folk¬tale ; text by Farideh Fard-jam; illustrated by FarshidMessghali ; published bythe Institute for the Intel¬

lectual Development ofChildren and Young Adults,Teheran, 1967.

Right, Illustrations for atale by Pushkin ; Children'sLiterature Publishers,Moscow, 1971.

For the

eager eyesof children

In an introduction to a special issue of the Swiss magazine "Graphis", entirelydevoted to children's book illustration, the artist-illustrator Henri Steiner of

Zurich describes some of the difficulties of this form of graphic art. "Why is it",he writes in English, "that a child likes one book and leaves another lying aroundunread or un-looked-at? Is it the story it tells? Is it the colours, the drawings,the nice shape or design? Is there perhaps even a secret here? We illustrators,at any rate, know that there is no means of knowing. There is no recipe for makinga successful children's book, no rules that you can feel safe in sticking to. . .When a picture turns out a success and lies before us on the table or desk, lookingat us, we hardly know how it happened and how it came to have eyes. Just asif even though aided by the skill of our hands it had come alive all by itself,expressed itself in visible form, had joined us from a land that we know very welland have known since our childhood, but a world that can only be seen in pictures,and nowhere else. Children feel that. It is the land in which they still feel whollyat home, the " children of three years old and upwards." Left, the cover of this spe¬cial issue of "Graphis" (No 155, Vol. 27,1971-72) by the Swiss artist Walter Grieder.Two other illustrations from this same issue (lower left corner below and upperright corner opposite page) are published by kind permission of the Editor.

Left, "A Pulley"; text andillustrations by Eiji Shono;published by Fukuinkan-Sho-ten, Tokyo, 1965.

I

I

Above, "Tales and Legends ofBrazil" ; text by Ruth Guima-raes ; illustrations by MogensOve Osterbye; published byCultrix, Säo Paulo, 1963.

Left, "The Hen and the

Egg", an Italian tale forchildren ; illustrated by lelaand Enzo Mari ; Emme Edi-zioni, Milan, 1969.

Right, "The Little Houseof Cubes"; a Yugoslavbook for the very young ;text by Ela Peroci; illus¬trations by Lidija Osterc;published by MladinskaKnjiga. 1964.

f^ /*>.%£

»

Jelka se je kokosi zahvalila. Z druge kocke je stopilaCma macka. Zelene oci so se ji prijazno svetüe. »Spredla

sem svetlo nit. Vzemi jol Ko bos äla na pot, jo nosi s seboj

in jo sproti odvijaj, da bos nasla nazaj,« ji je rekla, nato paje stekla po mokri travi v gozd. Jelka se j i nrti zahvaliti

m utegmla.

Vstal je tudi dimnikar. »Jelka, gumb ti dam. Dimnikarjevgumb prinese srecq. Prisiti si ga moras na obleko. Dokler

tega ne storis, ne zidaj hisice, da se ti zopet ne podre«

»Hvala!« je rekla in vzela gumb, dimnikar pa se ie kot prejsmehljal s slike.

. ;«**51Í!**-

Fin Hoppelhaschen

rumpl't sepn Schnuppe

sii/t und schaut.

schimpft lautWeit

und hrcit

sauer und nal),

ssK- soll das mein Magen

vertragen'1Immer nur (>r;is.

Tap fur I.ift,

das ich nicht mag -gehört sich das?

Ich hm doch ein Has'.

Lerne Muh und kein Meh

diesen gräßlichen Klee.und wächst er noch so dicht.

mag ich nicht

Wenn tch ihn seh.

hah' ich schon Bauchweh

Unerhört,

ich hpn empört!

Zupft

rupftschnapp, schnappcm Manchen ah

und oh ( iraus.

spuckt es wieder aus!

Nagt an semer Pfote.wünscht sich eine Karotte.

und wenn es eine gefundei

morgen schon,

ich weiß davon,

frißt es steh endlich satt!

Above, "In Winda Wanda Won¬

derland"; a book of rhymesabout animals by Elvira Metnitz ;illustrated by Gerri Zotter;published by Forum Verlag,Vienna, 1971.

Below, "Courage"; a children'sbook published by the BurmaTranslation Society, Rangoon,

Burma 1970.

19

NEW WAYS TO PROMOTE READING

(Continued from page 17)

A statuette from Tanzania symbolizing the opening-up of the world ofbooks to the peoples of Africa. It was given to Unesco's Director-General, Mr René Maheu, by students of the Girls Secondary Schoolat Tabora, Tanzania, who received the first Mohammed Reza Pahlavi

Literacy Prize, in 1967, for their work as volunteer literacy teachers.

Photo Dominique Roger-Unesco

and was impelled by a genuine, per¬sonal need to read a particular work.

Assuming the worst possible start¬ing-point the weak, lazy pupil who hadnever read a book of 150-200 pagesto the end we worked out the follow¬

ing method.

The exercise should be as far remov¬

ed as possible from the traditionalschool background. We would haveliked it to be carried out completelyaway from the school, but had toabandon this idea for lack of facilities.

In the end we decided to work in a

classroom, but to change its physicallayout by replacing school desks withstools and chairs which could be mov¬

ed around as required. The room wasalso equipped with display panels, aprojector, a portable screen and atape-recorder.

Attendance at the sessions was en¬

tirely voluntary. The only stipulationwas that the pupils should be of thesame educational level and therefore

of more or less the same age. Thereading motivation sessions were heldoutside school hours and lasted as

long as the majority of the groupwished. The groups were not allowedto exceed 25 to 30 pupils.

WHAT TO READ? We began bysetting up a small committee to choosea level of presentation (in this case fora third-year secondary class) and abook title. We had to adopt thismakeshift solution because no Inves¬

tigation had ever been carried out inTunisia into the real reading interestsof schoolchildren. Later, as we carried

out more experiments, using bookssuch as The Diary of Anne Frank, webegan to discover for ourselves whatthe pupils were interested in.

The Institute of Educational Studies

¡n Tunis has since made several sur¬

veys on reading among schoolchildrenand has used the findings as a guidein selecting titles for children to read.For it is this choice that not onlygives children a real motivation to readbut also determines their whole intel¬

lectual, moral and social make-up.

HOW TO READ? Henry Miller hasrightly pointed out that a book, likeanything else, is often used as apretext to conceal what we are reallyin search of. Reading may thus bemerely a form of recreation (maga¬zines and detective stories), or asource of quickly assimilated inform¬ation (newspapers and popularizedtexts relating to one's work) or anopportunity for learning, self-educationand logical reasoning.

All the activities devised for the

Classical music to guide the reader along

Reading Motivation Techniques projectrelate to the last type of reading.

A complete session comprises twophases at intervals of one or twoweeks so that pupils have time to readthe book proposed to them.

After choosing the book we beginto make what we call a selection and

a montage. Selection consists in pick¬ing out the key passages, the passagesthat are outstanding in style and con¬tent and passages to which childrenof the age and educational level weare dealing with will be most receptive.

We then make a sound montage

from tape recordings of the voices ofseveral men and women reading pas¬

sages from the book, though notnecessarily ¡n the order in which thepassages occur in the book. Thesound montage is used simply tocreate an ambiance which stimulates

interest without revealing the sub¬stance of the work. To present a

summary of the book would be a con¬tradiction of the aims we set at the

start of the project. Our purpose ismerely to whet the listener's appetite.

We decided that the sound montagewould be more effective if we linked

the spoken passages with short piecesof classical music appropriate to thetheme of the book, and that this would

also help children to understand thetext. Since music can convey certain

feelings and emotions, it may revealthings which a child of low linguisticability would not grasp as quickly froma written text.

Our pupils, of course, are bilingual(Arabic and French). They begin learn¬ing French in the third year of primaryschool, and their level of expressionis equally low in French and Arabic.Our Reading Motivation Techniquesproject thus comprises reading in both

' languages. The special report on theproject which the Institute of Educ¬ational Sciences plans to publish, willInclude a complete list of the authorsand works in Arabic and French used

in the experiments and data on the

pedagogical and audio-visual kits thatwere compiled.

We also use visual aids such as

display boards and slides to introduceand enhance the effect of the sound

montage. Boards are used to displayphotographs of the author and his life,illustrations from the book and copiesof the book itself.

As a session opens, a group leader(usually a member of the Institute ofEducational Sciences or a teacher

trained by the Institute) welcomes the

children and suggests that they inspectthe displays. He then gives a briefIntroduction, lasting about five minutes,when he presents the" book (title,number of pages etc.) and a numberof slides picturing the author areshown. After this, the tape recording

montage is played.

During the 25 or 30 minutes thatthe tape is played, other slides areshown to stimulate additional interest.

In the session dealing with the bookPoll de Carotte (Carrots), [a bitterlyironical account by the French writerJules Renard of his own childhood

Editor] we projected a picture ofa teenager in an attitude of defiancewhile the children were listening to anextract from the last chapter entitled"Revolt".

After the recording, the group leaderuses the question and answer tech¬nique to set off a discussion amongthe children. He sees to it that the

discussion does not reveal the content

of the book, but helps to increase the

children's eagerness to read it forthemselves. As this first phase ends,the children are told that they can takeaway a copy of the book if they wish,and a date is fixed for a discussion of

its key themes with the group leader.

I HE second phase takesplace a week or two later. This time,it is the children who run the discus¬

sion, after electing a chairman, asecretary and several observers. Asthe experiment proceeds, the partplayed by the group leader steadilydiminishes in importance, as thechildren learn to abide by the rulesof self discipline, democracy andresponsibility.

