Principles and methods and the part of the public library in giving library instruction are presented by Gilbert O. Ward, Supervisor of High School Libraries, Cleveland, Ohio, in Public Libraries, July, 1912. This and its allied subjects are more comprehensively treated in several of the articles included in the first volume of the present series, entitled "Library and School." Gilbert O. Ward was born in 1880 in New York City, and was educated in the New York City public schools. He was graduated from Columbia University in 1902 and from the Pratt Institute Library School in 1908. In 1908- 1909 he was an assistant in the Pratt Institute Free Library. Since 1909 he has been a member of the staff of the Cleveland Public Library, as librarian of the Technical High School in 1909-1910, and as technical librarian since 1910. From 1911 to 1913 he served as Supervisor of High School Branches. Mr. Ward has published "Practical use of books and libraries: an elementary textbook for use with high school classes." The term "elementary library instruction" is limited here to any instruction given in the technical use of books and libraries to students under college or normal school grade. The object of this paper is to review briefly, (1) the reasons for giving such instruction, (2) subjects and some methods suitable for grade and high schools, (3) the part of the public library in giving such instruction. The subject of bibliographical instruction for school children has become more important in recent years because of changes which have taken place in school methods. Schools now place much less reliance than formerly upon text-books, while on the other hand they require of the student more collateral reading and reference work. This is especially true in courses in English and history; for instance where the high school student formerly studied about Chaucer in a textbook, he is now more likely required to read a selection. This method while more fruitful in results than the old text-book method presents new difficulties both to teacher and to student. On the teacher's part, it is no longer sufficient to assign 10 pages for study and have done with it. References must be consulted and assigned to the students for written or oral report. With the troubles of the teacher however, we shall have nothing to do in the present paper. On the student's part, instead of being able to sit down to a compact account in a single book, he is required to use perhaps a dozen books in the course of a month, to say nothing of possible magazine articles. In fine, instead of a single book, he must use a library. The practical effect of this condition is that without some understanding of the scientific use of books and of the possibilities of either high school or public library, the student wastes his time and finds these studies an increased burden. The ordinary student is ignorant of how to handle books.