College and Research Libraries ancient forms are not "nonconventional lit- erature," for they have long been well orga- nized and easily approached in the tradi- tional ways of bibliography for the sciences. There is much repetition in the various papers, as the editor recognizes and com- mends-a tedious luxury in so short a treat- ment of so prodigious a set of problems. The best chapter is that on nuclear en- ergy. An analysis is given of Nuclear Sci- ence Abstracts (NSA), long a model of the mission-oriented index that developed in a thoroughly responsible way to become a great subject abstracting service. Other use- ful avenues to the literature of nuclear en- ergy are also cited, and reliable descrip- tions are given. Even it i's less than thor- ough, however, for in his detailed descrip- tion of NSA, the author has not pointed out the great usefulness of references in its cumulated reports number indexes to sub- sequent publication of many of the AEC reports in the conventional literature. The editor's summary chapter on applica- tions in industry is his best contribution; it will benefit those who have had little expo- sure to the complexities of report literature and its bibliography. At the end of each chapter there are several lists. Not all the lists for each chapter are of quite the same sort, but they may well prove to be the most useful parts of the volume. With titles such as "References," "Additional Read- ing," "Principal Organisations Mentioned in the Text," and "Principal Announcement Services Mentioned in the Text," they can be convenient guides for those who want to further their knowledge of the bibliogra- phy and the nature of technical reports.- Thomas D. Gillies, Director, Linda Hall Library, Ka.nsas City, Missouri. Vickery, B. C. Classification and Indexing in Science. 3d ed. London: Butterworths, 1975. 228p. £5. 75. (ISBN 0-408-70662- 7) It has been sixteen years since the second edition of Classification and Indexing in Science was published, and the appearance of the third edition is very welcome indeed. Classification theories controversial in the 1950s, specifically facet analysis, are now widely accepted and practiced. Vickery de- scribes current theories and methods and Recent Publications I 179 their development. The general outline for the organization of the material has re- mained essentially the same as in the pre- vious edition: (1) "The Need for Classifi- cation," (2) "The Classification of a Sub- ject Field," (3) "Classification for Arrange- ment" (4) "Notation for the Classified Cat- alogue," (5) "Classification in Indexing," and (6) "Classification in Post-Coordinate Systems." However, with some exceptions, most notably chaptel;' 4, the text has been largely rewritten, and all of the bibliogra- phies have been revised. Appendix A, "His- torical Aspects of the Classification of Sci- ence," is the same and remains the most useful brief history of classification known to this reviewer. Appendix B gives exam- ples of two faceted classifications, soil sci- ence and container manufacture. Appendix C, "Categories," remains the same except for the addition of comment on the concept of integrative levels. Appendix D, "The Classification of Chemical Substances," has not appeared in the earlier editions of this title. Classification in the somewhat pragmatic terms in which it is generally practiced in American academic libraries is limited to the arrangement of books on library shelves by means of general schemes of biblio- graphic classification, most often the Dewey Decimal Classification or that of the Li- brary of Congress. This is but one of four main areas in which classification is used in information retrieval as described by Vickery, the other ·. three being (1) the di- rect use of classification for subject bibliog- raphy ranging from the classified catalog to systematic arrangements of references to papers, reports, and other documents; (2) the implicit use of classification, casual- ly or systematically, by alphabetical indexes to subject matter; and (3) that in which classification is used "in what have been called 'manipulative' indexes, more often known as 'post-coordinate' systems." Classi- fication, then, "in one form or another, at one stage or another, is almost universal in information storage and retrieval." Vickery discusses in detail the techniques of classi- ficatory analysis which can be used to con- struct a fully developed and coded classifi- cation and also to structure an alphabetical word list or thesaurus. 180 I College & Research L ibraries • March 1976 This work is obviously of special interest to those involved with the literature of sci- ence and technology and its analysis and control. The numerous examples are drawn from scientific and technical fields. It is to be emphasized, however, that it should be of equal interest to librarians, library school faculty and students, and others, regardless of subject orientation, concerned with the classification, subject analysis, control, and retrieval of information. Although written within the framework of science and tech- nology, the concepts and methods Vickery so clearly presents and reviews are not lim- ited to a particular area of knowledge.- ]. R. Moore, Library Department, Brooklyn College of the City University of New York. Cassata, Mary B., and Totten, Herman L., eds. The Administrative Aspects of Edu- cation for Librarianship: A Symposium. Metuchen, N.J.: Scarecrow, 1975. 407p. $14.50. (LC 75-15726) (ISBN 0-8108- 0829-3) The editor of C&RL might have gotten a better review, and more promptly, simply by reprinting the excellent short introduc- tion to this book by Russel E. Bidlack, who also wrote one of the best chapters, "Stan- dards for Accreditation, 1972." To some degree, along with other recent writing on library education, this book is a response to Targets for Research in Li- brary Education, edited by Harold Borko, published by ALA in 1973. The title is not quite descriptive-better to have omitted "Administrative Aspects" because it covers all aspects of the 1972 Standards (Bidlack points out in his introduction that the dis- cussions range considerably beyond admin- istration as · one ordinarily thinks of the word); and better to have omitted "Sym- posium" because the papers did not result from a meeting where several speakers de- livered short addresses on a topic (although symposium can also mean a collection of opinions on a subject). The twenty-two chapters, or papers, are organized, preced- ed by a prologue and followed by an epi- logue, under eight sections, the core of which correspond to the headings of the 1972 ALA Standards for Accreditation. The Standards are reprinted as an appendix. Had I chosen the title, it would have been Education for Librarianship in the ·context of the 1972 Standards for Accreditation. The two editors and twenty-five other au- thors are well qualified for their. assign- ments. Among them are names long fa- miliar in library literature as well as those of some relative newcomers. With one ex- ception all of the papers were written spe- cifically for this book; and the exception (Elizabeth Stone on the "Role of the Aca- demic Institution in Continuing Library Education") was carefully reworked from a 1974 publication. Blessedly, this is not another "reader" with the hodgepodge of chronology, lack of focus, and perpetuation of obsolescent literature which that genre so often implies. There is an excellent, re- liable index. The number of chapters is fair- ly well distributed among the sections: one on the history of library education; one on the 1972 Standards themselves; six on pro- gram goals and objectives; two on curricu- lum; only one on faculty; four on students; six on governance, administration, and fi- nancial support; one on physical resources and facilities; one on the accreditation visit; and the epilogue, "Library Education: Leader or Follower?" by Mary Cassata. Multiple authorship has its advantages and disadvantages. On the positive side, it would have been impossible for any single one of the authors or editors to have done the research in adequate depth, and then the writing, within a reasonable time. It is refreshing to have several points of view. It is reassuring to know that the authors deal with specific topics in which they are already recognized as experts or in which the papers at hand demonstrate that they have become expert. There are also the disadvantages-re- dundancy, lacunae, contradictions, uneven- ness-which even the most skillful and con- scientious editors cannot eliminate. when they assemble a collection of papers solicit- ed from many authors. Inevitably, no two authors will work from the same corpus of source material; some will overlook a sig- nificant item which another has used; on the same issue, one will use a more current or reliable text than another. An example can be found in this book: Carroll (p.22- 23) discusses the two-year master's degree and the need for specialization that cannot '