During the sessions dealing withPoil de Carotte and The Diary of AnneFrank, for instance, children spon¬taneously formed groups to undertakestudies and surveys of problems relat¬ing to adolescence, war and peace,co-education, marriage, divorce,money, keeping a diary, etc. In thisway, reading becomes an "adventure".

The children themselves decide how

long a discussion should last. Thesediscussions and study groups offerbilingual children (who are chiefly fromArabic-speaking homes) an excellentopportunity to practice spoken andwritten French.

But perhaps the most significantprospect opened up by the project isthrough the discussions and studiesthat- create new reading needs anddirect children towards the choice of

new books. In this way, one act ofreading begets another, and each bookbecomes a starting "point for studies,lively discussions, new contacts andcreative activities.

I recall one discussion among fifth-year primary children that I attended.It dealt with an extract from Victor

Hugo's Les Misérables (the sad storyof "Cosette"). It sparked off a keenand continuous discussion lasting foran hour and a half, between children

who had been taught French for lessthan two years. . It showed that whenchildren aged ten or eleven havesufficient motivation, they can not onlyremain attentive for more than an hour,

but also express themselves in alanguage which they have only justlearned to speak.

Reading books also inspires somechildren to use painting as a meansof expression in order to portray oneor another of the characters or situa¬

tions as these have impressed them

in the course of their reading or dis¬cussions. Many such paintings havebeen added to the visual kits and have

enriched the display panels to thebenefit of other children.

We feel we have gone a long wayfrom the tedious setting and drearyambiance (well remembered from ourown youth and, unhappily, still toofamiliar to many present-day children) ,which mark the "reading to order" and"book reports" of official syllabuses.

The kind of motivation for readingwe have described enables teachingprogrammes to be adapted to livelyand effective teaching methods, in¬stead of the other way round, as isstill too often the case.

PROSPECTS'

Readers Interested in a fuller reporton this subject are referred to thelatest issue of Unesco's new educ¬

ational quarterly "Prospects" (Sum¬mer 1972). Prof. Fitouri's article isthere entitled "An Experiment inReading Motivation Techniques".Other contributors to this number

include Margaret Mead, Felipe Her¬rera and Paolo Freiré. With its

Spring 1972 number "Prospects"appeared in an attractive revisedformat of 120 pages simpler in sizeand presentation to the Unesco quar¬

terly "Impact of Science on Society".The Spring 1972 issue (Vol II. No 1)included articles by Jean Piaget.Lester B. Pearson, Mikhail A. Pro¬

kofiev and Josué de Castro. "Pro¬

spects" is published in two languageeditions: English and French. Annualsubscription: £1.05. $3.50, 14F; percopy: 30p. $1. 4F.

21

RENAISSANCE

OF ARAB THOUGHT

AND LITERATURE

by Philippe Ouannès

I HE Arab world today num¬bers some 130 million men and wo¬

men, the great majority of whom speak.the same language, share the samereligious practices and have the sametraditions. Books hold a central placein Arab culture; Islam in fact startedwith a book, the Koran, which in Ara¬bic originally meant "recitation" buthas now come to mean "reading".

From the shores of the Atlantic to the

Persian Gulf stretches one of the rare

geographical areas of the world ¡nwhich linguistic unity and the sameculture and religion make it possiblefor almost all the inhabitants to un¬

derstand each other without difficulty.

Arab civilization flowed through thecivilizations of the Mediterranean and

the west, making an original contribu¬tion to their development and stimulat¬ing a wealth of literary and scientificcreation. From the 8th century on¬wards literature of every kind, frompoetry to astronomy, spread through¬out the entire Arab-Islamic world from

the Indus to the Pyrenees. Over andabove the honoured names which are

the pride of Arabic literary tradition,mention should be made of those en¬

quiring scholars, both famous andanonymous, who "went in search ofscience" and spread the inventionsand literature of eastern cultures

throughout the world.

It was through the Arabs, their booksand their translations that the world,particularly the west, became ac¬quainted with Greek philosophy andcosmology, the compass, the inventionof paper in China, Arabic numerals,etc.

But for the influence of the Anda-

22 PHILIPPE SALIM OUANNES, of Iran, writerand former professor of sociology and Arabliterature at the University of Paris (Vlncen-nes), is assistant editor of the French editionof the Unesco Courier.

lusian Arab civilization and its poets,such as Ibn Hazm (the author of "TheRing of the Dove"), medieval Europewould not have had the same concep¬tion of courtly love and would not haveexplored Its themes and myths inworks such as "Tristan and Iseult".

Writers such as Ibn Muqaffa (authorof Kalilah wa Dimnah), Avicenna andIbn Khaldun for the humanities and

scholars such as Khwarizmi, Blruni,Rhazes and Farabi for the natural

sciences, helped spread or presidedover the creation of works, scientifictheories and discoveries which were

disseminated through books andmanuscripts circulating to the ends ofthe Arab Empire and as far as Europe.

It is not the purpose of this articleto draw up a balance-sheet of the cul¬tural heritage or the rôle of the Arabworld in the flowering of the differentcivilizations of the Middle Ages.Nevertheless this role, and its accom¬panying traditions, made their imprintand have left behind social and cul¬

tural features that continue to find ex¬

pression in a vigorous intellectual lifeand in works by writers known theworld over, such as Taha Hussein ofEgypt, for example.

But these writers and scholars are

seriously handicapped by the variousproblems now posed by book devel¬opment and production.

Arabic literature in fact does not

occupy its rightful cultural and linguis¬tic place in the world today for a num¬ber of reasons. In order to analyseand find answers to these problems,the governments of the countries con¬cerned decided to work out, with

Unesco's assistance, a common policyfor book production in Arab countries.

The work of co-ordinating this policywas completed by a Unesco-sponsoredconference held in Cairo in May 1972,attended by experts and representa¬tives from 15 Arab countries. The

conference agreed to the setting up ofa regional book development centrein Cairo which would play a decisivepart in formulating a policy for booksand printed matter and in speeding uptheir circulation throughout the entireArabic-speaking world.

This task is made easier by thelong-established intellectual traditionof the Arab-Islamic world, the con¬venience of a common language andabove all, recent massive school enrol¬ment campaigns. The promotion ofbook development will also take intoaccount the special problems of writingand book production, and will be basedon a detailed and realistic analysis ofpresent-day conditions.

*r\ preliminary assessmentbased on statistics collected byUnesco gives a total production in theArab world of some, 5,000 titles ayear, or about 1 per cent of worldproduction, which in 1969 was in theneighbourhood of 500,000 titles.

Estimates by Dr. M. I. Shoush, Chair¬man and Director of Khartoum Univer¬

sity Press (Sudan), put the total num¬ber of copies of school textbooks pro¬duced ¡n the Arab world at roughly50,000 per title, as against 3,000 to5,000 copies per title of books forgeneral reading. According to anotherspecialist, Mr. S. Mahmud Shenitl,Egyptian Under-Secretary of State forCulture, more copies are printed ofnovels, particularly popular tales inserial form, religious works and best¬sellers. It would thus not be unreason¬

able to estimate an average of 10,000copies per title, an overall yearly pro¬duction of some 50,000 million copies.

This average of 10,000 copies pertitle is, of course, considerablyexceeded by certain books such asthe Egyptian author Nagib Mahfuz'sfamous Trilogy, each book of which

This calligraphic "mirror" image, in Arabic Kufic writing, reads the same In both directionsstarting at the centre. It is the traditional Moslem profession of faith: "There is noother God than Allah and Mahomet is his Prophet". The artist has prolonged someof the letters to depict seven minarets and ten domes of Mecca, holy city of Islam.

bears the name of a district of Cairo,and which traces the lives of three

generations of a Cairo family againstthe background of their country'spolitical vicissitudes from 1917 to1944. Many of this author's books,his Zuqaq al Midaqq for example,enjoy a wider than average circulation.

Book production ¡n the Arab coun¬tries has however two weaknesses

which create an imbalance. Firstly,the book industry is still mainly con¬centrated in Cairo and Beirut, wheremost of the printing and publishing isdone. Secondly, production fluctuatesfrom one year to the next. TheLebanon for example published427 titles in 1967 and 685 in 1969;Kuwait published 153 titles in 1967but only 80 in 1969.

Another important factor is the num¬ber of books published by category.While the social sciences represent24 per cent of total production, litera¬ture 20 per cent and religion 11.5 percent, the pure and applied sciences

account for only 15.5 per cent, thoughit is generally considered that theyshould be on the same level as

literature (20 per cent).

There is thus a gap here whichshould be filled, particularly sincescientific book output, at some 400technical works a year, is inadequateto meet the needs of countries faced

with the problems of an Increased rateof development and where the needsof education are becoming increasinglyurgent.»

Annual production in the Arab worldis thus 40 titles per million inhabitants,as against a world average of 140,and the number of copies is 0.4 perinhabitant as against the world averageof 2.3.

All these facts and figures point tothe fact that it is less in the produc¬tion of titles than for the production ofcopies that the Arab world lags be¬hind. This accurately reflects the situ¬ation in countries where an active

intellectual life and a vigorous cultural

tradition have existed for manycenturies. On the other hand, thechanging fortunes of history, economicdifficulties and the consequent highrate of illiteracy today act as a con¬siderable brake on book developmentand circulation.

But what about the reading publicand its needs? Since this public canbe divided broadly into adults and chil¬dren of school age, the answers canbest be given in terms of three partic¬ularly important kinds of books: booksfor general reading, school and uni¬versity textbooks and children'sbooks.

