EQUIPPING MUSEUMS AND LIBRARIES

FOR THE 21ST CENTURY

HEARING

BEFORE THE 

SUBCOMMITTEE ON SELECT EDUCATION 

OF THE 

COMMITTEE ON EDUCATION AND 

THE WORKFORCE 

HOUSE OF REPRESENTATIVES

ONE HUNDRED SEVENTH CONGRESS

SECOND SESSION

HEARING HELD IN WASHINGTON, DC, FEBRUARY 14, 2002 

Serial No. 107-45 

Printed for the use of the Committee on Education 

and the Workforce

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WASHINGTON : 2002 

81-193 pdf 

For sale by the Superintendent of Documents, U.S. Government Printing Office 

Internet: bookstore.gpo.gov Phone: toll free (866) 512-1800; DC area (202) 512-1800 

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ii

COMMITTEE ON EDUCATION AND THE WORKFORCE 

JOHN A. BOEHNER, Ohio, Chairman 

THOMAS E. PETRI, Wisconsin GEORGE MILLER, California 

MARGE ROUKEMA, New Jersey DALE E. KILDEE, Michigan 

CASS BALLENGER, North Carolina MAJOR R. OWENS, New York 

PETER HOEKSTRA, Michigan DONALD M. PAYNE, New Jersey 

HOWARD P. “BUCK” McKEON, California PATSY MINK, Hawaii 

MICHAEL N. CASTLE, Delaware ROBERT E. ANDREWS, New Jersey 

SAM JOHNSON, Texas TIM ROEMER, Indiana 

JAMES C. GREENWOOD, Pennsylvania ROBERT C. “BOBBY” SCOTT, Virginia 

LINDSEY O. GRAHAM, South Carolina LYNN C. WOOLSEY, California 

MARK E. SOUDER, Indiana LYNN N. RIVERS, Michigan 

CHARLIE W. NORWOOD, JR., Georgia RUBEN HINOJOSA, Texas 

BOB SCHAFFER, Colorado CAROLYN McCARTHY, New York 

FRED UPTON, Michigan JOHN F. TIERNEY, Massachusetts 

VAN HILLEARY, Tennessee RON KIND, Wisconsin 

VERNON J. EHLERS, Michigan LORETTA SANCHEZ, California 

THOMAS G. TANCREDO, Colorado HAROLD E. FORD, JR., Tennessee 

ERNEST L. FLETCHER, Kentucky DENNIS KUCINICH, Ohio 

JIM DeMINT, South Carolina DAVID WU, Oregon 

JOHNNY ISAKSON, Georgia RUSH D. HOLT, New Jersey 

BOB GOODLATTE, Virginia HILDA L. SOLIS, California 

JUDY BIGGERT, Illinois SUSAN DAVIS, California 

TODD RUSSELL PLATTS, Pennsylvania BETTY McCOLLUM, Minnesota 

PATRICK J. TIBERI, Ohio 

 RIC KELLER, Florida 

 TOM OSBORNE, Nebraska 

 JOHN ABNEY CULBERSON, Texas 

 Paula Nowakowski, Chief of Staff 

 John Lawrence, Minority Staff Director

 ____________ 

 SUBCOMMITTEE ON SELECT EDUCATION 

 PETER HOEKSTRA, Michigan, Chairman

PATRICK TIBERI, Vice Chairman TIM ROEMER, Indiana

THOMAS E. PETRI, Wisconsin ROBERT C. SCOTT, Virginia 

JAMES C. GREENWOOD, Pennsylvania RUSH D. HOLT, New Jersey 

CHARLIE W. NORWOOD, JR., Georgia SUSAN DAVIS, California 

BOB SCHAFFER, Colorado BETTY McCOLLUM, Minnesota 

VAN HILLEARY, Tennessee LORETTA SANCHEZ, California 

TODD RUSSELL PLATTS, Pennsylvania 
iii

Table of Contents 

Table of Contents...........................................................................................................................iii 

OPENING STATEMENT OF CHAIRMAN PETE HOEKSTRA, SUBCOMMITTEE ON 

SELECT EDUCATION, COMMITTEE ON EDUCATION AND THE WORKFORCE, U.S. 

HOUSE OF REPRESENTATIVES, WASHINGTON, D.C.......................................................... 2 

OPENING STATEMENT OF RANKING MEMBER TIM ROEMER, SUBCOMMITTEE ON 

SELECT EDUCATION, COMMITTEE ON EDUCATION AND THE WORKFORCE, U.S. 

HOUSE OF REPRESENTATIVES, WASHINGTON, D.C.......................................................... 4 

STATEMENT OF ROBERT S. MARTIN, DIRECTOR, INSTITUTE OF MUSEUM AND 

LIBRARY SERVICES, WASHINGTON, D.C.; ACCOMPANIED BY BEVERLY 

SHEPPARD, DEPUTY DIRECTOR FOR MUSEUM SERVICES.............................................. 6 

STATEMENT OF STEVEN K. HAMP, PRESIDENT AND CEO, HENRY FORD MUSEUM 

AND GREENFIELD VILLAGE, DEARBORN, MICHIGAN ................................................... 17 

STATEMENT OF LINDA YODER, DIRECTOR, NAPPANEE PUBLIC LIBRARY, 

NAPPANEE, INDIANA .............................................................................................................. 19

STATEMENT OF LUCILLE C. THOMAS, VICE PRESIDENT, BOARD OF TRUSTEES, 

BROOKLYN PUBLIC LIBRARY, BROOKLYN, NEW YORK............................................... 22 

APPENDIX A - OPENING STATEMENT OF CHAIRMAN PETE HOEKSTRA, 

SUBCOMMITTEE ON SELECT EDUCATION, COMMITTEE ON EDUCATION AND THE 

WORKFORCE, U.S. HOUSE OF REPRESENTATIVES, WASHINGTON, D.C. ................... 33 

APPENDIX B - WRITTEN STATEMENT OF ROBERT S. MARTIN, DIRECTOR, 

INSTITUTE OF MUSEUM AND LIBRARY SERVICES, WASHINGTON, D.C.................... 37 

APPENDIX C - WRITTEN STATEMENT OF STEVEN K. HAMP, PRESIDENT AND CEO, 

HENRY FORD MUSEUM AND GREENFIELD VILLAGE, DEARBORN, MICHIGAN ...... 53 

APPENDIX D - WRITTEN STATEMENT OF LINDA YODER, DIRECTOR, NAPPANEE 

PUBLIC LIBRARY, NAPPANEE, INDIANA............................................................................ 67 

APPENDIX E - WRITTEN STATEMENT OF LUCILLE C. THOMAS, VICE PRESIDENT, 

BOARD OF TRUSTEES, BROOKLYN PUBLIC LIBRARY, BROOKLYN, NEW YORK.... 77 

Table of Indexes............................................................................................................................ 86 
iv
1

HEARING ON EQUIPPING MUSEUMS AND LIBRARIES 

FOR THE 21ST CENTURY 

___________________________________________________________________

Thursday, February 14, 2002 

U.S. House of Representatives, 

Subcommittee on Select Education, 

Committee on Education and the Workforce, 

Washington, D.C. 

 The subcommittee met, pursuant to notice, at 9:34 a.m., in Room 2175, Rayburn House 

Office Building, Hon. Peter Hoekstra [chairman of the subcommittee] presiding. 

 Present: Representatives Hoekstra, Tiberi, Hilleary, Owens, Roemer, Scott, Holt, Davis, 

and McCollum. 

 Staff present: Blake Hegeman, Legislative Assistant; Patrick Lyden, Professional Staff 

Member; Whitney Rhoades, Professional Staff Member; Deborah L. Samantar, Committee 

Clerk/Intern Coordinator; Rich Stombres, Professional Staff Member; Heather Valentine, Press 

Secretary; Maggie McDow, Minority Legislative Associate/Education; and Joe Novotny, Minority 

Staff Assistant/Education. 

Chairman Hoekstra. A quorum being present, the Subcommittee on Select Education will come 

to order. 

 We are meeting today to hear testimony on ``Equipping Museums and Libraries for the 21st 

Century.'' Under committee rule 12(b), opening statements are limited to the chairman and the 

ranking minority member of the Subcommittee. Therefore, if other members have statements, they 

may be included in the hearing record. 

 With that, I ask for unanimous consent for the hearing record to remain open 14 days to 

allow member statements and other extraneous material referenced during the hearing to be 

submitted into the official hearing record. Without objection, so ordered. 

 Good morning. I would like to welcome all of our guests and witnesses to this hearing of 

the Select Subcommittee on Education. I guess for Mr. Roemer and I, ``good morning'' - it is 
2

almost like -. 

Mr. Roemer. It is like good night. 

OPENING STATEMENT OF CHAIRMAN PETE HOEKSTRA, 

SUBCOMMITTEE ON SELECT EDUCATION, COMMITTEE ON 

EDUCATION AND THE WORKFORCE, U.S. HOUSE OF 

REPRESENTATIVES, WASHINGTON, D.C. 

Chairman Hoekstra. That's right, good night. Mr. Scott, it's good to see you. And I guess your 

alarm clocks on that side of the aisle worked better than those on our side. Thank you for being 

here.

 For those of you that watched the debate on the floor last night, the whole thing, we are glad 

that you got up early this morning and that you are here as well. 

 The purpose of today's hearing is to learn about the activities and initiatives currently 

funded under the Museum and Library Services Act, and to examine issues pertinent to its 

reauthorization. As many of you know, the Act was last reauthorized in 1996; its authorization 

expires at the end of fiscal year 2002. 

 Our witnesses today will share with us their knowledge about the role of libraries and 

museums in American communities, and about some of the challenges these institutions face. We 

also hope to hear about recommendations for changes to the law that will enable libraries and 

museums to better meet the changing needs of the American population. 

