"Three grades of educational qualifications are required. The lowest grade, which includes a comparatively small number of pages, sub-assistants, etc., requires a training equivalent to a grammar school course. The middle grade requires qualifications equivalent to a high school training and familiarity with one foreign language. The third grade, including seventy-seven of these persons, requires qualifications equivalent to those obtained by a college course, and familiarity with two foreign languages. The proper cataloging and classifying of books and the reference work necessary to aid those using the library also requires in many positions much higher qualifications than those which could be obtained by the ordinary college course." Libraries should secure more assistants with academic training, whose minds have come in contact with the many subjects that reveal the past and interpret the present. We must rely on the colleges for the production of such assistants, that they shall come to us already knowing the sweep of literature on the library shelves, already loving books and knowledge, and filled with their power. Such workers can not help radiating a passion for books. They will make the library a living institution, a center of glowing personality. Of some it can be said: "Who reads and reads and does not what he knows, Is one that plows and plows and never sows." It can never be said of the college bred assistant who has been fired with the message of books that he is such an one, but rather, he will sow day in and out that priceless seed of the love of books in the living soil of human hearts. Because such workers have seen the vision, have walked in its light, they will continue to make books a part of their daily living, never losing the habit of systematic reading, despite the routine and immediate demands of the library. We have said that the responsibility for supplying this knowledge and love of books a part of their daily living, never answer, however, that they cannot bring to their students in four years this literary culture if they do not come to college with some previous acquaintance with books; and that, if the student must study all the practical, social, utilitarian, and commercially valuable things demanded today, the reading of books is crowded out. Is not then, the responsibility for awakening the love of books for their own sake thrown back upon libraries, and upon the book knowledge of those that serve within their walls? Our book service, of which we have been boasting for many years, ought surely by this time to show results among those whom we have been serving. If the colleges claim that there are few among their students who have any real knowledge of books, should not we count the failure partly ours?