As regards books for general read¬ing, specialists have assessed minimumneeds as one book for each potentialreader a year, and six titles for eachgroup of 30,000 readers. In 1970 theArab world had 18 million literate

adults, a figure which has been large¬ly exceeded today as a result of ex¬tensive literacy campaigns launch¬ed in all the Arab countries, and the

CONTINUED NEXT PAGE

23

MOSQUE OF THE BOOKSHOPSBelow, page from an Arabic treatise on astronomy and mathematics datingfrom the 358th year of the Hegira (969 A.D.). Written in his own hand byIbn 'Abd al-Jalib al-Sidjistâni, a 10th century sage, this original manuscriptis illustrated with diagrams of remarkable accuracy. Right, bookseller'sstall on the Djamaa al Fna square, Marrakesh (Morocco). In the back¬ground, the minaret of the principal mosque of Marrakesh, al-Koutoubiyya(mosque of the bookshops), a 12th century masterpiece of Almohade art.

E

<

I *»,>Vjl"î<-"t' cAu*i,

*<**^¿S&'>

»y.1-,

ÍT>-

fa

.

|/i^V>>.-..

.¿3r*>';u "'

V*!ll».iPHrt.,V*l>

¡VW»1!) *«-*>, ->¿.WiL. '

p»W**-./\.W»j^..WI,Ji^».>

'

RENAISSANCE OF ARAB LITERATURE (Continued)

24

number of children now completingtheir studies.

Novels, poetry and plays are allclassified under the heading ofgeneral reading. Tawflq al-Hakim, oneof the most widely read of Arab play¬wrights, arouses unflagging publicinterest with plays rich in a symbolismwhich is an amalgam of fatalism anddespair (Ahl al-Kahf), or in which hischaracters struggle against their owndestiny (Rihla ila-l Ghad).

Among Arab poets we could mentionthe names of Adonis, Nizar Qabbani,al-Chabbi, etc. Poetry and the abilityto memorize verse have always beenhighly prized in the Arab world.Public poetry recitals are commonand, even among the illiterate, it wouldbe hard to find a person who wasunable to recite a verse or two, aneloquent reminder of the importanceof the oral tradition.

As already stated, 1970 book pro¬duction in the category of literature andgeneral reading represented 20 percent of the total, or nearly one thous¬and titles, of which 3 million copieswere printed. On the basis of theminimum needs quoted above, itshould have totalled some 4,000 titles

and 18 million copies.

The Arab governments . are fullyaware of the gap between actual pro¬duction and requirements, and aremaking a considerable effort to bridgeit by a policy of long-term planningof which the decision to set up a re

gional book development centre ¡nCairo is a notable example.

Educational books are a -specialcase since production is more or lessadequate to needs. The problems arethe same as in other parts of theworld: planning production in orderto keep pace with the increasingschool population, making textbooksmore attractive and above all, suffi¬ciently varied and adapted to differentregions of each country so that chil¬dren in remote villages do not have touse textbooks that talk only of citylife, of pavements, blocks of flats, cars,and so on.

The fact that Egypt, for example,published 370 textbooks in 1968 anddistributed nearly 26 million copies inschools gives some idea of the scopeof the problems involved.

I,IN 1970 there were 54 mil¬

lion children aged under 15" in theArab world, representing 45 per centof the total population. Of thesechildren 32 million were potentialreaders in the 5 to 14 age-group,whose minimum book needs called for

an annual production of 1,500 titlesand 32 million copies.

The importance of children's bookshas long since been demonstrated.They stimulate and establish lastingreading habits and accustom the childto the printed word, opening up to himthe realms of pictures, drawing and

graphic representation, developing hispowers of imagination as he discoversthe universe, so psychologists, artistsand educators should all co-operate inproducing them.

This question is of special impor¬tance to the Arab world which has no

publishers specialising exclusively inchildren's books. Virtually all largepublishing houses have a youth depart-*ment, but their publications, thoughwell produced, do not always corres¬pond to the needs of the young reader.

No overall figures are available forthis category but one example is thatof the well-known Cairo publishingfirm, Dar al-Ma'arif, the largest produ¬cer of children's books in the Arab

world, which publishes 58 series ofbooks for the 6 to 15 age-group, com¬prising 566 titles of which 136, nearlya quarter, are for children under 8.

Thus there are no problems of lackof creativity or ideas to obstruct bookproduction in the Arab world, whichhas a sufficiently rich and ancient cul¬tural tradition to stimulate writers and

creative artists. One of the chief

obstacles however is in the lac'< of

professional incentive. A career asa writer does not pay because thelimited number of copies printed doesnot provide a livelihood or enable theauthor to write full-time.

Another major problem is copyrightprotection. Though countries in the re¬gion have taken the first steps toadhering to international copyrightconventions, most Arab countries have

no national legislation for copyrightprotection. Pirate editions flourish andare the bane of authors and publishers.It is to be hoped that a revision of theUniversal Copyright Convention andthe Berne Convention that would

favour the developing countries willbe adopted without delay.

Outside Cairo and Beirut, publishersin the Arab world are few and far

between. Publishing houses are oftenbookshops or printing firms whichoriginally were to be found groupedtogether round the mosques and lawcourts and which have gradually takenon other activities. Morocco has givena lead in setting up modern publishinghouses, both publicly and privatelyfinanced, in the main centres ofmodern intellectual life, (Fez, Casa¬blanca, Rabat). Morocco's initiativeis an example which should be follow¬ed not only by the main book-publishers such as Egypt and Lebanon,but also by the other Arab book-producing countries.

The existence of such publishinghouses and their reorganization intoassociations, first on a national andthen on a regional level, would makeit easier to adopt joint solutions forcommon problems such as the choiceof manuscripts, the planning of mat¬erial requirements and production,financial backing, etc.

As regards actual printing works, theArab countries have two considerable

achievements to their credit. The first

is the Moroccan Ecole du Livre, unique

of its kind in the Arab world, which ishelping to solve the acute problem oftraining qualified personnel. Else¬where such training is acquired eitherfrom experience on the job or throughcourses abroad, though this inevitablyhas some drawbacks.

The second achievement is the Al-

Ahram press in Cairo, the mostmodern in Africa, equipped with up-to-date machinery and employing mostof the printing processes in use today.

Both achievements show the efforts

made for book development by coun¬tries anxious to equip themselves withthe means to follow up their immensedrive for literacy and school enrolment,by providing books and other readingmatter which readers need to consoli¬

date and extend what they havelearned.

\ptNE of the most complexand delicate problems faced by thegovernments of the Arab countries isthat of costs. The decision of the

Arab Postal Union in March 1971 to

consider the whole region as a singlepostal unit is a first step towardslowering postage rates. These rates,however, are still high, and .a reductionfor books from the present prohibitivecharges would ease the circulation ofreading matter considerably.

Prices block distribution. High pri¬ces, whether due to production costsor those of transport and distribution,put books beyond the reach of many

potential readers. 4 Distribution goeshand in hand with book promotionsince it involves the use of varied me¬

thods and channels and the prospect¬ing of an ever wider public. A varietyof methods are used, ranging from tra¬velling libraries to sales-points inhighly-populated areas and village mar¬kets and even in cafés which bringbooks to an entirely new readingpublic.

As history has taught us and moderntimes now demonstrate, the Arab coun¬tries have a major role to play inworld cultural development. Hitherto,political events tended to isolate themfrom the main highways of commu¬nication, and their culture and literaryworks were thus deprived of themeans of dissemination offered bymodern mass media. These circum¬

stances no longer exist, and the renais¬sance, or Nahda, of Arab thought andliterature, begun in the middle of theXlXth century, is today attaining its fullsignificance.

The book development campaignwill, first of all, enable the Arabs them¬selves to become aware of the scopeand quality of the creative works pro¬duced on their own soil. It is to be hop¬ed that these works will then be made

available to other world cultures,through an equally ambitious campaignfor their translation into the most

widely spoken languages, so that aworld-wide public can have access tothe literary masterpieces of contem¬porary Arab scholars, writers andpoets.

25

Theword-shrinkers

by Howard Brabyn

àf\ book containing the equi¬valent of ten ordinary books (3,000foolscap pages) that you can slip intoyour pocket, a home library with asmany books as the average, well-stocked municipal library, and muni¬cipal libraries with the same facilitiesas the British Museum (over 6 millionbooks that now occupy some 160 milesof shelving), may seem like a book-

HOWARD BRABYN, English writer andjournalist who has specialized in populariz¬ing scientific and educational questions, isassistant editor of the English edition of theUnesco Courier.

lover's pipe-dream. Yet thanks to thepioneering work of two Channel Islandinventors this dream is well on the

way to becoming reality.

The basic idea of reducing thecontents of a book, magazine or news¬paper, or bulky reference records isnot new. Hospitals have long beenusing microfilming methods as ameans of storing ex-patients medicalcase histories, and as early as 1930microfilmed reprints of items fromAmerican newspapers were available.

After the Second World War,

libraries made use of microfilm

editions to complete their collectionsof out of print or rare books. At presentthe motor car industry is making greatuse of micro-catalogues and main¬tenance manuals which they issue totheir dealers and agents. Manymagazines, particularly technical ones,can now be published in microficheform with up to 70 pages available ona microfiche (a sheet of film) no biggerthan a postcard.

Unfortunately, a fairly bulky readeris required to reproduce the micro¬fiche in readable form. These gener-

26

Right, the 24 volumesof the EncyclopaediaBritannica. Thanks to

a special new photo¬graphic process its24,000 pages can nowbe contained on the

film, (measuring 5 cmsquare) seen at centreof photo.