 The Library Services and Technology subtitle is the only federal program solely devoted to 

supporting libraries. The definition of a library is very wide-ranging and includes institutions of all 

types and sizes, such as public, academic, school, and state libraries. Libraries are found in cities, 

suburbs and rural areas large and small. They serve people from all walks of life. 

 This legislation assists libraries in providing crucial services to the communities they serve. 

As a result, today's 21st century library is not just a provider of books. Instead, the typical 

American library coordinates a complete and comprehensive approach to community development 

and services. 

 Throughout the nation, libraries are at the forefront of reading and family literacy programs. 

Libraries serve as essential links to the business community, assisting with job creation and training 

programs, and assisting with business development initiatives. They are also critical to many 

people with disabilities, providing them with specialized materials and resources that are obtainable 

in a single location. 

 For older Americans, libraries provide a place to interact with others, to use the Internet, 

and to receive services. For those persons of limited financial resources or who live in remote 

areas, libraries provide access to books and reference materials, computers and the Internet, and 
3

community-based social services that are often available nowhere else. 

 In my own district, the Hospital Health InfoSource Library located in Holland, Michigan, 

serves numerous individuals from low-income families, many of whom do not speak English and 

lack transportation. With funding from the Institute of Museum and Library Services, the library 

placed computer workstations at libraries and centers that are more accessible to these patrons. 

Through a web site and a network, the computers were connected to the hospital, a searchable 

health database, health web pages, and links to information in Spanish. 

 The library provisions are flexible and built around the idea of local control and support for 

library services. Federal support for libraries is concentrated on two key national priorities: 

outreach to those for whom library service requires extra effort, or special materials; and 

mechanisms to identify, preserve, and share library and information resources across institutional 

or governmental boundaries. 

 The Museum and Library Services Act also supports museums in their educational role and 

assists museums in modernizing their methods and facilities so they are better able to conserve the 

cultural, historic, and scientific heritage of the United States. Museums play an important role in 

the education of people of all ages. Specifically, most American museums provide K through 12 

educational programming, with most using local and state curriculum standards to shape their 

programs. Museums increasingly partner with libraries to offer joint educational opportunities for 

adults as well as children. 

 Museums can be an important source of cultural and historical knowledge for people as 

they learn about the history, the traditions of our country, and our shared identity as Americans. 

Museums increasingly serve as places where people of different backgrounds, economic levels, and 

home locations come together, and not only share the experience of viewing their community's 

artifacts and natural objects, but also discuss community issues. 

 I would like to thank our witnesses for being here today and testifying. As we discussed 

before, this is a bill that I am confident that Mr. Roemer and I, along with other members of the 

subcommittee and the full committee, are going to be able to work together on and to move this 

relatively quickly through the subcommittee, through full committee and to the floor. We are very 

interested in getting your input as to exactly what changes need to happen in the law. We are 

looking forward to working with you to make sure that as we go through and reauthorize the bill, 

that we get it right and build on the success that has been in place. 

 So with that, I will yield to my colleague, Mr. Roemer. 

OPENING STATEMENT OF CHAIRMAN PETE HOEKSTRA, SUBCOMMITTEE ON 

SELECT EDUCATION, COMMITTEE ON EDUCATION AND THE WORKFORCE, U.S. 

HOUSE OF REPRESENTATIVES, WASHINGTON, D.C. – SEE APPENDIX A 

Mr. Roemer. Thank you, Mr. Chairman. I, too, want to thank you for the hearing this morning, 

and the great host of witnesses that we have to learn from and to glean information from. 
4

Welcome, and I look forward to the second panel as well, too. 

 The Chairman and I are very anxious to work together in a truly bipartisan way on this bill. 

We are excited about it, and I am extremely enthused to learn more, to contribute more, to see more 

progress in our museums and our libraries throughout this country. They are such treasures and 

gems, and jewels for this country. 

 The Chairman was probably a little vague about how late we were up last night working on 

this legislation. I think the legislative schedule may have ended at about 3:20 a.m., and people 

finally got out of the House probably by 4:00 a.m. So I am very impressed with Mr. Alvarez, and 

Mr. - there he goes. Mr. Owens, and Mr. Scott, and Mr. Hoekstra are all here. And I think we are 

all here because of what the people in this audience do, and what people do around this country. 

Chairman Hoekstra. Are we going to see if we can do more opening statements than we did the 

other day? 

Mr. Scott. No, this is just a comment, that Major Owens is a librarian. I haven't figured out what 

my excuse for getting up in the middle of the night to be here is yet. But thank you. 

OPENING STATEMENT OF RANKING MEMBER TIM ROEMER, 

SUBCOMMITTEE ON SELECT EDUCATION, COMMITTEE ON 

EDUCATION AND THE WORKFORCE, U.S. HOUSE OF 

REPRESENTATIVES, WASHINGTON, D.C.

Mr. Roemer. You are welcome. So, I would like to begin my statement with a quote by Thomas 

Jefferson, who once said, ``I cannot live without books.'' I feel that; as I recall my growing up in 

South Bend, Indiana, and my mom and dad would take me into the library, the public library there, 

right downtown. And all five of us as kids could not leave that library until we had two stacks of 

books underneath our arms, barely able to carry them out, sweating profusely as we left, and 

required to read every single one of those books. 

 I try to do that with my children. And with four children - eight, seven, five, and one - they 

are also very interested in the nation's museums. They love going to museums in South Bend, or 

Chicago, the Science and Industry Museum, that has just been brilliantly renovated. And then of 

course the jewels that we have here at the Smithsonian, maybe some of the most extraordinary 

collection of museums in the world. 

 So what great opportunities we have here with this bill to do even more for our country - for 

learning, for our culture, for art, for civic responsibility. And as we go into a new technology age, 

to try to find ways to tap this new technology to enrich and teach our children and our people about 

our history and this country. And there are many challenges ahead of us, even in the Smithsonian, 

to see how we keep up with the times, and how we try to continue and improve those museums. 

 I am glad today's witnesses were able to join us today to talk about what we can do to help 

local museums and libraries. I am particularly happy to have Ms. Linda Yoder from Nappanee, 
5

Indiana, here today with us, and I look forward to hearing from her. 

 Libraries and museums are so important to lifelong learning in this country. Whether it be 

our nation's capital or in our local community, museums and libraries offer all Americans a great 

way to learn about our past and explore the future. 

 The Museum and Library Services Act is the main source of federal funding for both 

museums and libraries, and I am interested in hearing from today's witnesses about what we can do 

to improve this act, and what is currently working. 

 MLSA grants provide funding to all types of libraries to improve access to information 

through technology, to ensure equity of access and help bring resources to underserved audiences. 

MLSA grants for museums help strengthen operations, improve care of collections, increase 

professional development, and enhance community service. 

 In my own district, grants go to places like the Nappanee Public Library, which Ms. Yoder 

will talk about in her testimony, as well as going to the South Bend Regional Museum of Art. That 

museum hosted a wonderful collection over the holidays called ``Carnival of Animals'' that 

featured illustrations from children's books. I look forward to hearing from today's witnesses about 

their local museums and libraries, and what types of programs MSLA grants support. 

 I would like to end with a quote from John F. Kennedy. He said, ``If this nation is to be 

wise as well as strong; if we are to achieve our destiny, then we need more new ideas from wise 

men reading more good books in more public libraries. These libraries should be open to all, 

except the censor. We must know all the facts and hear all the alternatives, and listen to all the 

criticisms.'' 

 At this point, I will turn it over to our witnesses and the Chairman to hear about the 

experiences with MSLA grants, and to hear their suggestions on the reauthorization of this 

important act. And again, I am very excited to be here and learn from all of you here in the 

audience.

Chairman Hoekstra. Thank you. Mr. Owens, welcome, I didn't know you were a librarian. So 

thank you for adding that extra piece to our panel this morning. You ought to think about 

becoming a member of this subcommittee. You joined us yesterday for the hearing on historically 

black colleges and universities, of which you are a graduate. Soon we will be having a hearing on 

the Corporation for National Service and AmeriCorps, and if you are back and tell us you are an 

AmeriCorps veteran - I am not sure I will believe that, but -. 

Mr. Roemer. We are going to start to look at your resume real closely, Major. 

 [Laughter.] 

Chairman Hoekstra. That's right. Okay, well, welcome. 
6

 Let me introduce our first witness today. He is Dr. Robert Martin. Dr. Martin is the 

Director of the Institute of Museum and Library Services in Washington, D.C. He has held that 

position since being confirmed by the United States Senate on July 13, 2001. 

 Prior to accepting his current position, Dr. Martin served as Professor and Interim Director 

of the School of Library and Information Studies at Texas Women's University. Dr. Martin holds a 

Doctor of Philosophy in Library Science from the University of North Carolina at Chapel Hill. 

 Welcome. Thank you for being here. 

STATEMENT OF ROBERT S. MARTIN, DIRECTOR, INSTITUTE OF 

MUSEUM AND LIBRARY SERVICES, WASHINGTON, D.C.; 

ACCOMPANIED BY BEVERLY SHEPPARD, DEPUTY DIRECTOR FOR 

MUSEUM SERVICES 

Mr. Martin. Thank you, Mr. Chairman. Good morning, members of the committee. Thank you 

very much for giving us the opportunity to be here with you this morning to testify in support of the 

reauthorization of the Museum and Library Services Act. 

 I am joined this morning by Beverly Sheppard, the Deputy Director for Museum Services at 

IMLS. Ms. Sheppard provided substantial leadership and direction during the interim before my 

appointment as Director and she is here to help me with questions related to museum services. 

