The familiar question, “Is librarianship a profession?” reduces to a matter of definition. We are being professionalized for the purposes of this discussion if we are growing sufficiently in group consciousness to let it react favorably on our work. One of the earliest developments of a feeling of professional pride in one’s work is an insistence on the adequate training of the workers and on the establishment of standards of efficiency both for workers and work. Here belongs a forecast not only of library school training, but of official inspection and certification, of systems of service, etc. Standardization of this kind is on the increase and is bound to be enforced with greater strictness in the future. In our professional training as in other professions the tendency is toward specialization. With us, this specialization will doubtless proceed on the lines of facilities for practice. An engineering school cannot turn out electrical engineers if the only laboratories that it has are devoted to civil and mechanical engineering. A specialist in abdominal surgery is not produced by experience in a contagious disease ward. Similarly we ought not to expect a school remote from public library facilities to specialize in public library work, or a school in close connection with a public library to produce assistants for the work of a university library. Increasing professional spirit among us will demand specialization according to equipment. Popularization, some may think, has already gone to the limit. How can we be more of the people than we are to-day? Are we not, in sooth, a little too democratic, perhaps? Personally I feel that a good deal of the library’s social democracy is on the surface. Any member of a privileged class will assure you that his own class constitutes “the people” and that the rest do not matter. The Athenians honestly thought that their country was a democracy, when it was really an oligarchy of the most limited kind. England honestly thought she had “popular” government when those entitled to vote were a very small part of the population. A library in a city of half a million inhabitants honestly thinks that a record of 100,000 cardholders entitles it to boast that its use extends to the whole population. We cannot say that we reach the whole number of citizens until we really do reach them. The school authorities can go out to the highways and hedges and compel them to come in; we cannot. Herein doubtless lies one of our advantages. Our buildings are filled with willing users. It is our business to universalize the desire to read as the schools are universalizing the ability. But we have not yet done so, and popularization proceeds slowly. I cannot say that I see many indications of speeding up in the rate, although our increase in the recognition of groups, noted above, may have an influence here in future. As groups develop among that part of the population that uses the library least, our opportunity to extend