Lest I be misunderstood, I repeat for a moment. Schools must be systematized. They must follow a course of study. Unhappily, what is called economy dictates that the young must be herded together in droves, graded by their ability to do one or two things into groups of presumptively equal power, equal ability to comprehend and to labor, and of similar tastes. It is the best that modern education has been able to do in the schools. Yet every one of these presumptions of equality is false. In spite of the Declaration of Independence, no two people on earth are equal except in their right to live, move and have their being. But on this educational bed of Procrustes each soul of our Anglo-Saxon race lays him down to pleasant dreams. Alas for him whose mental legs are too long, or too short, to fit the couch! Dreams? For some they are nightmares! Just because of this narrowness of public education, because of its inability to touch all types of mind, we have that endless procession, out and ever out, from our schools. It is not my wish to take a hopeless view of education. There is no reason for taking such a view. I wish merely to emphasize a fact which has always been true, but a fact of which we are just becoming conscious. The problem of education in the days that are coming is to adjust our machinery so that these lost products shall be lessened. In this readjustment the library will have its place as a recognized and systematic factor in "the greatest business of the state."