 We have provided you with detailed written testimony and certainly would like to have that 

entered into the record. What I would like to do now is simply speak with you informally and 

directly about a few of the important points in that testimony. 

 At the close of the 104th Congress, this subcommittee counted as one of its 

accomplishments the creation of a new federal agency: the Institute of Museum and Library 

Services. I am very pleased to be with you this morning, five years later, to tell you that your 

confidence was not ill founded; that partnership is a success. 

 We know that for democracy to thrive and survive, and for people to be able to participate 

effectively in governing themselves, citizens must be both educated and informed. The founders of 

our nation knew this, and they often spoke of the importance of education. 

 Libraries and museums are central to educating and informing the citizens of our country. 

They preserve our rich and diverse history and heritage and transmit it from one generation to the 

next. They supply accurate and dependable information for our citizens and our leaders to use in 

their daily work. They are cornerstones of community engagement, and help us find connections to 

each other and to the world in which we live. In addition, they provide rich and stimulating 

opportunities for recreation and enjoyment. 
7

 Museums and libraries perform many functions for the communities that they serve, but the 

most important function is to provide the resources and services that support public education in 

the broadest sense. The rationale that drove the creation of the Institute of Museum and Library 

Services five years ago was the simple recognition that both libraries and museums are social 

agencies for public education. 

 The federal role in supporting our nation's museums and libraries is limited, but it is 

extremely important. The funds distributed by IMLS are but a small portion of the total resources 

available for library and museum services. However, they play an extremely vital role in enhancing 

the services available to our communities. The programs we offer at IMLS foster leadership, 

creativity, and innovation. They build the capacity of local institutions and they leverage 

substantial local, state, and private resources. 

 Today, libraries and museums are changing dramatically. The advent of networked digital 

information technology now means that we can be linked instantaneously to an almost limitless 

supply of information resources anywhere in the world. This simple fact is transforming the very 

idea of a museum and a library. 

 Libraries and museums have embraced the tremendous possibilities of digital technology 

and have taken an active role in developing that potential. But, as we boldly move to embrace the 

new world of digital possibilities, we must not forget that these technologies do not replace the old 

technologies. The new and the old must continue to exist side by side. The new technology, in 

fact, enables museums and libraries to extend their reach, acquainting ever-newer audiences with 

their rich resources, and enticing them to come make use of those resources on-site. 

 So with all of the talk about virtual libraries and museums without walls, we have to 

remember that we still need real libraries and museums with walls. We must not lose the notion of 

libraries and museums as a place - a place where parents can bring children into contact with the 

world of learning and literacy in the company of other parents and children; a place where trained 

and caring people can provide instruction to the neophyte on how to use technology; a place where 

expert professionals can help sort through the massive information available on the Internet, and 

help distinguish the valid and the relevant from the unreliable and irrelevant; a place where you can 

still just curl up with a good book, or interact with an authentic object; a place that is a vibrant and 

vital center for community life. 

 At IMLS, we are very proud of the role that we play in strengthening our nation's museums 

and libraries, enabling them to extend their capacity to serve their communities. We believe that 

with our limited resources and our small but dedicated staff, we accomplish great things for 

America. We are confident that our track record justifies continuation, and that the Museum and 

Library Services Act merits rapid reauthorization. 

 Thank you for your attention. I would be glad to respond to any questions you might have. 

WRITTEN STATEMENT OF ROBERT S. MARTIN, DIRECTOR, INSTITUTE OF MUSEUM 

AND LIBRARY SERVICES, WASHINGTON, D.C. – SEE APPENDIX B 
8

Chairman Hoekstra. Thank you. Talking about the reauthorization, do you see, or do you have 

any recommendations or suggestions, for modifications or changes to the enabling legislation? 

Mr. Martin. Mr. Chairman, the museum and library communities have been working very hard 

together over the past year or more to develop a consensus approach to reauthorization. They have 

together provided consensus language for a draft bill. 

 Those recommendations make very few changes in the current structure of our 

authorization, and we find those recommendations to be quite congenial. We are very happy to go 

in accordance with the recommendations of the communities that we serve. 

Chairman Hoekstra. Okay. And you have a broad consensus? 

Mr. Martin. Indeed we have. 

Chairman Hoekstra. Well, thank you for going through that process and enlisting the input of the 

communities that you serve. 

 One of the issues that will be talked about as we go through the reauthorization, the 

President's budget request, I think, is what, about a seven or eight percent increase over last year? 

Mr. Martin. Yes, sir. 

Chairman Hoekstra. Is that an amount that you are comfortable with, that you think is adequate? 

Mr. Martin. Well, sir, it is difficult to address the question of adequacy. There are, to be sure, 

unmet needs in museums and libraries. We were very grateful for the indication of support that the 

President's budget recommendation provides, the endorsement of the importance of museum and 

library programs in our country. We will certainly make good use of that recommendation, if it is a 

funded.

Chairman Hoekstra. Okay. In the context of it - and you know, there are a lot of folks that are 

asking for significantly more resources from Washington. For those of you - there are some here 

from Michigan - are well aware that especially my part of Michigan, and perhaps even Mr. 

Roemer's part of Indiana, that we have some industries that have been pretty hard hit right now. I 

have one industry - well, probably the largest employer in my district right now - where the 

industry has shrunk by about 30 percent in less than one year, and 10,000 folks are laid off. So I 

appreciate your restraint for asking for additional sums, and the tact with which you answered the 

question on funding. 

 What do you think have been the most significant accomplishments of the organization 

since the last authorization? 

Mr. Martin. The most significant accomplishments of the Institute, I think, have been - and the 

legislation that structures us - has been to enable us to forge that partnership between museums and 

libraries in the local communities, and to strengthen the infrastructure in support of public 
9

education in the local communities. 

 The programs that we administer have fostered a great deal of innovation and creativity in 

developing new approaches to providing resources and services, and extending and enhancing 

technological infrastructure for providing access to digital collections, and expanding the reach of 

museums and libraries in their communities. 

 I think also it is very important to recognize the importance of the museum programs in 

significantly increasing the quality of professional practice in the museum community. Fully 85 

percent of the applications that we get now for our general operating support program come from 

institutions that meet or exceed the accepted levels of professional practice. That is a significant 

increase over the previous levels of expertise prior to the beginning of this program. 

Chairman Hoekstra. How do you interact or relate to, for example, the National Endowment for 

the Humanities? I know that one of my museums, a small museum in Muskegon, Michigan, 

received a grant to do an exhibit and a display through the National Endowment for the 

Humanities. Do the two programs run parallel? Would some say they are duplicative or 

overlapping? 

Mr. Martin. Actually, we consider ourselves partner agencies. We do, together, fund some similar 

kinds of projects, in terms of digitization and preservation, for example. But actually, the focus is 

very different. 

 We are focusing on developing what are called national leadership programs that explore 

new ways to use technology to enhance access to collections of all kinds. The National 

Endowment for the Humanities is focused principally on preserving and working with significant 

distinguished collections in the humanities that support research in the humanities. So actually, 

they are very complementary approaches. 

 We are working together with the National Endowment for the Humanities to develop a 

common set of requirements for digital technology and sustainability, and preservation in the 

digital arena, so that grantees and applicants for our programs will be able to more easily craft their 

projects and proposals, and know which agency is the best and most appropriate potential funder. 

 We like to think of ourselves as close partners. Our staffs work very closely together. And, 

far from being overlapping or duplicative, we are actually complementary to each other. 

Chairman Hoekstra. If I took a look at an overlap of the state of Michigan, as to the investment 

and the resources that you are providing to a state like Michigan, would I find that the majority of 

the grants and the assistance is going to our good friend here, the Henry Ford Museum on the east 

side of the state? Or would we find that you would be active in the rural areas as well as the major 

metropolitan areas? 

Mr. Martin. Absolutely. First of all, the biggest portion of our funding in library programs goes in 

fact to the state library administrative agencies, which in turn administer programs statewide. 

Many of them operate re-grant programs and get that money well distributed within their states. 
10

They provide statewide programs like funding for digital information products that are available to 

everybody in the state. 

 In our competitive grant programs, I think you would find if you looked closely that they 

are well distributed across the state, and that they serve the libraries and museums in the rural 

communities at least as well as they serve the metropolitan areas. 

Chairman Hoekstra. Ms. Sheppard? 

Ms. Sheppard. If I might add to that as well, one of the words of praise that we receive 

consistently from the museum community is the fact that our grants are distributed to museums of 

all sizes, and that they have a strong impact on the rural and small town institutions, as well as midsize and larger institutions. 

 And we also have programs that are specifically focused on bringing along the smaller 

institutions and raising professional standards. So I think that one very consistent piece in the 

history of this agency has been the outreach and identification of the needs of all sized institutions. 

Chairman Hoekstra. Great, thank you. Thank you very much. Mr. Roemer? 

Mr. Roemer. Thank you, Mr. Chairman. I want to welcome Ms. Davis from California to the 

hearing here, too, and further point out the discrepancy here, Mr. Chairman, and have a little fun 

with it. 

 I have got to say, Mr. Chairman, I think Democrats are either - Mr. Holt joined us as well, 

too, from New Jersey. I thought he was here before. I have got to say, either Democrats don't need 

as much sleep, or we have better alarm clocks. Or we are just better-cultured and read than 

Republicans.

 [Laughter.] 

Mr. Roemer. I think, Mr. Chairman, that we are going to continue to have statements on this for 

the rest of the morning. 

Chairman Hoekstra. My understanding is that my colleagues fully trust the work that I do in 

leading this committee. 

 [Laughter.] 

Chairman Hoekstra. I am not sure what it says about your leadership, but we will leave it at that. 

Mr. Roemer. And I think that is true, too. I would like to add that on. They are always keeping an 

eye on me. 
11

 Thank you again for your testimony this morning Dr. Martin. Let me say that I enjoyed it, 

and I learned from it. 

