Dr. Charteris expressed pleasure at bringing greetings from the Ontario library association, saying they were backed by about one hundred representatives from the province. He was sure that all, whether trustees or librarians would return home with renewed energy and endeavor to increase interest in library work. The CHAIRMAN: As this point, ladies and gentlemen, the program naturally divides, and we are brought to that portion of it prepared by the Professional training section of the association. The gavel will be turned over to the chairman of that section, Mr. Matthew S. Dudgeon, secretary of the Wisconsin free library commission. (Mr. Dudgeon takes the chair.) The CHAIRMAN: Those of us who are interested directly in library schools, as well as those of you who are more indirectly, but none the less vitally, interested in library schools, feel that we are fortunate that the next subject, "What library schools can do for the profession," should be presented by a man who has not only seen the inside of library schools as a student, but also, as secretary of a state commission, as secretary of the American Library Association, and as librarian of a public library, has seen the needs of the library and has seen what the capacities of the library school graduate are to meet those needs. I will call upon, but not introduce, Mr. CHALMERS HADLEY, librarian of the Denver public library. WHAT LIBRARY SCHOOLS CAN DO FOR THE PROFESSION For nearly thirty years an invigorating influence has come to library work through the library schools. During that time hundreds of young men and women, selected for personal and educational qualifications, have been given training in the mechanics of library work and have been placed in touch with the best library thought. As a result, fewer libraries have been converted into laboratories for experimental work in technique. The library schools have been commended repeatedly by this association and their services are too obvious for comment. In considering, however, what they can do for the profession today, we shall assume the role of the devil's advocate and endeavor to point out how they may serve more fully in what they are doing and what they should do that perhaps is not being done. In the time available we can do little more than summarize. The first library school was founded and conducted in connection with a university library and for several years at least, its curriculum showed the strong influence of university demands. The curricula of the later schools have been modified somewhat, but changes have been unimportant as compared to the traditions retained. These were carried from the pioneer school to those established later with certain general basic principles which doubtless always will be kept.