(2) By sending pupils to the nearest library for all aid outside the text-book and by handing over to the nearest librarian all responsibility for teaching the use of books. Librarians often advocate this method. It is only an application of the specialization which is so common in high schools and by which each subject has its own teacher who may or may not try to correlate his own work with that of his colleagues. The librarian, who at least ought to know about books, is the logical person to plan courses and to give formal instruction and in any school which can possibly have a librarian who devotes her entire time to the library this is the proper course to follow. It happens, however, that many schools which greatly need such a course have no one but the regular teachers to administer the library and to teach its use. In such an emergency no school faculty is complete without at least one teacher who can show the pupils--and her fellow-teachers, if need be--something of the best methods of using books. Moreover, teachers need to know how to use the books connected with their own courses even if they need do little or nothing in the way of general library work. (3) A third general method remains: systematic training in regularly scheduled classes in the high school and a systematic course in the normal school for the future teachers of elementary and of high schools. This is the plan generally adopted for other subjects and the failure of the schools to provide in their curricula a place for library training can reasonably be attributed only to the fact that librarians have failed to impress on teachers the necessity for such instruction. There are several reasons for the failure. One of the fundamental principles of successful advertising is that the prospective customer must be convinced that the value of the advertised article exceeds its cost. Perhaps we librarians have not always recognized the value of this principle in our own campaigns. We use our library jargon and speak learnedly of "library methods," and "the library world" as though our work were based on some occult secret (which it is not) and as though we who carry it on were a peculiar people (which we sometimes are), and we plan elaborate courses in "library economy" which would strike terror to the heart of any teacher, were any teacher interested enough to look at them.