 You mentioned in the testimony that about 99 percent of the libraries have public Internet 

connections, is that right? Ninety-nine percent? 

Mr. Martin. That is approximately correct. 

Mr. Roemer. That is approximate. And that includes, obviously, approximately, some of our rural 

places that have a more difficult time getting access to the Internet? 

Mr. Martin. Indeed. It includes all of the library community. 

Mr. Roemer. What is the next step for libraries and technology, then? You said that we need to 

enhance our technology, but also keep the walls, as a place - whether for museums or libraries - for 

people to go visit. What do you see as the next challenge? 

Mr. Martin. The next challenge in technology is first of all sustainability of what we have already 

developed. With the expansion of broadband capabilities, the increase in the capacity of the 

infrastructure, we need to - by saying 99 percent of the libraries have access doesn't mean they all 

have robust and stable access. Some of them are using dial-up connections; we need to broaden 

that impact, and make sure that every community has access to the full range of information, 

technology, and services. 

 Beyond that, we need to expand and enhance the content that is available through that 

network of information technology. It is important to continue to build digital surrogate 

collections, to surround those collections of materials with interpretive and didactic and contextual 

structures, so that they are enhanced for use for education. It is important to provide continuing 

education for library and information professionals on how best to use the technology, and more 

importantly for them, to provide that information on how to use technology for their communities. 

 Just because you have access to a networked computer doesn't mean that you know how to 

find the information that you need on a network. 

Mr. Roemer. So are we doing enough of that, providing the research and professional training 

within these grants to keep people up to speed on that skill? 

Mr. Martin. We are doing it. I don't know whether ``enough'' is an answer I could give. 

Mr. Roemer. Well, let's get to that. Mr. Hoekstra brought this up; I know some people are asking 

specifically for about a $500 million authorization level. What would that do to enhance both our 

opportunities to extend out these professional development grants, but also how many more grants 

would it allow to our local communities in some of the smaller places that Mr. Hoekstra and I 

represent? 
12

Mr. Martin. Well, were we to have an authorization and an appropriation at that level, it would 

dramatically increase the ability of the state library agencies to provide statewide services in their 

states. And that, in turn, would directly impact services available in rural communities, because 

most of our money goes directly to the state library agencies. They, in turn, administer it within 

their states. 

 Beyond that, the competitive grant programs, what it would principally do would be to 

enhance our national leadership programs for education and training, for digitization and 

preservation, for research and demonstration, and for museum and library collaborations, which 

would help us further the extraordinarily good work that museums and libraries do working 

together to serve their communities. 

Mr. Roemer. Be more specific there. You never mention the two separately. It is always 

``museums and libraries.'' What kinds of collaboration are we talking about? 

Mr. Martin. Well, there are a lot of good examples I could give you. Perhaps one of the best ones 

is the Colorado digitization project. It is a project we funded, which brings together museums, 

libraries, historical societies, archives - all of the various cultural agencies that have collections that 

are relevant to history and culture - and establishes, in a coordinated way, an effort to create digital 

surrogate collections, structure the contextual information - the metadata, as we are fond of calling 

it nowadays - that enable people to access those materials and make use of them in their 

classrooms, in their personal research, in their family genealogical research, in formal education at 

all levels, from K-12 through graduate work in the universities. 

 That is just one example of how museums and libraries can work together using technology. 

Mr. Roemer. Maybe you can provide more in the written record on the collaborative front. I 

would be very interested in that. 

Mr. Martin. We would be happy to do that. 

Mr. Roemer. I know my time has expired, and I have a lot of Democrats who want to ask 

questions.

Chairman Hoekstra. Mr. Scott is recognized. 

Mr. Scott. Thank you, Mr. Chairman. I appreciate the testimony; I just have a few questions. 

Dr. Martin, when you decide - does this money go out in a formula? And where are the decisions 

made as to who gets money and who doesn't? 

Mr. Martin. The grants to state library agencies are indeed defined by formula. It is a populationdriven formula. 

Mr. Scott. And the money goes to the state? 
13

Mr. Martin. Ninety-one point five percent of the library funding goes to the state library agencies 

by a formula that is driven by population. 

Mr. Scott. And then the state decides where the money goes after that? 

Mr. Martin. The state library administrative agencies file a plan of how they will expend those 

funds to meet the purposes of the Act. So, for example, the Library of Virginia has filed a plan 

with us to detail how they will use those funds in accordance with the purposes of the Act. 

Mr. Scott. And are there standards as to, do libraries have to come up to certain standards to be 

eligible for money? 

Mr. Martin. The definition of the library in the statute is specific. The individual state library 

agencies can have further requirements for access to funding through their state programs. 

Mr. Scott. Is there anything in the legislation that requires Internet filtering or censoring of the 

Internet, or with books? 

Mr. Martin. There is nothing in the Museum and Library Services Act at present that does. The 

Childhoood Internet Protection Act does require that. 

Mr. Scott. I notice that there is a proposal to change the definition of ``museum'' to make it clear 

that living museums or science museums qualify. Was there a problem in getting them funded - 

was there any question as to whether they qualified for funding under the museums before? 

Mr. Martin. Not that I'm aware of. 

Ms. Sheppard. The term ``museums'' is widely defined for eligibility for funding from IMLS, and 

has always included the zoos and aquaria, the living collections, as well as history, art, children's 

museums, science and technology, natural history. 

Mr. Scott. Can you tell us how the E-rate has generated money, and what has been done with the 

money? 

Mr. Martin. I am not sure I can tell you how it has generated money, but I can tell you what the 

impact has been. We have funded a number of studies on Internet connectivity for libraries and 

museums. 

 One that we have just received makes it very clear that libraries have achieved that 99 

percent connectivity is by a combination of factors of the Library Services and Technology Act 

funds, the Gates Foundation connectivity initiatives, the local funds that are provided by the local 

communities, and the E-rate. The conclusions by the authors of this study are that without any one 

of those four important elements, the broad reach of connectivity would not have occurred over the 

last five years. 
14

Mr. Scott. Is money used to develop online content so that there is a central agency that can 

develop some content that everyone could access? It seems to me that if you get something on the 

web, everybody can have access to it. And rather than have 50,000 libraries try to develop a 

program, some of these can be done centrally - like the reading program is, I think, kind of a central 

program, where there is a theme and everybody kind of follows that lead. 

 Is there any other attempt to have a national, centralized, online, web-based, developed 

program that everybody can access? 

Mr. Martin. There are a number of programs. The most important one is probably funded through 

the National Science Foundation, the National Science Digital Library. We have been working 

closely with NSF on the development of that program. 

 A number of different agencies, and, for that matter, foundations, support the creation of 

digital content. There is not a great deal of coordination in that area at present. We fund -. 

Mr. Scott. Is that something we need to do, to develop and kind of coordinate what content is out 

there, and kind of let people know? 

Mr. Martin. We actually are working on that, as I had alluded to earlier, with the National 

Endowment for the Humanities and other funders. We have worked together with the National 

Science Foundation to create a forum on digital libraries, and that group has in fact produced a 

document, which is now in draft form, called a framework of guidance for creation of digital 

cultural content. And that framework, which is now being reviewed and revised, provides 

guidance to all museums, libraries, other agencies with cultural content, on the things that they 

need to address as they develop digital library projects. 

 That is the limit of our ability to serve as a coordinating agency. We don't have any 

authority to force people to do things. Instead, we try to lead by providing these kinds of 

opportunities for people to develop a rational approach collaboratively. 

Chairman Hoekstra. Mr. Owens? 

Mr. Owens. Mr. Chairman, I want to thank you for your indulgence in letting me be here in the 

first place. If I may ask for a further favor? Since I have a very important meeting to go to at 

10:30 a.m., I would like to introduce Dr. Thomas, who will testify at the next panel? 

Chairman Hoekstra. That will be - I will yield to the gentleman from New York. 

Mr. Owens. I just want to say how fortunate we are to have Dr. Lucille Thomas, who is a trustee of 

the Brooklyn Public Library. But she is a worldwide traveler and advocate for library services all 

over the country. 

 Not only does she represent and help to guide one of the most innovative public libraries in 

the country, the Brooklyn Public Library - which has made great use of the E-rate, by the way - but 
15

she also advocates for rural libraries in Africa and numerous other places. 

Dr. Thomas was once the head of school library services for the whole city of New York. So 

school libraries, public libraries, and her vast array of experience with the White House Conference 

on Libraries, there is no better spokesman that you can find on libraries in general than Dr. Lucille 

Thomas. 

 And I hope that she will speak very loudly to the point in her testimony about $500 million 

needed. The Library Services Construction Act has been sort of frozen for the last 20 years in the 

range of $150 to $160 or $170 million, and it is time that we joined the 21st century by at least 

moving that figure up to $500 million in this year. 

 Thank you very much for allowing me to speak. 

Chairman Hoekstra. I thank my colleague from New York. I think - you have been hearing the 

bells every couple of minutes. That means we have a vote on the floor. We will recess and 

hopefully be back here in about ten to 12 minutes, and we will resume. Thank you. 

 [Recess.] 

Chairman Hoekstra. I think what we are going to do is - I am not sure if Ms. Davis is coming 

back or not. We may want to just have the second panel come forward and then if Ms. Davis 

comes back, she will - Dr. Martin, are you going to be staying around? 

Mr. Martin. I will be right here. 

Chairman Hoekstra. All right. Then if she has some questions, she can come - you can come 

back, and we will give her the opportunity to be the first person questioning in the second round. 

 Since Dr. Thomas has already been so eloquently introduced by our colleague, Mr. Owens, 

she decided not to come back. 

 [Laughter.] 

