The theory at present seems to be,--give every student a little of everything he may need, as the process of forgetting what he will not use is easier than the work of acquiring it should he need it. We therefore see men destined for control of large libraries, women planning for positions as catalogers in university libraries, candidates for small public institutions, those who will specialize in bibliographical work--all of them differing in natural inclinations, special preliminary training and professional aims in library life, being introduced to forty-three phases of library work, with instruction in all of them varying from 2 to 101 hours, according to the subject, with at least 377 hours of practice work and a library trip--through all of which the student emerges in eight and one-half months, possibly somewhat bewildered by the process but groping for the ladder up which he is determined to climb. Cannot the schools do the greatest service to the student and to the profession by abandoning the plan of putting all students through the same square hole? Instead of giving a little of everything, cannot the school give much of what the student will use and nothing of what he can dispense with or what can be got easily outside of the school? Cannot the courses be simplified somewhat to permit this? Entrance examinations are conducted early in June for admission to the school in September. Cannot a study of the history of libraries, the history of books and printing, the reading of library literature on publishing houses and other non-technical work be required of the student during the intervening three months? The literature would gladly be provided by libraries over the country and the three months' reading and intelligent observation in the library by the student before beginning his technical training would be advantageous. Three months' acquaintance and observation of the student by the librarian would make his recommendations valuable to the school. But school courses as at present outlined cannot be made sufficiently flexible to provide specific training for specific work. Therefore, cannot the schools divide the instructional field between them and concentrate their individual efforts on special lines. This division of work is done most successfully by libraries in large cities. Such a division would have several advantages. A man loving responsibility and the management of affairs could secure a maximum of definite training for administrative work and a minimum of work less important in his professional career. A woman under appointment as head of a small public library, would receive a maximum of training for this work and a minimum in the methods and features of work in a college library. One of promise as a cataloger would receive a maximum of technical training made possible through a minimum of time and effort required in studying the problems of a children's librarian.