"We have taken spec¬tacles off the eyes andput them on the book",says George Davies,inventor of a new typeof micro-size book

which relies on micro-

printing rather thanphotographic reduc¬tion. Far left, an earlyversion of the book

with its binocular lens

reader held in placemagnetically. Thestand is not essential

and the book is nor¬

mally held on the lap.Left, the 16 micro-sizebooks seen on this

mini-bookcase are the

equivalent of about 360average-sized paper¬backs, an incredible

saving in space andpaper. World consump¬tion of newsprint, prin¬ting and writing papernow totals some 50

million metric tons a

year. 500,000 trees haveto be felled annually toprovide the pulp requi¬red just for one bigEnglish Sunday news¬paper. Right, a strikingJapanese poster byRyuichi Yamashirb fora reforestation cam¬

paign, composed en¬tirely from the beauti¬ful character meaning"tree". One symbolsignifies a single treeand two or three grou¬

ped together mean awood or forest.

M»n *»* s* »&*:* i ft ^\sfe ï; » *:*ëAIxT4- i« .t'.» i M » '

!»V> ü- - & tí » -.. St « 2 íía #" « .«. A ta

'ally resemble a small televisionreceiver in appearance, and althoughlap readers are now being put on themarket they are still rather cumber¬some and are not the sort of thingthe average book-lover would wantto curl up with by the fire on a coldwinter's evening.

It was at this point that GeorgeDavies and Hedda Wertheimer of theChannel Islands came on the scene.

They decided that the answer to pro¬ducing an easily handled micro-sizebook (*) was to be found in micro-prin¬ting rather than in photographic minia¬turisation of books printed in the nor¬mal way. Their experiments showedthat micro-printing, at a 10 to I reduc¬tion on normal print size was feasibleon standard offset litho presses.

For their books they decided to usepolypropylene paper which, althoughonly a third the thickness of a micro¬fiche, can take printing on both sidesand results, for an average size book,¡n a micro version of ten 5 in. by5 1/2 in. double-sided pages. A micro-library unit of ten books, includinga somewhat thicker cover, would beabout the same bulk as an averagepaperback.

To read the book a pair of binocularlenses is required. These fold flatwhen not in use to the size of a

slightly thicker than usual bookmark.In use they are held in place by amagnetized strip t>f steel placedbehind the page being read.

Since binocular lenses are used.

double images have to be printed.Though this takes additional spaceit has the advantage that three dimen¬sional illustrations can be used.

Furthermore, since the lenses areadjustable, people of all ages can readmicro-print without strain.

The biggest problem that remainsis to get general acceptance of theidea. People are naturally unwilling tobuy the readers until they are sure thatthere will be micro-size books to read;on the ' other hand, publishers wantto be sure of a reading public beforethey plunge into micro-printing.

.r"

* We are not using the word " micrbbook"since it Is now copyrighted in the UnitedStates by Library Resources Inc. (a Britannicasubsidiary) which also will soon own world¬wide rights to the term. Editor.

27

THE ACTORS' ANALECTS

Edited, I ranklated and «itli an la

CHARLES J. DUNN and BUNZÖ TORIGOE

tot* m y3%'¿rA

UNIVKRSITY OF TOKYO PRtSS

UNIVERSITY PRESS PUBLISHING has developed with amazingvigour during the past decade, enabling specialists to publishworks of scholarship and research which commercial publisherswould hesitate to handle because the subject matter is too specia¬lized. Left, a University of Tokyo Press publication, "The Actors'Analects", in the Unesco Collection of Representative Works, abilingual English-Japanese edition, 1969, translated by Charles J.Dunn and BunzoTorigoe. Below, "Introduction à l'Economie Socialedu Tiers Monde" (an introduction to the social economy of the ThirdWorld), by Arthur Doucy and Paule Bouvier, published by Editions del'Institut de Sociologie, Uni¬versité Libre de Bruxelles.

Right, " Introducción a laTeoría de Probabilidades "

(an introduction tothe theo¬

ry of probability), by Oct¬avio A. Rascón, Universi¬dad Nacional Autónoma de

Mexico, 1971. Far right,"First Mail West", by Mor¬ris F. Taylor, University ofNew Mexico Press, 1971.

Introduction

à l'économie sociale

du Tiers Monde

THE UNIVERSITY PRESSin the service of scholarship

28

by Maurice English

WhEN Professor Peter Vor¬zimmer returned to America from

Cambridge, England, in 1966, it waswith a feeling of confidence about themanuscript he was bringing back withhim. A specialist in the history ofscience, Vorzimmer had spent muchof his six years' residency in Cam¬bridge exploring the origins of TheOrigin of Species, by Charles Darwin.

MAURICE ENGLISH, American author, jour¬nalist, editor and publisher, has had wideexperience in the field of scholarly publish¬ing. He is director of Temple UniversityPress, Philadelphia, and from 1961 to 1969was managing editor of the University ofChicago Press. He Is the author of "TheTestament of Stone", an anthology of thewritings of Louis Sullivan, one of the greatpioneers of modern architecture (1963),"Midnight in the Century', a collection ofpoems (1964), "The Saints In Illinois", a play(1969), and a translation from the Italianof selected poems of Eugenio Móntale (1966).

In doing so, Vorzimmer had examinedin detail problems which evolutionistsknew had to be settled, but which hadbeen ignored since Darwin's death.

True, Vorzimmer's confidence in hiswork was somewhat troubled by hisimpression that no British publisherwould issue it as a book. However,it could stand one more revision, and

then, no doubt, one or another of theenterprising publishers in Americawould be Interested.

Three or four discouraging yearsafter returning to the United States,Vorzimmer had learned otherwise.

Not a single commercial publisher, inor out of New York, was evenprepared to read the manuscript. Itstitle alone: Charles Darwin: The Years

of Controversy, followed by its sub¬title: The Origin of Species and itsCritics 1859-1882 implied a thorough¬ness of research which discouraged

sales-conscious editors. They raisedno question about the importance ofthe work, but assumed that it couldnot be published at a profit.

And at this point, the reader of thisarticle already knows why, along withthe growth of a flourishing bookindustry in the United States, we haveseen, concurrently, the growth of awholly non-commercial kind of bookpublishing. This is known as univer¬sity press publishing. Though in theservice of scholarship it defies someof the tenets of capitalism, it hasdeveloped with amazing vigour. Parti¬cularly in the last decade it has cometo fill an irreplaceable role in thedissemination of learning.

As a result, despite the effects ofthe current recession in America, theuniversity presses continue to Increasein numbers, and in the number andquality of their publications. And in

recent years, other countries too havebegun to see the advantage ofpublishing houses which are free topublish the fruits of scholarshipand scientific research, without anyform of social, political or economicpressure.

Here let me pause for two essentialclarifications. The term "universitypress" ¡s not of American origin, andit has sometimes been stretched to

include kinds of publishing which areessentially commercial (though theyoften serve an educational market).A glance backward in time will showhow the term began.

Like other American phenomena,this one is a transformation of

something of English origin. The firstuniversity presses were those ofOxford (1478) and Cambridge (1521).These were set up originally to publishworks of piety and of learning as itwas then understood. But in addition,they benefited from the patronage ofthe state, including a monopoly oncertain kinds of publishing and printing(Bibles, grammars, editions of theclassics and over the course of time,various kinds of educational material).

Nowadays, these two presses areessentially among the most distin¬guished "trade houses", whose schol¬arly and educational publications areonly a small part of diversified lists.

However, their example has embol¬dened other commercial publishers,without their historic justification, touse the word "university" in theirtitles, even when they have no

connexion with any institution oflearning. It is simply a means ofappealing to the profitable market inwhich they wish to sell their textbooksand other educational publications.Although there are exceptions, suchpublishers are not, in principle,interested in bringing out works ofpure scholarship, of basic scientificresearch, for which the readership,over a period of years, may be verysmall.

But universities, apart from their rolein teaching, exist to foster just thatspirit of disinterested inquiry which,in the course of time, often changesthe way in which people think, or feelor act. Universities exist also to foster

a world-wide exchange of specializedknowledge not only between scholarsin different nations, but between those

in different disciplines.

"Disinterested Inquiry," in short,leads nowhere unless its results take

some tangible form. In our society,the form is usually that of a book.The challenge has been: how to publishbooks whose circulation is likely tobe limited, because their subjectmatter is too specialized.

In the United States, this challengehas been met by the universitiesthemselves, the most enterprising ofwhich are undertaking to subsidizetheir own presses, so that, first, themost productive members of their ownfaculties will be sure of obtainingpublication of the results of theirresearch; and an important secondconsideration whole fields of know

ledge can be covered by programmesand series of publications, many ofthem written by scholars in otheruniversities than that of a given press.

The fate of Professor Vorzimmer's

study is again relevant. It was broughtout in 1970 by the press of TempleUniversity, where he teaches butonly after five of the most distinguishedevolutionists in the country hadrecommended publication, and statedtheir reasons in writing. And a factof possible interest to the trade houseswhich refused the work the right topublish the work in the BritishCommonwealth was promptly boughtby a London publisher. Since publica¬tion, Charles Darwin: The Years ofControversy has received only favour¬able reviews, some of them, surpris¬ingly, in daily newspapers.

When Vorzimmer's book was pub¬lished, the assumption was that theuniversity would not recover the moneyspent on its manufacture and dis¬

tribution. That is no longer so certain,in this particular case. The basicdecision to publish, however, was acompletely non-commercial one. Andthat is necessarily true of most of thedecisions to publish a manuscript,made every day by the directors ofuniversity presses in America.