Chairman Hoekstra. I guess we have President Musharraf, who is going to be, I would guess, 

visiting IR, International Relations across the hall. 

 Let me introduce at least one of the members of the second panel. Ah, yes, Dr. Thomas, 

welcome back. 

Ms. Thomas. Excuse me. 

Chairman Hoekstra. Not a problem, we are just getting started. We thought we could get started, 

since you had already been introduced by Mr. Owens. 
16

 But let me introduce another member of the panel, Mr. Steven Hamp. Mr. Hamp is 

President and CEO of the Henry Ford Museum and Greenfield Village in Dearborn, Michigan. 

Since joining the museum's staff in 1978, he has served in a variety of roles, including Director of 

Educational Programs, Director of Programming, Chairman of Collections, and Chief Curator of 

Archival and Library Collections. 

 In addition to his aforementioned experience, Mr. Hamp has worked at the Smithsonian 

Institution's Renwick Gallery, the University of Michigan Museum of Art, and the Indiana 

University Museum of History, Folklore, and Anthropology. 

Mr. Roemer. That is really bipartisan. 

Chairman Hoekstra. Yes, that is really bipartisan, Michigan and Indiana. Not only that, I would 

guess, as we talked, Mr. Hamp, you were probably involved in the Herman Miller collection at the 

museum? So, not only bipartisan, but also the private and public sector. 

 He holds a Masters of Arts degree in folklore and folk life from Indiana University, and a 

Masters of Museum Practice from the University of Michigan. Did you ever go to Notre Dame? 

Mr. Roemer. That is too much. 

Mr. Hamp. Didn't go to Notre Dame. 

Chairman Hoekstra. Never spent a day at Notre Dame? You know, a summer class, a 

correspondence course, anything like that? 

 [Laughter.] 

Mr. Hamp. I visited it, how is that? 

Mr. Roemer. How about the Nappanee Public Library? 

Mr. Hamp. I have friends from Nappanee, Congressman. 

Chairman Hoekstra. All right. Mr. Hamp, welcome to you. I will yield to Mr. Roemer to 

introduce our second witness. 

Mr. Roemer. Thank you, Mr. Chairman. I, too, am delighted to introduce Linda Yoder with the 

Nappanee Public Library. She has been the Director there since 1987 now, 15 years of experience. 

 She has quite a few accomplishments, including managing a $2.7 million building project 

for renovation and expansion of the library, and establishing the Nappanee Public Library 

endowment fund, and collaborating with other small local libraries to initiate and organize a 

computer consortium. 
17

 She also sits on the Nappanee Area Chamber of Commerce, the Kiwanis Club, and the 

Wahnee Community Education Advisory Committee. In 1992, she was recognized as the Nappanee 

Area Chamber of Commerce Citizen of the Year. 

 I could go on and on, but I won't. Linda, it is great to have you here, and we look forward 

to your perspective from the state of Indiana and from a smaller community library. Thank you for 

coming. 

Chairman Hoekstra. Thank you for being here, Ms. Yoder. As previously introduced, we have 

Dr. Lucille Thomas here today. Dr. Thomas is the Vice President for the Board of Trustees of the 

Brooklyn Public Library in Brooklyn, New York. And I think Mr. Owens not only gave a more 

extensive introduction, but also gave your testimony. 

 [Laughter.] 

Mr. Roemer. So you can go listen to Mr. Musharraf. 

Chairman Hoekstra. Yes, you can go listen to Mr. Musharraf. But - no, we are glad that you are 

here.

Mr. Hamp, we will begin with you. 

STATEMENT OF STEVEN K. HAMP, PRESIDENT AND CEO, HENRY 

FORD MUSEUM AND GREENFIELD VILLAGE, DEARBORN, MICHIGAN 

Mr. Hamp. Thank you very much, and good morning. Chairman Hoekstra, Congressman Roemer, 

distinguished members of the committee, thank you for the opportunity to speak here this morning 

on behalf of the American Association of Museums in support of reauthorizing the Institute of 

Museum and Library Services. 

 My name, as indicated, is Steve Hamp. I am President of Henry Ford Museum & 

Greenfield Village. I would ask that my full statement be made part of the official record. 

 The American Association of Museums is a national service organization representing the 

entire museum community. My own museum is the world's largest indoor/outdoor museum, and 

Michigan's leading cultural institution, attracting more than 1.5 million visitors each year, including 

over 300,000 schoolchildren. 

 Education is at the core of our mission. We offer educational programming across a 

spectrum that ranges from the casual family visitor to the 420 students who attend the Henry Ford 

Academy, the nation's first charter public high school, developed jointly by a major cultural 

institution, a global corporation, and the local public school system of Wayne County. 

 In addition, our youth mentorship program pairs highly at-risk high school students with 

adult mentors in our museum staff. IMLS recognized the importance of this program with a 
18

national award for museum service in 1998. IMLS has also provided financial support to us to help 

us disseminate to others the invaluable lessons we have learned from this exceptional 11-year 

program. 

 My museum is also deeply appreciative for the competitive general operating support grant 

that the IMLS has provided. IMLS is currently engaged in a dialogue with the museum community 

about refocusing and strengthening this important program of federal support to ensure it more 

effectively supports the multiple roles museums are being asked to play in today's society - and 

they do continue to expand. 

Mr. Chairman, I think it is clear how federal support for my institution through IMLS has greatly 

benefited my community and the many publics that we serve. I am sure, however, that a number of 

your colleagues might say that is all well and good for Mr. Hamp's community, but how does it 

benefit my constituents? I think that is a fair question. 

 One of the traditional and still-valid reasons for renewed federal investment in America's 

museums is that they are the stewards and protectors of our vast cultural heritage. America's 

national cultural treasures are not exclusively confined to Washington, D.C. They can be found 

across America. 

 The museum community collectively cares for more than 750 million of these cultural 

treasures, all of them held in trust for the American people, and all of them accessible to, and seen 

by, museum visitors not only from the local area, but from around the country, and indeed, around 

the globe, in more than 865 million museum visits per year. The Federal Government has a 

responsibility to assist in making this heritage accessible to the people whom we all serve. 

 My second point about the federal role is that the Federal Government has the same 

responsibility to support our museums as it does to support our schools and our libraries. Because 

of the national significance and reach of these institutions, educational service to the public, 

Congress has rightly recognized that the Federal Government has a partnership role here. 

 In a recent national public opinion survey, Americans identified museums next in line after 

schools as important educational resources for their children. An IMLS survey documented that 88 

percent of American museums provide K-12 educational programming, as you indicated in your 

opening remarks, Mr. Chairman. Most museums do use local and state curriculum standards to 

shape those programs. 

 Museums are also central to their community's economic vitality. Roughly nine out of ten 

counties in America have at least one museum, in part because every community has its own 

unique story to tell. People from all over the country want to hear their stories. 

 According to Travel Industry Association data, cultural and historic travelers spend more, 

stay in hotels more often, and visit more destinations than non-historic travelers. And when a 

business is seeking to relocate, an increasing part of the calculation about where they go, both for 

their employees and for their CEOs, is the issue of quality of life in those communities. We know 
19

the economic impact is significant in our state of Michigan; tourism is now an $11 billion industry 

in the state of Michigan. 

 As the public has asked for more services from its museums, the federal share of funding 

has for many years been effectively flat. I respectfully ask the committee to provide an 

authorization level of $80 million for the first year, and ``such sums as necessary'' for subsequent 

years.

 The museum community supports the existing authorization legislation. Congress wisely 

has given the agency much flexibility to adapt. The recommendations we presented to committee 

staff prior to this hearing are about minor questions of detail. For example, in order to give the 

agency even greater flexibility to meet the needs of the public, we propose eliminating the 15 

percent cap on funding for contracts and cooperative agreements with appropriate entities. 

 It is important to have concrete and reliable data on what challenges the museums are 

facing, and IMLS as a national entity is uniquely positioned to address this important issue. We 

also propose that on an annual basis the director of IMLS compile a widely disseminated report 

identifying national needs and trends in museum activities, the impact and effectiveness of 

currently funded programs to address these identified national needs and trends, and best museum 

practices. Such an annual report is simply outside the capability of any one museum, or even a 

group of museums, to accommodate. 

 IMLS has done remarkable work for the American people in partnership with the museum 

community. On behalf of the nation's museums, I ask the committee to reauthorize this agency as 

expeditiously as possible. 

 I thank the committee for its time, and for its courtesy this morning. I would be happy to 

answer any questions if I could. 

WRITTEN STATEMENT OF STEVEN K. HAMP, PRESIDENT AND CEO, HENRY FORD 

MUSEUM AND GREENFIELD VILLAGE, DEARBORN, MICHIGAN – SEE APPENDIX C 

Chairman Hoekstra. Thank you very much. Ms. Yoder? 

Mr. Roemer. Please say something nice about Michigan, too, okay? 

Ms. Yoder. Well, somebody asked me if I was from Michigan this morning, and it is only 45 

minutes away. So, you know, it is a great state. 

STATEMENT OF LINDA YODER, DIRECTOR, NAPPANEE PUBLIC 

LIBRARY, NAPPANEE, INDIANA 

Ms. Yoder. Good morning, Mr. Chairman and members of the Select Education Subcommittee. 

My name is Linda Yoder and I am the Director of the Nappanee Public Library, a small public 

library in rural Indiana. I am very pleased to be here to speak in favor of the reauthorization of the 
20

Museum and Library Services Act, particularly the part of the law that we in the library profession 

refer to as LSTA, or the Library Services and Technology Act. 

 There has been a long history of federal support for libraries, dating back to the original law 

in 1956. The current law was initially passed in 1996, and one of its great benefits is its flexibility.

We ask you to retain that flexibility in the reauthorization.

