The primary purpose of formal library instruction is clearly then to do away with the friction which hinders the student in his or her work. There is no charm in bibliographical information as such and no excuse for attempting to teach a child merely curious or interesting facts for which he has no natural appetite or use. An example of this mistake is the attempt to acquaint the student with very many reference books, or go deeply into the subject of classification. The subject of library instruction in public schools conveniently divides itself into two parts, (1) instruction in grade schools, (2) instruction in high schools. I have elsewhere rather full tentative outlines by way of suggestion, and limit myself at this point to more general discussion. In elementary classes, the subject matter must be simple, first because the needs of the student are simple, and secondly because it is more easily and willingly taught if simple. The subjects which suggest themselves are: (1) The physical care of a book, (2) printed parts of a book, (3) the dictionary, (4) the public library. The physical care of a book comes naturally first because children have to handle books before they can read them for pleasure, or need to use them as reference helps. The subject is important both to librarian and to school boards because it affects the question of book replacement, and hence the expenditure of public money. Speaking broadly, it is a question of conservation. The ordinary book, not the reference book, is the one with which the student will always have most to deal; therefore as soon as he is old enough, or as soon as his text books can serve for practical illustration, the important printed parts of the ordinary books can be called to his attention. It should be sufficient to include the title page (title, author's name, and date), table of contents and index. The study of the dictionary (the first reference book) should be taken up first with the pocket dictionaries when these are used in class and the children should be practiced in discovering and understanding the kinds of information given with each word. Then, when the unabridged is attacked later, the essentials will be familiar, and the mind freer to attack the somewhat complex problems of arrangement and added information, e.g., synonyms, quotations, etc. After proper care of books, and the use of an ordinary book, and the use of a simple reference book, the next natural step is to the use of the public library. The talk on the public library obviously includes some description of the library's purpose and resources both for use and amusement, a very general description of the arrangement of the books, possibly some description of the card catalog--personally I am somewhat skeptical as to the utility of the card catalog for grade pupils--and finally, possibly an explanation of the encyclopedia.