They are subsidized by the univer¬sities whose names they bear. Some¬times, though by no means always, thesubsidies ultimately come in part fromsome public source (perhaps one ofthe fifty states which, along withthe Federal government, increasingly

CONTINUED NEXT PAGE

29

UNIVERSITY PRESSES (Continued)

10 ^b of all U.S. non-fiction published under university imprint

30

support higher education in the UnitedStates). Many of the universitypresses, however, derive much oftheir revenue from their own backlists

of books that remain in print, sellingmodestly, over the years; others froma university printing office or book¬store whose income goes to thepress; yet others from endowments byprivate benefactors.

Whatever the source of the subsidy,the sponsor-university makes onestipulation: its press must publishworks on merit alone: the merit of

original scholarship, as judged byqualified (and anonymousl) specialistsand attested by a "Board of Review"of " the university's own publishedscholars. And finally, of course, uni¬versity press books are reviewed andcriticized, in the learned journals thatcover the same field.

To see how this system developed,one must skip almost four centuriesand move from Oxford to Ithaca, New

York, where Cornell University beganits own academic press in 1869. Itwas followed by Johns Hopkins inBaltimore in 1878, and much later, butstill before the 19th century ended,by Chicago.

Since the dates cited above,

American university presses have gonethrough three phases. Until about1930, they were often launched by anenergetic individual, a universitypresident, a scholar with a bent forpublishing, or some other academicentrepreneur. Then, in the 1930s and1940s, responding to the expansion ofwhat has been called "the knowledgeindustry", the university presses beganto be organized on a more professionalbasis, with emphasis on careful editingand design, sales programmes basedchiefly on mailing advertising "fliers"to members of scholarly or profession¬al associations, and sounder businessprocedures.

In the United States though thisneed not necessarily be true elsewhere

university presses are discouraged(by tax laws) from entering the fieldof textbook publishing, where theycould try to make a modest profit, orat least recoup their losses on genuinescholarly monographs.

These problems and the continuingstarting up of new presses led to theformation in 1937 of the Association

of American University Presses. Thescattered enterprises henceforth hada clearing house through which theycould agree on standards, shareknowledge of publishing procedures,and set up training programmes foreditors, book designers and the otherspecialists who had now entered theworld of academic publishing.

These new arrivals have included a

number of top editors and publishers

from the New York "trade houses",

who found the atmosphere of thecampus congenial; and congenial, too,the opportunity to deal with books andthe men and women who write them,on the basis of their inherent value, nottheir marketability.

By 1948, there were 35 member-presses in the AAUP, which in thatyear issued 727 new books. At thiswriting, there are over 70 members ofthe Association, including a few locatedoutside the United States, withassociate status. In size, they rangefrom seven new publications yearly toalmost 200. According to bookindustry records, university pressespublished 2,700 titles in 1970, the lastyear for which official figures havebeen compiled; this was 7.5 per centof the U.S. total of 36,000 non-govern¬mental titles; these achieved sales of$37,000,000, or 1.3 per cent of the totalof $2,750,00,000 . spent for books inthat year by the U.S. reading public.

(Since colleges and universities inthe U.S. now total more than 1,500,

it can be seen that university pressesare not a routine campus phenomenon.Characteristically, they are associatedwith the major universities of the"Ivy League", world-famous centres ofresearch like Chicago and Berkeley,and the larger state and urban uni¬versities, many of which have studentpopulations of 40,000 or more. For anAmerican university to have a press ofits own, especially one. of recognizedquality, is very much a mark ofacademic prestige.)

I HE maturing of scholarlypublishing can be tested in variousways. There is the fact that, of the100-plus presses which have beenestablished, although many, due to therecession, have reduced the totalnumber of books they publish yearly,others have continued publishing afixed number, and even report nodecline in sales. Only a few of theweaker presses have been forced tosuspend their activity.

There is another way of measuringthe quality of these presses. At thepresent time it is said that, of all thenon-fiction titles published in theUnited States in a given year, 10 percent are published under the imprintof a university press. But this statisticonly takes on life in the light ofanother: of the non-fiction titles that

remain in print (because there is ademand for them that sustains itself

from year to year), 15 per cent arepublished under the imprint of auniversity press.

That difference in percentage is anindication of the degree of successwith which the editors of universitypresses seek out manuscripts on sub

jects of importance, which expressoriginal ideas or organize freshinformation, in clear (and if possible,vigorousl) language, rather thanpublishing books which display moreephemeral qualities.-

Ât this point, it would show a lackof candour not to admit that some

American university presses have hada hard time of it financially. This iseasy to understand. Discouragedfrom publishing the kind of educationalbooks (textbooks, especially) whichfind large markets, they are committedto works which by their very natureare costly to produce and costly to sell.

Then, too, they are supported byuniversities which, themselves, alwaysfeel hard-pressed for funds for allsorts of worthy educational program¬mes. And whether profitably or not,the university presses are selling aproduct a fact which in itself makesthem the odd man out on the univer¬

sity scene.

Nevertheless, as we have said, theynot only survive, but have increasedin number, even during the difficultyears through which America is stillliving. And there is an encouragingaspect of the picture for universitypresses elsewhere: not all countrieshave a tax structure which, like theAmerican one, discourages universitypresses from issuing textbooks andother educational works which can

help to support the monographs of thescholars. The reason for this, by theway, is that in the U.S., educationalinstitutions are always exempt fromtaxation.

A corollary of this exemption is thatthey are not supposed to competewith businesses including publishinghouses which do pay taxes. Thereis presumably no reason why anacademic publishing house in acountry with a different tax structureshould not have the best of both

worlds: pay its bills, even return someincome to its parent institution, whileremaining faithful to its basic aim, topublish excellent works of the mind,regardless of any other consideration.

In any event, it is notable thatadaptations of this form of scholarlypublishing have already begun inother countries, including Great Britain,where the university-connected com¬mercial publishers of Oxford and Cam¬bridge have been joined by smaller,American-style presses. These arecurrently in existence at the Univer¬sities of Wales, Edinburgh, Manchester,Liverpool, Leicester and London(whose imprint is that of the AthlonePress, because the name "Universityof London Press" was pre-empted bya trade house which specializes ineducational books, but ¡s not connect¬ed with the university Itself.)

In Canada four such presses nowexist, those of Montreal (McGill-

Queens), Toronto, Laval and BritishColumbia. In Japan, the Universityof Tokyo Press is the best-known often; in Australia, the AustralianNational Press, in Canberra, despiteits ambitious name, is one of six.

Elsewhere, there are the pressesof the National University of Mexico,the Universitetsforlaget of Norway andin Belgium, the Editions de l'Institut deSociologie de l'Université Libre deBruxelles. Korea has five universitypresses, grouped in an association;and the University of Malaysia Pressis in operation in Kuala Lumpur,Malaysia as are the HongkongUniversity Press, and that of Singa¬pore University in their respectiveterritories.

Meanwhile, the African nations havemade a vigorous start with the HaileSelassie University Press in Ethiopia;the Ghana University Press in Ghana,two in Nigeria, one at the Universityof Ibadan, another at the University ofIfe. And there is also the Press of

the University of Witwatersrand inSouth Africa.

Regularly, the officers of theAssociation of American UniversityPresses (1000 Park Avenue, New York,NY) receive inquiries from all conti¬nents, seeking information about thesteps to be taken to provide publishingoutlets for the work of scholars ¡nscores of old and new nations.

And the Association has taken

initiatives of its own to get in touchwith those scholars, and the univer¬sities which shelter them. Recently adelegation visited Moscow and Lenin¬grad, and was able to bring back apreliminary, but encouraging, report onthe development of scholarly pressesin the Soviet Union. Some of these

are attached to universities, but othersto the scientific and scholarly researchinstitutes, now 50 in number, locatedin Moscow. It seems possible that anera of interchange, and even co-publication, may develop between thescholarly publishers of the twocountries.

/ANOTHER aspect of aca¬demic publishing exists which might,elsewhere, have the same value it hashad in the United States. This ¡s

"regional" publishing, bringing outworks which record or celebrate the

cultures of ethnic and other minorities,

or old customs or cultures, so manyof which are vanishing under theimpact of industrialization.

Thus, the University of OklahomaPress has long been distinguished forthe series of books ¡t has publishedon the American West, its Indians andfrontier history. The University ofCalifornia Press found itself with a

best-seller when it brought out Ishi inTwo Worlds: A Biography of the LastWild Indian in North America, byTheodora Kroeber. (See "UnescoCourier", February 1963.) The Univer¬sity of New Mexico Press has done a

service to history, as have many otherregional presses, with such titles as:First Mail West: Stagecoach Lines onthe Santa Fe Trail (by Morris F. Taylor.Albuquerque, New Mexico, 1971).

In this field, the opportunity foruniversity publishers lies in the factthat major publishing enterprises tendto be concentrated in the capital cities.The rich life of the nation, lived in itsprovinces and remote areas, and oftenexpressed in tribal forms and tribaltongues, can readily be overlooked asa result. Universities which are

located, as is usually the case in theUnited States, in areas remote fromthe two or three major cities, have arole to play in saving the culturalheritage of the human race, before itis gone forever.

As knowledge grows in any field, itbecomes more specialized. But thisvery specialization makes it moreurgent that different disciplines shouldremain in touch, and that the learnedin different nations should keepabreast of what their colleagues aredoing elsewhere.

