Knowledge obtained by study does affect ability to reproduce or create. One must know how the pie is made before he can make one himself. One can not write a poem or paint a picture or compose a song, without preliminary study. This should be understood, but it is outside the pale of our present discussion, which relates to the chief purpose of the music collection in a library and of its chief uses. My contention, to repeat, is that it is related to musical art precisely as the purpose of the book-collection is related to the art of literature. Now the present status of the music collection is precisely what that of the book collection would be in a community where the percentage of literacy was small, where a considerable number of persons did not understand the language of the books, even when spoken or read aloud, where those who knew the language understood it only when spoken or read and where readers were obliged to read aloud before they could appreciate what they were reading. A community, moreover, where teaching generally meant solely teaching how to recite or read aloud acceptably to others, with only enough ability to read to get the sense of an extract and enable the reader to commit it to memory. A librarian set down with a collection of books in such a community would not be true to his vocation if he did not attempt to better this state of things, while admitting the elements of good that it contained. For instance, the imaginary situation that I have described would be quite comparable with a real appreciation and love of good literature. In the first place, the librarian would wish to see that all the members of his community were able to understand the language of his books, if not to read it. To remember our analogy for a moment, he would practically fit his books to his people. If they were predominantly French, for instance, he would buy many French books. But one can not do this with music, for music is a language by itself, for the most part untranslatable into any other. We must assume that in the world to which our imaginary community belongs there is but one language, and that to understand the books those who do not know that language must be taught it. School instruction in language is largely limited to reading. Children who go to school understand and talk their language already, having been taught it at home. It is to the homes, therefore, that the librarian would have to look for this instruction and he would have to bring to bear on parents whatever influence might be at his disposal to make them see its value and uses. Secondly, he would have to see that as many as possible were taught to read the language. This would be the function of the schools.