The objection can be raised that neither the school nor the student can determine his future work and therefore a minimum number of hours in as many as forty-three subjects is preferable as a foundation. But in these general courses as outlined today, there is a great preponderance of work in certain lines. In speaking of the time devoted to cataloging, one school director said, "There is, however, much reason for this, as a large number of the graduates become catalogers and many others enter positions where a knowledge of cataloging is essential." We shall agree that an expert knowledge of cataloging is essential in many positions, but has not the large number of graduates from this school who have become catalogers, been due partly at least to the fact that twice the time in school was devoted to this work than to any other, the aggregate equaling the combined hours of seventeen other branches. The fact that one's special training largely determines one's field of work, is seen in another library school where a maximum of children's work is made possible by a minimum in some other departments. The result is that of the 148 graduates of this school, 107 were, last year, engaged in children's work, principally as heads of departments. The remaining 41 graduates were represented in other fields of library work. The division of the field between the various schools would have another advantage of the student. At present, a school's geographical location, or its entrance requirements largely decides a student in selecting a school. But would it not be better if the student's selection were based on what the school could offer in special lines of work. It may be thought that a prospective student lacks the self-knowledge to determine his qualifications for special work. Many students have and more should have library experience before schools are entered and these will know their intentions and qualifications. Even if an occasional mistake were made, the student still would have instruction in the various lines of library work. In the school referred to before, the 41 graduates who are not filling positions for which special training was given, are successfully occupying positions of honor and responsibility in other library fields. Again, the law of supply and demand makes no exception to library work, and with a division of the field, a student could receive the fullest training in the work for which there was the greatest demand. In conclusion, the profession should not expect the schools to turn out finished products. Librarianship is not merely a process. It is also a habit of mind--an attitude towards public affairs which seeks activity through the medium of books. But in inculcating the principles toward this attitude, the profession must rely and can rely with confidence on the schools. * * * * *