The American experience suggeststhat the publishers of these men oflearning are best off in the shelteringarms of a parent institution. Yes, ofcourse, it provides the all-Importantoffice space, light and heat, and fundsto pay salaries and the bills of theprinters and binders. But it providesalso the humane skills and attitudes

publishing needs, and the company ofthe men and women who provide itsproduct, and share its ideals.

This may be a unique companionshipin contemporary life, and suggests an¡deal all university presses might keepin mind for the future. Up to now,the great seminal works of the mindhave in most cases been published,perforce, by commercial houses. Butsome of these works have appearedunder the imprint of university presses,from the time of John Dewey on, andtheir number ¡s increasing.

Herbert Bailey, director of PrincetonUniversity Press, recently pointed outthat the great masterpiece of HenryDavid Thoreau, Waiden, when it waspublished in 1854 by the distinguishedhouse of Ticknor and Fields, in Boston,

was ignored by the public. Thepublishers returned 700 unsold copiesto the author.

As businessmen, they had nochoice; but, Mr. Bailey points out, auniversity press, if one had existed atthe time, would have kept those700 copies on its back list, andcontinued to promote them, so that theappreciation and influence Thoreaulacked, might have been his muchearlier, perhaps during his own life¬time.

If they maintain high standards, asthe quality of their books becomeswidely known, who can say that itwill not be the university presses ofvarious countries which will be the

publishers of the Thoreaus and theDeweys of the future?

32

I HE developing countries canexpect to enjoy easier access to bookswritten and published in the industriallydeveloped countries thanks to a revisionof the Universal Copyright Conventionworked out at Unesco's headquarters in

Paris last year. Application of the revisedConvention should lead to an increase in

the production and distribution of booksIn the Third World.

The Unesco conference for revision of

the Convention, held in July 1971, brought

together representatives of 45 of the 60countries adhering to the Universal Con¬vention as well as observers from 30 other

countries and from inter-governmental and

non-governmental organizations speciallyconcerned with copyright questions.

Essentially, the purpose of the con¬ference was to satisfy the practical needsof the developing countries by making iteasier for them to acquire educational,scientific and technical books, without

weakening the structure and scope of thecopyright protection afforded by the Uni¬versal Copyright Convention (adopted inGeneva in 1952) and the Berne Convention(dating from 1886 and already revised fourtimes between 1908 and 1967).

Simultaneously, a parallel conferencegrouped countries belonging to the BerneConvention to consider amendments that

give developing countries the same advan¬tages as those provided by the UniversalCopyright Convention. Although the meet¬ings of the two conference were heldseparately, there was a striking degree ofunanimity on the basic problem.

In the production of books, anenormous imbalance exists between the

developing countries and the industrializedworld. Though 70 per cent of the world'spopulation lives in Asia, Africa and LatinAmerica, these regions represent only avery small proportion of the annual worldproduction of five thousand million books.Asia produces about 21 per cent of thistotal and Africa less than 0.15 per cent.

The position is slightly better in LatinAmerica, but the gap between productionand needs is still very large. The Arabcountries too suffer from a shortage of

books (see page 22).

The same is true for the number of

new titles published. The 18 developingcountries of Asia, representing 28 per cent

of world population, publish only 7.3 percent of total new titles; Africa with 9.6 per

cent of world population publishes 1.7 percent, and Latin America with 6.1 per cent

of world population publishes 3.8 per cent

It is also apparent that the subjectmatter of the books published does not

always correspond to the needs of devel¬opment In Asia, for example, scientific

GEORGES RAVELONANOSY, of Madagas¬car, was the first editor of the Courrier deMadagascar, a French-language daily news¬paper, which began publication in Tanana¬rive, in 1962. He is the author of a studyon Malagasy poetry. Since 1970 he hasbeen a staff member of Unesco's PressDivision.

copyrightrevision

means

more books

for the

Third World

Georges Ravelonanosy

and technical books amount to only 10.6

per cent of the titles published less than

half the equivalent percentage in the

industrially developed countries.

To make up for this inadequate pro¬

duction, the developing countries areobliged to import books; in Africa threebooks out of four come from abroad.

The agreements reached at the con¬ferences provide a legal system of inter¬national copyright that is flexible, practicaland effective. Three new articles were

drawn up. The first defines what is meant

by a developing country. Under thesecond, developing countries no longerhave to wait seven years after the originalpublication of a work to translate it intotheir national languages for use in schoolsand universities or for research. The new

regulations provide for a one year delaybefore translation into local languages. Fortranslation into "languages in general use",

such as English, French and Spanish, theperiod is reduced to three years.

Under the third new article, licences to

reproduce works for school, university orresearch use may be obtained by anynational of a country that ratifies the Paris

agreement when the original publisher has

not sold the rights within five years offirst publication. For works in the fieldsof science and technology, the period isthree years, while for fiction, drama, poetry,

music and art books it is seven years.

Two obligations are imposed on thosetaking up translation and reproductionrights; the translated and reproduced worksmay not be exported to another country

and the author must receive just compen¬

sation. In addition to the prescribed num¬

ber of years before the various rights totranslate and reproduce become available,

the Paris agreement provides an additionalsix or nine-month period for negotiationsbetween the original copyright holders inindustrialized countries and publishers indeveloping countries.

A number of similar arrangements areallowed for with regard to audio-visualmaterial such as television films and sound

recordings intended exclusively for educa¬

tional purposes. Such arrangements applystrictly within the territory of the countrythat has obtained a licence to use material

in conjunction with audio-visual media.

The increasing use of educational broad¬casts, in the broadest sense of the term,

as a method of teaching in many develop¬ing countries further underlines the im¬

portance of the new regulations.

Finally, the conference eased the regul¬ation under which any member State leaving

the Berne Convention cannot subsequently

enjoy protection under the Universal Copy¬

right Convention in countries which are

members of both conventions. Developingcountries were exempted from this "safe¬

guard clause" because of their need to

"adjust the degree of copyright protection

they provide to the level of their cultural,social and economic development."

AtL N Intergovernmental Copy¬right Committee was set up at the Parisconference. Its members were chosen on

the basis of "a fair balance between national

interests bearing in mind the geographicalsituation of the population, languages used

and degree of development."

This committee, to be responsible for

dealing with problems relating to theapplication and functioning of the revisedconvention, will be established as soonas the revised convention comes into force.

It will consist of the 12 member states

of the 1952 Convention Committee: Argen¬

tina, Brazil, France, Fed. Rep. of Germany,

India, Israel, Italy, Kenya, Spain, Tunisia,United Kingdom, U.S.A., and the followingcountries elected by the conference:

Algeria, Australia, Japan, Mexico, Sene¬gal and Yugoslavia.

The conference thus achieved a care¬

fully balanced compromise. While safe¬guarding the moral and material rights ofthe author, the new legislation should pro¬mote the development of letters, the artsand sciences and contribute to better inter¬

national understanding.

The goals have been set and a broadfield of action foreseen. But the revised

Convention will not become a truly effective

legal instrument until it has been widelyratified and applied.

International Book Year

around the world

All books published in 1972 by the Publishers Association ofIsrael will carry the IBY symbol.

Guatemala ¡s publishing a special edition of the ancient MayaQuiche book "Popol-Vuh", the most important source for thestudy of pre-Columbian legends.

"Open Book", Unesco's 16 mm colour TV programme onInternational Book Year, Is available in Arabic, English, French,Russian and Spanish (Details from Radio and Visual InformationDivision, Unesco, Place de Fontenoy, Paris).

A recent Moscow book display presented works produced byProgress Publishers, the largest Soviet publisher In foreign lan¬guages, which exports books to 102 countries.

H The University of Antioquia at Medellin, Colombia, has organizeda special University Book Fair.

The Fed. Rep. of Germany Is to give financial and technical aid toenable developing countries to set up printing facilities.

Unesco has prepared a press kit of background information onInternational Book Year (available from IBY Unit, Unesco).

Book fairs are being held throughout Poland, where a recentWarsaw exhibition, "The Art of the Book", dealt with the graphicarts as applied to books.

Hungary is launching a new series of paperbacks on contem¬porary Hungarian literature.

Iran Is preparing a five-year book programme for integration Inits 5th National Development Plan.

For each book borrowed from a library or purchased, Canadiansare asked to contribute one penny to pay for books for thedeveloping countries.

H Spain's IBY commemorative stamp reproduces the cover pageof the first edition of "Don Quixote", published in 1605 (seeIBY stamps).

The International Institute for Children's, Juvenile and PopularLiterature, in Vienna, is preparing worldwide bibliographies ofchildren's books.

The Republic of Zaire plans to preserve oral literature ontape-recordings and In books.

Malaysia is to build a National Library at Kuala Lumpur.

The Ethiopian National Commission for Unesco Is Issuing abibliography of Amharic publications.

El Salvador Is to hold a Popular Book Fair devoted to IBY.

"jffl ÎU8tS15l9TUT'l.riaW- 06*" 8!

This smaller-than-a-thimble book of songs composed by KingBhumiphol Adulyadej of Thailand was produced specially forInternational Book Year. It was presented to visitors attendinga printing exhibition in Bangkok, which inaugurated Thailand'sambitious International Book Year Programme. IBY activities inThailand include a national book survey, the opening of a modellibrary for the promotion of the reading habit and distribution offree textbooks to all children In remote areas of the country.During a National Book Week, held in April, publishers andbooksellers reduced book prices.

>. '

riONAt BOOK ÏEAR 19721

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IVORY COAST

Many countries are issuing special commemorativestamps to mark International Book Year and others are

postmarking all letters with IBY slogans. Here we presenta selection of the stamps featured in this worldwidecampaign. (For other IBY stamps see page 31.)