 The Nappanee Library has benefited from an LSTA grant. That demonstrates -. 

Chairman Hoekstra. Ms. Yoder? Can you maybe pull the microphone a little bit closer? 

Ms. Yoder. We serve a community of 6,710 people and our chances of being able to utilize new 

technology were slim until we were able to become part of a pilot project that I will talk more 

about a little bit later. Federal dollars leverage state and local contributions, but the formula for the 

law has not changed since 1970. Many small states do not receive an amount large enough to 

accomplish much, either statewide or for individual libraries. 

 In addition, LSTA serves an increased population of libraries, since the 1996 law expanded 

the definition of libraries served to include academic and school libraries, as well as public 

libraries. That is why the library community would like this subcommittee to address an increase 

in the funding level of LSTA to $500 million. 

 In addition, it is important to provide the Institute of Museum and Library Services with 

resources to conduct a yearly evaluation of specific project areas. For example, one year the IMLS 

might study all outreach to day care center projects in the states that conduct such projects, while 

another year IMLS might consider the impact of adult education projects. 

 To get back to the story about our LSTA project, ten small libraries in northern Indiana 

formed a group to hire technical assistance, sharing the same service provider among the 

participating libraries. We needed to share this expertise so that member libraries could develop a 

technology plan, understand how our plan would tie into statewide technology services like 

INCOLSA, the distance learning initiatives of the state, and INSPIRE, the statewide technology 

network, and apply for grants to become part of these systems. 

 The computer consortium initiated by these ten libraries now has 39 member libraries 

serving populations from 1,100 to 33,000 in 20 counties overall. We are successfully addressing 

technology needs from consulting to network design and configuration, from programming to 

troubleshooting hardware and software problems. 

 We developed a Technology Standards Manual that lists guidelines for computer hardware, 

software, and network specifications, and addresses security, anti-virus, maintenance, and disaster 

recover issues. We developed a Summer Reading Program genealogy, and Internet tracking 

software. We have procured group-purchasing discounts and collaborated on group auctions to 

dispose of outdated equipment. We mentor libraries in their application for Universal Service 

Funds, E-rate discounts, and in seeking other funding sources. 
21

 Through this cooperative endeavor, each library has the opportunity to put into place 

efficient and effective means for connecting with other libraries, schools, and other educational 

institutions in the state, in the nation, and around the world. We can provide the best possible 

learning environment for all, both as an information provider, allowing access to online catalogs 

and local collections, and as an information seeker, providing a wealth of resources to the 406,365 

people we collectively serve. 

 Quite simply, this stimulus has enabled us to provide our library users with much-needed 

access that could have taken much longer - years - to accomplish. At our library alone, three 

hundred to four hundred people come through the doors each day to use the computer lab, attend 

story times, or take a class. Over 500 programs are offered each year including classes in basic 

computing, spreadsheets, word processing, beginning Internet, and personal web page design.

``Bridging the digital divide'' is a phrase that comes to life each day in the computer lab as teens, 

senior citizens, Amish men and women, Hispanic families, businesspeople, and the unemployed sit 

side-by-side checking e-mail, searching for information, or learning to use a new program. 

 A study conducted by researchers at Florida State University, soon to be published by the 

Institute of Museum and Library Services, found that the combination of funding from the Library 

Services and Technology Act, LSTA, the E-rate, discounted telecommunications rates for schools 

and libraries established by the Telecommunications Act of 1996, and the Bill and Melinda Gates 

Foundation's U.S. Libraries program, has ``resulted in significant experimentation and innovative 

information services development by public libraries.'' 

 These resources allowed public libraries to offer new networked-based programs and 

services; obtain additional resources and support for their libraries; better integrate themselves into 

the local community's information infrastructure; encourage economic development; and increase 

the visibility and credibility of the public library as the ``information place'' in the community. I 

am quoting from these details to demonstrate that federal dollars combined with state, local and 

other funds allow smaller libraries like mine to provide greatly enhanced services that would not 

otherwise be possible. 

 Some Representatives in Congress in 1998 might have seen the Muncie Public Library's 

new Cybermobile that was parked here on Capitol Hill for a few days. This Cybermobile is a new 

twist on the old bookmobile in that it travels, fully equipped with the latest satellite-transmitted 

technology and a full complement of computers, to community centers, senior centers, and schools 

in the Muncia, Indiana, area. Funded through an LSTA grant, the Cybermobile has introduced 

technology and computer training to groups that might not be able to come to the library. 

 Another project funded through LSTA and benefiting all congressional districts in Indiana 

is the Read-To-Me program. This program encourages offenders in Indiana correctional 

institutions to read to their children. Children's books, cassette recorders, or videotapes are used 

and materials are sent to the children at home. The project stresses the importance of reading to 

children and the value of reading. This positive program has been very successful in reaching its 

goals.
22

 I have tried to highlight some of the innovative and creative projects that have occurred in 

my state through the uses of federal funds from the Library Services and Technology Act. These 

funds provide valuable services to small libraries like mine - but also, because they are matched, 

create a state and local contribution that allows broader participation. In every one of your states 

there are corresponding or different types of programs funded through LSTA. 

 I have attached to my testimony a brochure and a calendar of events at my busy library. 

When we say we serve all the community, we mean that. Libraries across the country are very 

aware of the important role they play at the heart of communities. We see firsthand the impact this 

funding is having on individual lives. 

 Unfortunately, this year the demand was so great in Indiana for LSTA funding that only 56 

percent of the project applications will be funded. In these difficult and uncertain times, we ask 

you to reauthorize the important legislation that helps libraries provide as much information and 

service in as many ways as possible to diverse populations in large cities and small communities 

like mine. 

 Thank you all for the help that you have provided to libraries in the past. I look forward to a 

speedy passage and subsequent full funding of the reauthorization of the Museum and Library 

Services Act. 

WRITTEN STATEMENT OF LINDA YODER, DIRECTOR, NAPPANEE PUBLIC LIBRARY, 

NAPPANEE, INDIANA – SEE APPENDIX D 

Chairman Hoekstra. Thank you very much. 

Dr. Thomas? 

STATEMENT OF LUCILLE C. THOMAS, VICE PRESIDENT, BOARD OF 

TRUSTEES, BROOKLYN PUBLIC LIBRARY, BROOKLYN, NEW YORK

Ms. Thomas. Should I repeat that? Good morning, Mr. Chairman, and members of the Select 

Education Subcommittee. I am pleased to be here to testify this morning before this subcommittee. 

 My name is Lucille Thomas. I am the Vice President of the Board of Trustees of the 

Brooklyn Public Library, a former professor, and a long-time advocate for libraries. I am a 

member of the Association of Library Trustees and Advocates, known as ALTA, which is a 

division of the American Library Association. 

 At the outset, in his absence, I must give a hearty thank-you to Representative Major 

Owens, our librarian in Congress, who has represented our district and done an extraordinary job. 

 My purpose today is to request that your subcommittee reauthorize the Museum and 

Library Services Act, an act that includes the Library Services and Technology Act. We ask that 
23

you reauthorize LSTA at $500 million, to adequately address more of the nation's library needs. 

 We appreciate the support that Congress has given to library programs since the inception 

of federal support for libraries in 1956, in the original Library Services Act. LSTA has been 

responsible for innovations and technologies that have created change in libraries across the 

country.

 In our library, funding from an LSTA grant allowed us to design and implement a program 

called ``Get Connected to Consumer Health Information.'' First, 187 librarians were trained to 

evaluate online health resources, and to develop a web-based resource guide. Training was then 

conducted with a targeted group of senior citizens. A total of 187 librarians were trained, as I said 

before, and 45 public training sessions were conducted at 37 branches. Over 600 library patrons 

attended. This health information service was very valuable to the community. 

 The flexibility of the legislation has allowed state library agencies to encourage children to 

participate in summer reading programs in many states, including New York State. For many 

children in Brooklyn, there is no summer camp, no cottage at the lake; it is the library. Whatever 

we provide for them in the way of enrichment - story time, puzzles, games, kick-off and closing 

parties - changes their lives. 

 This program has proven to be a success, and increases children's reading skills, and keeps 

their skill level from dropping over the summer. There is an article that is attached to my 

testimony that documents the creativity of librarians across the country in developing and 

implementing summer reading programs. The article appears in School Library Journal, February 

2002.

 The Brooklyn Public Library is a large urban library system, with 60 libraries serving 2.5 

million residents. We serve all ages, many populations with special needs, people with disabilities, 

seniors, and many individuals with languages other than English. The library provides English as a 

Second Language classes, materials, and conversation groups. 

 Individuals new to our community can find education and job information. In fact, our 

library has a partnership with the Department of Labor. Since we are such a thriving community, 

new and long-time residents eagerly seek information at the library about business rules and 

regulations and how to start a business. 

 The education, information, and services provided by our library system have been 

particularly helpful to the community since the tragedies of September 11th at the World Trade 

Center. Librarians have helped parents retrieve information, cope with grief, and locate resources 

to share with children. You can find, at the library's web site, a section called ``Coping with Life's 

Traumatic Events,'' that lists books and videos for all ages. At the library branches, displaced 

persons looking for job information can find books on writing a resume and can use our computers 

to file job applications online. 

 With the stimulus of federal dollars, the Brooklyn community is participating in an ``E-mail 

Reference Service - Ask a Brooklyn Public Librarian,'' which we hope will improve the 
24

transmission of the correct information to library users in an improved amount of time. 

 In addition to summer reading programs, our libraries also focus on early childhood 

programs for day-care providers and parents. Reading to children is important to their brain 

development and language formation, so children's librarians are reaching out to the community to 

introduce children to print, sound, finger games, and so forth. With increased funding, more of 

these programs could be conducted. 

