For several years a feeling has been sensed, although vaguely expressed that changes and modifications in library school courses were needed. There have been convictions that the schools were not as closely in touch with certain growing activities in library work as libraries themselves were with growing demands and new fields open to them. These convictions have been most pronounced in the schools themselves. As stated by one library school director,--"In some way, the library school should train its students to meet the vital demands that humanity makes upon all who come regularly in communication with people." The aim of the school seems more clearly realized than the means of attaining it, but efforts are seen in the shifts and changes in curricula. In preparing its students to meet the vital demands that humanity will make, it is evident the schools have concluded this can best be done by additions rather than eliminations from courses of study. The training conducted by the oldest school began with a three months' course which in the second year was increased to seven months and then to two years. Another school, typical of several, has never increased the time period over one year, but has so increased the work required that in eight and one-half months, including vacations and holidays, instruction and examinations are given in forty-three subjects, a minimum of three hundred and seventy-seven hours of practice work is required, and a trip of six hundred miles in ten days is taken when some fifteen to twenty libraries are inspected and reported on. In these crowded courses of study, the schools should be expected by the profession to prevent its ideals from being smothered in the stress of technical work. The usual incentive to enter library work comes from a love of books but this love will avail little if it be unaccompanied by a consuming desire that the community also share it. Generalities and pseudo-sentiment concerning ideals have invited ridicule, but no librarian, however reticent or how unrecognized his actuating principles may be, can carry on his work successfully without following the vision which vitalizes his professional life. From 1876 to the present day, this association has cherished its aims and our schools can do no greater service than imparting those guiding principles that the means of work may not become the end. No institution can create qualities lacking in a student and library schools will concern themselves mainly with the mechanics of library work, which is most difficult to obtain elsewhere. But this instruction may either strengthen or weaken indispensable qualities for librarianship and the profession reasonably can expect the schools to foster such. Three related qualities which should be developed in prospective librarians are: a sense of proportion in library work, initiative and judgment.