Letters to the Editor

NORMAN E. BORLAUG'S

DEFENCE OF DPT

Sir,

It is most surprising to find a scientist(Dr. Norman Borlaug, in your Feb. 1972issue) condemning as "hysterical" thosewho prefer natural methods of pest con¬trol that respect the biological balance(methods that have stood thé test oftime) to more recent methods thatrespect nothing, except perhaps thepowerful financial interests behindthem, and which blindly recommendthe massive use of pesticides andchemical fertilizers. The use of such

terms is hardly compatible with thescientific spirit, and if anyone ishysterical It Is surely those who claimto have changed everything with their

' revolutionary methods rather than thosedeliberate minds that demand proof be¬fore adopting new and untried methods.

Dr. Comet touched on the heart of

the matter when he spoke of the "rapiddevelopment of new agricultural meth¬ods in which chemistry has displacedthe long-established procedures, givingthe farmer the means of increasing theyield of his crops to the detriment oftheir food value. Fertilizers have upsetthe ecological balance of the soil tosuch an extent that hitherto unknown

pests have flourished, offering thechemical industry new markets forinsecticides and pesticides."

The result has been the wholesale

poisoning of all living creatures, since"this flood of poisonous products killsflora and fauna and, permeating under¬ground water supplies, is drawn up byvegetation of all kinds."

In face of such facts, Dr. Borlaug'sdefence of DDT seems wordy andunconvincing.

Prof. Georges MoureauxOyonnax, France

WE ARE NOT

REACTIONARIES

Sir,

As young persons concerned withthe protection of nature, may we correctthe somewhat hasty definition of ourviewpoint as given by Norman Borlaug.

We are not reactionaries, nor do wedemand a total ban on chemical fertili¬

zers and other agricultural chemicals.They are essential in the developingcountries, but in our own countrysidethey are often used haphazardly andwithout due precautions. They producebumper harvests that are stored awayfor years on end and benefit no onenot even the countries that have

greatest need of them. Excess ferti¬lizer is washed into rivers where it

promotes the growth of aquatic plantswhich use up the oxygen, thus killingthe fish.

We need not re-emphasize the partplayed by DDT In the destruction ofsome animal species. More serious, asrecent studies show, is that DDT inhibits

the process of photosynthesis In marinealgae, and this in the long run is liableto reduce fish stock an Important foodreserve.

We still believe that the use of agri¬cultural chemicals should, be controlled

in industrially developed countries wherecrop surpluses remain unused and healthproblems are less acute.

Picardy Young Friendsof Animals and Nature Club

Amiens, France

REARGUARD ACTION

Sir,

Perhaps Norman Borlaug failed torealize that he was merely fighting arearguard action. That, at least, Is theImpression one gets from some of thephotographs published with his article.

On page 8 we see a malaria-carryingmosquito against which, we are told,DDT must be used to protect millionsof persons. Yet on page 13, a photoshows gambusla fish which gobble upmosquito larvae being released Intoponds and rivers In areas where mos¬quitos have become resistant to DDT.

Let us admit that "environmentalists"

may sometimes tend to be too rigid intheir views, but let us also concede thatit is they who pioneered the way toreal progress in the protection of nature.

M. Joubert

Angers, France

IMPACT OF THE CINEMA

ON TELEVISION

Sir,

The article on TV In your February1971 issue does not elaborate on the

impact of the cinema on television. MayI therefore suggest that the "UnescoCourier" devote part of a forthcomingissue to this subject.

It will soon be 50 years since thefirst public demonstration of the soundrecording on and the reproduction froma film took place. This event, whichrevolutionized the silent cinema, pro¬viding It with voice, was demonstratedon June 9, 1922 at the ElectricalExperimental Station of the State Uni¬versity of Illinois in Urbana, Illinois byJ. T. Tykociner, Research Professor ofthat University.

I think that this 1972 50th anniver¬

sary should be of interest to yourreaders.

B. Kowalski

Ottawa, Canada

EUROPE'S FIRST PAPER-MAKERS

Sir,

Your admirable January 1971 issuedevoted to International Book Year

reproduces the map of "Paper's thou¬sand year journey from China west¬ward", drawn up by Thomas F. Carterin 1925 (page 18). Though I have nocomment to make on the part of themap dealing with the Far East, the partconcerning early European paper-mak¬ing calls for some corrections. Theindication "Hérault 1189" refers to a

so-called paper-mill at Lodève; yetsince the publication in 1906 of anauthoritative work by M.J. Berthelé, it

is known that the document cited as

proof of the existence of a paper fac¬tory was dated 1269, and not 1169, andin addition, a copyist's error had substi¬tuted the word "paperias" for "paxe-riam" (roadway). Despite this clearrefutation, the "paper-mill of Lodève"has frequently been referred to sinceit was first mentioned in 1840. Perhapsthe "Unesco Courier" could now helpfinally to demolish this myth. Asregards Italy, the famous paper-makingcity of Fabrlano, near Ancona, wherehigh-quality paper Is still made, shouldbe cited in connexion with the date

1276 rather than Venice and Montefano.

Furthermore, even though followed bya question-mark, the date 1320 besideCologne has no basis in fact and thedate for Nuremberg should be 1390,not 1391. Finally, the oldest Frenchpaper-mill mentioned in the archives isthat at La Plelle, near Troyes, whichis known to have been ¡n operation asfar back as 1338.

Henri Gachet

International Association

of Historians of Paper.Paris, France

'NAKED KINGS'

OF MODERN ART

Sir,

I read with great interest your articleson the inquiry into "Public Attitudesto Modern Art" (March 1971) and theletters on this subject published inyour beautifully illustrated Issue onAngkor (Dec. 1971).

I have been a painter since 1920,but it was only after much effort thatI learned to understand modern art. It

is hardly surprising that the averageperson, whose home Is often filled withreproduction period furniture, and whonever visits museums, finds it difficultto comprehend modern art forms,except perhaps for some aspects ofmodern décor that are foisted on him

and of which he says: "Yes, not bad;it's modern."

Art is the field of an "aristocracy ofthe mind", the good taste of traditionalcivilizations being maintained by anintellectual élite. Once deprived ofguidance, the masses lose this taste.Look, for instance, at the art producedIn Europeanized Africa. In the West,the tradition was carried on to the

19th century by a misunderstood few,in the face of an anti-traditional aca¬

demism, until it became enfeebled andthen disappeared. Caught between twofires, the public threw up its handsin despair.

On the other hand, should we notask the art connoisseurs to think

again: Are you really so sure thatyou're always right? How many"famous" names have vanished into

oblivion in the past fifty years?

And what if the Man-in-the-street was

sometimes right? Remember the childin Andersen's fairy-tale who alone criedout: "Look the king is naked." I fearthat nowadays many "naked kings" areadmired by the artistic snob.

Marc AynardAix-en-Provence, France

Just published

9th edition

revised and

enlargedof Unesco's

Catalogue iof i

Reproductionsof PaintingsPrior

to 1860

Up-to-date listings of high-quality colour reproductionsof nearly 1 ,400 masterworks comprising a broad inter¬national selection.

Each painting printed in black and white with full details

(in English, French and Spanish) of the original work

and the reproduction (size, price, name of publisher).

501 pp £2.85 $9.50 38 F

impact

Unesco twenty-fifth anniversarydouble number

Science,!scientists

Alben Einstein ;

Hanns Alfv¿n

Ctean T. Seaborg

Ojcnocn M. Cvuhipuii

SoUy Zuckcnriân

Oecbftni Horibcrg

Joao-JpwquM Salomon

Aim Krynpui '

B. R. SttópKÍwi |Juan Salcedo,

R. N Robertson I

and

governments

SCIENCE,SCIENTISTS...

Albert Einstein

Hannes Alfvén

Glen T. SeaborgDjermen M. GvishianiSolly ZuckermanGerhard HerzbergJean-Jacques SalomonAlex KeynanB. R. Seshachar

Juan Salcedo, Jr.R. N. Robertson

A specialdouble number

of Unesco's

science quarterly

Impactof Science

on SocietyJanuary-June 1972

AND GOVERNMENTS

Farah Pahlavi

Empress of Iran

Salvador Allende Gossens

President of Chile

Luis Echeverría

President of Mexico

Yakubu Gowon

Head of State of Nigeria

Olof Palme

Prime Minister of Sweden

Subscribe through Unesco National Distributors listed below.

This special issue : 80 p. $2.50 10 F.Annual subscription : £1.20 $4 16 F.Single copy : 40 p. $1.25 5 F.

Where to renew your subscriptionand order other Unesco publications

Order from any bookseller, or writ« direct tothe National Distributor in your country. (See listbelow ; names of distributors in countries notlisted will be supplied on request.) Payment ismade in the national currency ; the rates quotedare for an annual subscription to THE UNESCOCOURIER in any one language.

AUSTRALIA. Publications : Educational SuppliesPty. Ltd., P.O. Box 33, Brookvale. 2100, NS; Perio¬dicals: Dominie Pty. Limited, Box 33, Post Office, Brook-vale 2100, NSW. Sub-agent. United Nations Associationof Australia, Victorian Division, 4th Floor, Askew House,364 Lonsdale St., Melbourne (Victoria), 3000. AUS¬TRIA. Verlag Georg Fromme & C"., Arbeitgasse 1-7,1051, Vienna, (AS 110). BELGIUM. Jean De Lannoy,112, rue du Trône, Brussels 5. CCP 3380.00. (220Fbelges) BURMA. Trade Corporation N- (9). 550-552Merchant Street, Rangoon. CANADA. InformationCanada, Ottawa, (Ont.) (ï 5,00). CEYLON. Lake HouseBookshop, Sir Chittampalam Gardiner Mawata, P.O.B. 244Colombo 2. (Rs 20). CYPRUS. ArchbishopMakarios 3rd Avenue, P.O. Box 1722, Nicosia.