 We appreciate First Lady Laura Bush's interest and attention to pre-reading and early 

reading programs. Federal dollars help us to develop particular program areas and are matched by 

state and local contributions. The programs developed are thus greater in size and reach a larger 

number of individuals in the community. 

 I encourage you to reauthorize the Museum and Library Services Act in 2002, and to give 

libraries the resources they need, in order that all communities, big and small, urban and rural, can 

get access to these valuable programs. On behalf of the 2.5 million people of Brooklyn, I urge you 

to give serious consideration to our request. 

 Thank you for your attention. 

WRITTEN STATEMENT OF LUCILLE C. THOMAS, VICE PRESIDENT, BOARD OF 

TRUSTEES, BROOKLYN PUBLIC LIBRARY, BROOKLYN, NEW YORK – SEE APPENDIX 

E

Chairman Hoekstra. Thank you very much. Thanks to the whole panel for your testimony. 

 The question that I have is, I think Mr. Hamp and Ms. Yoder, you both indicated a need or a 

desire for an annual assessment of the programs, or the effectiveness of the programs. Can you 

explain exactly what you might expect the benefit from those assessments to be? 

Ms. Yoder. Well, I think it gives us a criteria to obviously evaluate how well we are doing, and 

what direction, future directions, the programs might need to take. 

Chairman Hoekstra. Would you see it as a tool to communicate to other parts of the country, 

then, what might be working in certain areas of the country, the innovative programs that they have 

done? 

Ms. Yoder. Yes, definitely. 

Mr. Hamp. Yes, I would concur with that. There are really many, many exciting initiatives that 

are going on throughout the nation's museums and libraries. Far too few of these have been 

replicated. They have been vetted, and understood, and put on the table for replication by other 

communities. The assessment that I was suggesting would enable us to identify the best practice, 

find what is working, and then make sure we are using our dollars effectively to replicate or 

disseminate models that we know have legs and have worked in various communities. 
25

Chairman Hoekstra. Dr. Thomas, do you have communication with other libraries serving similar 

types of communities, that will provide you with information as to what they are doing and what is 

working, and programs that they have tried that maybe have worked or have not worked? 

Ms. Thomas. We are in touch with the two other systems in New York City, Queens Borough 

Public Library and the New York Public Library, and many of the other largest cities in New York 

- Buffalo, Rochester. There is also a council of representatives from the various libraries where 

they collaborate and make recommendations for improving the administration of the grants. 

Chairman Hoekstra. Is that fully covered in the proposed legislation, the level of assessment? Or 

would you want to see that expanded? 

Mr. Hamp. I am not sure how deeply detailed it is. I would like to - concurrently, I think we would 

like to see it expanded in legislation going forward, that in fact such an assessment is required. 

 The key issue, as I said earlier, I think, is that from the other testimony there are terrific 

things going on. The way to make sure we are maximizing our resources is that we assess what 

really works, we bottle it, and we figure out how to replicate it elsewhere. If we can strengthen that 

part of the legislation, that would be terrific. 

Chairman Hoekstra. Yes. See, I think the desire that we would have would not be to get a report 

published on an annual basis, but maybe have a more dynamic process, so that similar libraries can 

go online and find out what other similar libraries are doing in their communities, and build that 

dialogue so they are not always recreating the wheel with every new program. 

 I know that Mr. Roemer and I, we both kind of perked up when we heard about the charter 

school. I guess I had known about the charter school that you were running, but you know, I hadn't 

thought about it much. It is interesting that you have taken that step - are other folks coming in and 

taking a look at what you are doing there, and trying to replicate it? 

Mr. Hamp. In fact, we have had - thank you for that question. We have had a great deal of interest 

from museums and other organizations around the country. We are working closely with a similar 

program in northern Arizona, and a museum school consortium in New York City. 

 This is a fascinating program. It is a charter school - we took advantage of Michigan's 

charter law, but it is chartered by the public schools in Wayne County. So kids from all over the 

county can come, it is by lottery. Governor Engler has called this school the most diverse school in 

the state of Michigan. 

 Although kids come on their own, and their classes are all over the museum, they are all 

over the site - they must get there on their own, in some cases two and three bus changes in the 

morning. We have, after four years, a 96 percent-plus average daily attendance, which is among 

the highest of any school in the state of Michigan. Our first graduating class, which occurred last 

June, resulted in 88 percent of those kids being in institutions of higher education now. 
26

 So we think we are onto something interesting. The kids wear uniforms, they are part of 

our constituency, they eat lunch with our staff, and they are all over the site. We think that it is a 

model that can be replicated elsewhere; that other cultural organizations in partnership with other 

kinds of organizations can connect to public education, figure out how we can power up the 

educational resources of sites like ours and others across the country to serve kids. 

Chairman Hoekstra. Great, thank you. My time has expired. Mr. Roemer? 

Mr. Roemer. Thank you, Mr. Chairman. First of all, I again want to thank you all for your 

testimony. It has been very helpful to us in what we will do after this kind of hearing, in sitting 

down and working together in a bipartisan way to put this legislation together. We appreciate how 

this community has come together to not have many disagreements or controversies as to the 

pending legislation before us as well. So both the Chairman and I and others on the committee look 

forward to continuing the dialogue and the working relationship with all of you in putting some 

helpful, important, and hopefully thoughtful legislation together. 

 We couldn't have two different libraries here. From the little library in my community of 

Nappanee, Indiana, serving 6,710 people, to the libraries in Brooklyn, serving 2.5 million people. 

But there were a lot of similarities in your testimony about the degree of funding to adequately help 

these libraries perform their critically important duties. I think you both mentioned $500 million. 

Ms. Yoder, I am not sure that this is a typographical error - it probably isn't, given your 

competence and your efficiency. But, I just want to make sure I read this right. For 6,710 people, 

you have a daily attendance in Nappanee at the library of 300 to 400 people? 

Ms. Yoder. Yes, that is correct, that is the average. 

Mr. Roemer. How do you do this? What do you mandate to get people to come in? How do you 

accomplish that? Do you work with the schools? Is that inclusive of the schoolchildren coming in? 

Ms. Yoder. It includes the school and school classes coming in. In fact, it is not unusual to have 

maybe six to eight classes a day on some days. That doesn't happen every day, but it does happen 

frequently.

 We do 500 programs a year. We just finished a building project where we added 9,800 

square feet to the library. And I know that you mentioned the differences between the Brooklyn 

Public Library and the Nappanee Public Library, but that is a big deal to us. 

 The reason we did that was not to increase our book collection areas, our spaces there, but 

to put in more meeting room spaces and technology labs, places where we could do more of that 

sort of thing. 

Mr. Roemer. Tell me, in a rural community like this - I mean, many people in the room may not 

be familiar with it. But if you have 500 different computer programs that you have offered each 

year, what kinds of new people does that attract? What kinds of younger people, school-aged?

You are investing in these media rooms; tell us how that has changed over the 15 years that you 
27

have served here, and what kinds of folks this brings into the library, and what kind of excitement 

that must bring to these people? 

Ms. Yoder. The library that we knew 20 years ago, when I first moved to Nappanee, is so much 

different than what we have right now. 

 We used to be considered more for recreational reading, that sort of thing, especially in a 

smaller library like Nappanee. But, with the technology that we have been able to put into place, it 

equals - well, not equals, but it levels out the playing field quite a bit. The things that we weren't 

able to get before, that we had to request from other libraries and had to wait a week or so to get, 

we are now able to access those ourselves immediately. So that has been one difference. 

 The types of people that we see come in? All ages - a real cross-section of people from our 

community are coming in each day to use that computer lab. We said last year we received 13 

computers through the Bill and Melinda Gates Foundation program. We installed them in July of 

last year, we got to computer number seven, and computer number seven was filled. We had that 

many people signing up as we put them in. 

Mr. Roemer. That is exciting to have that happen, to have all these young people come in, too. It 

is a different crowd, a different challenge for you. 

Dr. Thomas, I am intrigued by your summer program. How do you latch up your summer program, 

your reading program for many of these children, with a school component? Do you work with 

some of the local teachers and local schools to latch up with them? 

Ms. Thomas. Oh, yes. 

Mr. Roemer. How do you do that? 

Ms. Thomas. The New York City Board of Education is part of the planning process. The 

Chancellor sends out a letter early on in June, apprising the parents that this program is going to 

take place, and he expects cooperation. And of course, the three library systems prepare materials 

jointly, and this material is distributed throughout the city. It is a huge success. And as I said, this 

is something for those children that cannot go away to camp. 

Mr. Roemer. This is their camp, and this is their vacation, going to the library. 

Ms. Thomas. Yes, exactly. Right. 

Mr. Roemer. And it is a great service to provide, too. 

Mr. Hamp, I hope you can provide for the record more information - my time has expired. I want 

other people on the committee to have time for questions and to get answers from you, too. But 

maybe you can provide in written testimony some more specifics as to how this charter school 

works with the museum, how this came to be. I am a very, very strong supporter of charter 
28

schools, and would like to find out more about that. 

Mr. Hamp. I would be delighted to do that. We are onto an interesting model, I think, that has 

national implication. 

Mr. Roemer. Okay, thank you very much. Thank you again, to the panel. 

Chairman Hoekstra. Mr. Tiberi? 

Mr. Tiberi. Thank you, Mr. Chairman. I am just going to follow up on Mr. Roemer's comments, 

and ask you, Mr. Hamp, to comment a little bit about the charter school proposal and program, and 

how it is benefiting children. 

Mr. Hamp. Okay. As I mentioned earlier, this is a program that is now in its fifth year. Our chief 

partner in this program is Ford Motor Company. We are not a part of Ford Motor Company, but we 

are a neighbor of Ford Motor Company, and have a common history—the same founder. 

 Ford is very engaged as a partner with our institution. We have brought together a 

multinational corporation that has educational aspirations and a sense of community obligation and 

workforce development, corporate responsibility, with a cultural organization that has a very deep, 

in-the-DNA, if you will, educational obligation. That goes back to the very beginning of our 

essence.

 I mentioned we serve some 300,000 schoolchildren a year. We have an at-risk program that 

IMLS has supported for a very small number of kids. These are kids who are about to make the 

worst mistake of their lives. We are getting them into college and out of high school - most of them 

first-generation high school graduates. 

 That program gave us the confidence to start focusing on really creating a high school onsite, inside organizations like ours. If we are 501(c)(3) educational institutions, my contention 

always has been we really have an obligation to expand and explore what that means in verifiable 

terms. 

 Our goal, sir, has been to define educational programming on a continuum that includes 

once-a-year annual visits in a school bus, all the way up to kids there every single day. And that is 

in fact what we are trying to do, with the charter school, Henry Ford Academy, anchoring the 

continuum on the far end. 

 Kids are involved in museum activities every day. The curriculum is shaped not only by the 

teachers and by curriculum specialists, but is also shaped by curators and historians. The resources 

in our collection run from the cycle shop where the Wright Brothers invented flight-100 years ago 

next year-to our most recent acquisition, the bus that Mrs. Rosa Parks refused to give her seat up on 

in 1955, subsequently launching the civil rights movement. All of these resources are available to 

these kids. In fact, how we intend to restore and interpret that bus will be something that will be 

open and available to the kids in the Academy. 
29

 These kids also participate in a senior practicum that has won awards on the state level. 

Here they participate in the workforce and must defend a senior practicum experience as part of 

their graduation. This year we were also fortunate in receiving a national award for school design.

We built our school for something under $7 million; typical schools that serve that number of kids 

are in excess of $40 million. 

 We used every single facility we had - they are in train stations, train cars, all kinds of other 

buildings that are very novel and very exciting. They are completely integrated into the life of the 

institution.

 The core issue that I might leave you with is museums typically have not figured out how to 

deal with adolescents in high school. We have done very well with the upper elementary and 

middle school, but we have tended to ignore high school kids because they are messy, and they are 

loud, and we historically have been organizations that like quiet and hallowed halls and rules. As 

has been indicated by other testimony, the world has changed. Our institutions are there to serve 

our constituencies and solve problems, not to simply sit on our heels and ask people for support. 

 The kids are all over this thing. We have figured out how adolescents need to be in 

environments like ours and how we can change their lives. 

 I could go on for a long time -. 

Mr. Tiberi. Just a quick question. Have you seen test scores improve, achievement improve over 

the five-year period? 

Mr. Hamp. We are beginning to see that. We are only in our third round of testing right now, but 

we have seen, particularly in the comparables with regions that these kids come from - about 65 

percent of our students are from Detroit, many of them entering with - since this is a public school, 

there are no requirements other than geography - entering reading on second and third grade levels.

We are outscoring the origin communities almost consistently by a very, very significant factor. 

Mr. Tiberi. Has anyone copied your success, to your knowledge? 

Mr. Hamp. Well, there is a fascinating program in a museum in northern Arizona that deals 

largely with native populations, a similar program located inside a museum. There is a very 

exciting consortium of museums that work in a school initiative in New York City. A museum in 

Cleveland, a historical museum in Cleveland, is in the process of studying our model to replicate it. 

And the Field Museum has been in to look at it as well. 

 We also think that beyond cultural organizations, there is an opportunity to catalyze forcredit educational experiences nationally that are involved not just with cultural organizations, but 

with corporations or other sites as well. It is an opportunity to do something really interesting. 

Mr. Tiberi. Thank you. 
30

Mr. Hamp. My pleasure. 

Chairman Hoekstra. Mr. Scott? 

Mr. Scott. Thank you, Mr. Chairman. Let me follow up on one of those last comments, Mr. 

Hamp. 

 In outscoring the origin community, do you factor out the idea that the better students 

would be the ones figuring out that it is a good idea to leave, and it is the selection process, rather 

than something you are doing? 

Mr. Hamp. In some measure that is true-that in many cases parents, more than children, see other 

opportunities. And particularly kids coming from some of the school ares in Detroit, where schools 

are severely challenged, parents will latch onto any opportunity to give their children choice. 

 But this is not a school program defined by all kids who are model, already-planning-tosucceed kids, by any means. By any means. I can guarantee you, if you come to our school any 

day of the week, we can show you we function like an urban high school, with all the same issues 

and the same problems and the same benefits. 

Mr. Scott. Dr. Thomas, I am going to ask you a couple questions about your summer program. 

How long during the day are the students at the library? 

Ms. Thomas. How long is the day? 

Mr. Scott. Right. 

Ms. Thomas. Oh, it is around from 9:00 a.m. to 3:00 p.m. Approximately the school day length. 

Mr. Scott. And do you have to turn any away? Do you have enough capacity to absorb everybody 

that wants to get in? 

Ms. Thomas. So far, we have, because we organized it - we knew that we were going to have a lot 

of youngsters interested. So we prepare the staff to accommodate them. And it is distributed in the 

various branches, so we have our specialists in each of the branches in charge of that program. 

Mr. Scott. And how much does this program cost for each student? 

Ms. Thomas. Well, I am not able to answer that question for you, but I will get the information and 

see that you receive it. 

Mr. Scott. Do the students have to pay anything towards that cost? 

Ms. Thomas. Does what? 
31

Mr. Scott. Do the students pay anything towards the cost? 

Ms. Thomas. Oh, no. It is free. 

Mr. Scott. It is free to the student? 

Ms. Thomas. It is free for the students, absolutely. 

Mr. Scott. And what are some of the costs? I assume there are books, staff - other costs? 

Ms. Thomas. There are trips to cultural institutions. We have experts come in to tell stories, do 

book talks, that kind of things. Various consultants are paid. 

Mr. Scott. Okay. Ms. Yoder, you indicated that you have been getting a lot of your material 

through the computer. I am assuming you don't get the book itself through the computer. What - 

periodicals? What else do you get through the computer that you couldn't get before? 

Ms. Yoder. Well, some of the things we have to get from other libraries. There are any number of 

things, you know, we weren't able to have the reference materials on our shelves with our book 

budget. But, they were able to, so we would have to call them and ask them to fax a copy to us, or 

send the book itself. So that was the biggest area, in our reference section in particular. 

 You know, now I think that part of it, too, is it is instant access. You know, somebody 

comes in and they want consumer information, anything from mortgage rates or they are shopping 

for a new car or whatever, it is so much quicker and easier, a lot of times, to find that online. 

Mr. Scott. Some of that reference material costs money - maybe not to libraries. But does the New 

York Times charge you for copies of all articles? I know they do-. 

Ms. Yoder. You mean on the Internet? 

Mr. Scott. Yes. I know that you have to pay if you are an individual. Do they have a free service 

for libraries? 

Ms. Yoder. No, they do not. Not that I am aware of. 

Mr. Scott. You have to pay for those? So who pays? 

Ms. Yoder. Well, that kind of brings up another point, I guess. In Indiana, we have an INSPIRE 

program where some of those things that you have to pay for over the Internet, some of those kinds 

of valuable resources, we buy as a group, as a consortium. That is actually a statewide project. But 

then it is available and accessible to any Indiana resident. They don't have to pay to go in and 

access - ours is a periodical database, quite extensive. 

Mr. Scott. And Mr. Hamp, you indicated that you wanted to remove the 15 percent cap on 

contracts and cooperative agreements. What kind of cooperative agreements would you anticipate 
32

if you didn't have the cap? 

Mr. Hamp. Probably, Congressman, enhanced relationships with other agencies like the American 

Association of Museums - it is just a matter of flexibility. We think there are a lot of opportunities 

to connect agencies who are focused on similar goals to come together. I think that is an arbitrary 

number, 15 percent. 

Mr. Scott. Would you be developing content that everybody could use? 

Mr. Hamp. In removing that - you mean if that cap is removed? The idea is exactly that. It 

wouldn't be to send money across agencies; it would be to create opportunities to power up 

resources to serve our nation's educational resources. 

Mr. Scott. Thank you, Mr. Chairman. 

Chairman Hoekstra. Are there any other questions? With that, we very much appreciate the panel 

coming in today. I just had one other comment: I liked the comment, Ms. Yoder, you made that 

many small states do not receive an amount large enough - were you talking about Indiana? 

Ms. Yoder. Yes. 

 [Laughter.] 

Chairman Hoekstra. We did so well today, that is right. We thank you for being here. I would 

like to thank my colleagues for being here. Especially Mr.Tiberi, we were outnumbered there five 

to one for a while. We appreciate the strong support of the membership showing up today. 

 There being no other business before the committee, the committee stands adjourned. 

Thank you. 

 [Whereupon, at 11:20 a.m., the subcommittee was adjourned.] 
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Table of Indexes 

Chairman Hoekstra, 1, 2, 4, 5, 8, 9, 10, 12, 14, 15, 16, 17, 19, 20, 22, 24, 25, 26, 28, 30, 32 

Mr. Hamp, 16, 17, 24, 25, 27, 28, 29, 30, 32 

Mr. Martin, 6, 8, 9, 11, 12, 13, 14, 15 

Mr. Owens, 14 

Mr. Roemer, 2, 3, 4, 5, 10, 11, 12, 16, 17, 19, 26, 27, 28 

Mr. Scott, 4, 12, 13, 14, 30, 31, 32 

Mr. Tiberi, 28, 29 

Ms. Sheppard, 10, 13 

Ms. Thomas, 15, 22, 25, 27, 30, 31 

Ms. Yoder, 19, 20, 24, 26, 27, 31, 32