CZECHOSLOVAKIA. S.N.T.L., Spalena 51, Prague 1(permanent display); Zahranicni literatura, 1 1 SoukenickaPrague 1. For Slovakia only : Nakladatelstvo Alfa, Hurba-novo nam. 6 Bratislava. DENMARK. Ejnar Munksgaard

Ltd., 6, Nörregade, 1165, Copenhagen K. (Dan. Kr. 27.00)EGYPT (ARAB REPUBLIC OF). National Centre for

Unesco Publications, N* 1 Talaat Harb Street.Tahrir 1 Squa¬re. Cairo; Librairie Kasr El Nil, 38, rue Kasr El Nil, Cairo.IL.E. 35) ETHIOPIA. National Commission for Unesco,

P.O. Box 2996. Addis Ababa. FINLAND, AkateeminenKirjakauppa, 2 Keskuskatu, Helsinki (Fmk. 13.90).FRANCE. Librairie de l'Unesco, 7-9, place de Fontenoy,75-Paris-7'. CCP. 1 2598-48 (1 7 F). - GERMANY. Allpublications Verlag Dokumentation, Postfach 148,jaiserstrasse 13, 8023 München-Pullach. For the UnescoKurier (German ed only) Bahrenfelder-Chaussee 160,Hamburg-Bahrenfeld, CCP. 276650 (DM 16).GHANA. Presbyterian Bookshop Depot Ltd., P.O.Box 195. Accra; Ghana Book Suppliers Ltd., P.O. Box7869, Accra; The University Bookshop of Ghana,Accra; The University Bookshop of Cape Coast, TheUniversity Bookshop of Legon, P.O. Box 1, Legon.GREAT BRITAIN. See United Kingdom. GREECE.Librairie H. Kauffmann, 28, rue du Stade, Athens ; Librairie

Eleftheroudakis, Nikis 4, Athens. HONG-KONG.Swindon Book Co., 13-15, Lock Road, Kowloon.HUNGARY. Akadémiai Könyvesbolt, Váci u. 22,Budapest V; A.K.V. Konyvtárosok Boltja, Népkoztársaságutja 1 6, Budapest VI. ICELAND. Snaebjörn Jonsson& Co., H. F., Hafnarstraeti 9, Reykjavik. INDIA.Orient Longman Ltd., Nicol Road, Ballard Estate, Bom¬bay 1 ; 17 Chittaranjan Avenue, Calcutta 13; 36a, MountRoad, Madras 2; 3/5 Asaf AM Road, New Delhi 1 ; Sub-Depots: Oxford Book & Stationery Co. 1 7 Park Street,Calcutta 16 and Scindia House, New Delhi; PublicationsSection, Ministry of Education and Youth Services,72 Theatre Communication Building, Connaught PlaceNew Delhi 1. (Rs. 18,75). INDONESIA. Indira P.T.,Dil. Dr. Sam Ratulangie 37, Djakarta. IRAN. IranianNational Commission for Unesco, 1/1 5 4 avenue Roosevelt,B.P. 1533. Teheran. IRAQ. McKenzie's Bookshop,Al-Rashid Street, Baghdad; University Bookstore, Uni¬versity of Baghdad. P.O. Box 75, Baghdad. IRELAND.The National Press, 2, Wellington Road, Ballsbridge,Dublin 4. ISRAEL. Emanuel Brown, formerlyBlumstein's Bookstores, 35 Allenby Road and 48, NachlatBenjamin Street. Tel-Aviv; 9, Shlomzion Hamalka StreetJerusalem. (24 I.L.) JAMAICA. Sangster's Book StoresLtd., P.O. Box 366, 101 Water Lane, Kingston.JAPAN. Maruzen Co. Ltd., P.O. Box 5050, TokyoInternational 1 00-31 (Y 1 ,440). KENYA.The E.S.A. Ltd.,P.O. Box 30167, Nairobi. KOREA. Korean NationalCommission for Unesco, P.O. Box Central 64, Seoul.KUWAIT. The Kuwait Bookshop Co., Ltd., P.O. Box2942, Kuwait. LIBERIA. Cole and Yancy BookshopsLtd., P.O. Box 286, Monrovia. LIBYA. Agency forDevelopment of Publication & Distribution, P.O. Box 34-35, Tripoli. LUXEMBURG. Librairie Paul Brück,22, Grand -Rue, Luxembourg. MALAYSIA.Federal Publications Sdn Bhd.. Balai Berita, 31, JalanRiong, Kuala Lumpur. MALTA. Sapienza's Library,26 Kingsway. Valletta. MAURITIUS. Nalanda Com¬pany Ltd., 30, Bourbon Street, Port-Louis (Rs. 17,45).MONACO. British Library, 30, Bid des Moulins, Monte-Carlo. NETHERLANDS. N. V. Martinus Nijhoff,Lange Voorhout, 9, the Hague, (fl. 14). NETHER¬LANDS ANTILLES. G. C T. Van Dorp & Co. (NedAnt.). N. V., Willemstad, Curaçao. N.A. (NA fl. 7.80).

NEW ZEALAND. Government Printing Office,Government Bookshops at : Rutland Street, P.O. Box5344, Auckland; 130. Oxford Terrace. P.O. Box 1721,Christchurch; Alma Street, P.O. Box 857, Hamilton;Princes Street, P.O. Box 1104, Dunedin; Mulgrave

Street, Private Bag, Wellington ($ 3.00). NIGERIA.The University Bookshop of lie, The University Bookshopof Ibadan, P.O. Box 286; The University Bookshop ofNsukka, The University Bookshop of Lagos. The AhmaduBello University Bookshop of Zaria. NORWAY. Allpublications : johan Grundt Tanum (Booksellers) KarlJohans gate 41/43, Oslo 1. For Unesco Courier only : A. S.Narvesens Litteraturjeneste, Box 61 25, Oslo6 (K.23,00).PAKISTAN. The West-Pak Publishing Co. Ltd.. UnescoPublications House, P.O. Box 374 G.P.O., Lahore;Showrooms : Urdu Bazaar, Lahore, and 57-58 Murree,Highway, G/6-1, Islamabad. Pakistan Publications Book¬shop, Sarwar Road, Rawalpindi ; Paribagh, Dacca.PHILIPPINES. The Modern Book Co.. 926 Rizal Ave¬nue, P.O. Box 632, Manila D-404. POLAND. All

publications : ORWN PAN Palac Kultury i Nauki,Warsaw. For the Unesco Courier only : RUCH, ul.Wronia, 23, Warsaw 1 0. PORTUGAL. Dias & Andrade

Ltda, Livraria Portugal, rua do Carmo 70, Lisbon (Esc. 1*05).SINGAPORE. Federal Publications Sdn Bhd., Times

House, River Valley Road, Singapore 9. SOUTHERNRHODESIA. Textbook Sales (PVT) Ltd., 67 UnionAvenue, Salisbury. SUDAN. AI Bashir Bookshop,P.O. Box 1118, Khartoum. SWEDEN. AM publications:A/B CE. Fritzes Kungl. Hovbokhandel, Fredsgatan 2,Box 16356, 10327 Stockholm 16. For the UnescoCourier Svenska FN-Förbundet, Vasagatan 1 5, IV10123, Stockholm 1 Postgiro 1 8 46 92 (Kr. 18).SWITZERLAND. All publications : Europa Verlag,5 Rämistrasse, Zürich. Librairie Payot, rue Grenus 6,1211, Geneva 1 1 , CCP. 1 2-236 (Fr. S. 1 6.-). TAN-ZANIA. Dar-es-Salaam Bookshop. P.O.B. 9030 Dar-es-Salaam. THAILAND. Suksapan Panit, Mansion 9,Rajdamnern Avenue, Bangkok. (71.00 baht). TURKEY.Librairie Hachette, 469 Istiklal Caddesi, Beyoglu, Istanbul.

UGANDA. Uganda Bookshop, P.O. Box 1 45, Kampala.SOUTH AFRICA. All publications: Van Schaik's

Bookstore (Pty). Ltd., Libri Building, Church Street, P.O.Box 724, Pretoria. For the Unesco Courier (single copies)only: Central News Agency P.O. Box 103 3, Johannesburg.UNITED KINGDOM. H.M. Stationery Office, P.O.Box 569, London, S.E.I., and Government Bookshopsin London, Edinburgh, Cardiff, Belfast, Manchester,Birmingham. Bristol (£1, 30). -UNITED STATES. UnescoPublications Center, P.O. Box 433, New York, N.Y.10016 ($5). U.S.S.R. Mezhdunarodnaja Kniga,Moscow, G-200. YUGOSLAVIA. JugoslovenskaKnjiga, Terazije, 27, Belgrade; Drzavna Zaluzba Slo¬vénie Mestni Trg. 26, Ljubljana.

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BOOKS FOR ALLEvery minute of every day a book is published somewhere in the world : about 550,000titles a year, double the output of 20 years ago. But four out of five of the titles stillcome from a handful of nations (see page 12). International Book Year 1972, with itsslogan "Books for AM", has focused world attention on the serious imbalance in bookproduction and distribution. Here, a technician at a book-printing plant checks thequality of cellophane proofs used in photo-offset printing.