Although the high school and the normal school are usually mentioned together in discussions on the general subject of library instruction in schools, there should be decided differences both in content and in general purpose between the courses in the two kinds of schools. In the high school, the purpose should be to teach the pupils to use books efficiently in solving problems arising in their individual experiences. The care and management of libraries can legitimately be taught only in so far as such knowledge helps the pupil to use libraries of all kinds more intelligently. There is no need of detailed instruction in technique, though some elements of method are necessary. The use of the catalog must be taught in order to overcome the prejudices of most readers against card catalogs by teaching the youth before he arrives at obstinate and benighted manhood, that red headings, indentions and other conventions of the catalog are as sensible and necessary as black ruling, red ruling and other conventions of day-book and ledger. A little attention also to the theory of the charging system will help later in preventing honest but inaccurate thrusts at "red tape in libraries." The general characteristics of reference books should be discussed with the meaning and significance of those universal but little known elements of all modern books, the title page, table of contents and index. The growing popularity of bibliographies of all kinds suggests instruction in their make-up and use while the growing importance of periodicals of all kinds shows the need of knowing how to use the general periodical indexes. In all this work there can be and should be the closest relation to the other work of the school course and the various teachers can easily suggest material of direct use to them which will be quite as interesting and valuable for illustrating the use of the library as set problems compiled exclusively by the librarians. Moreover, such procedure will demonstrate conclusively both to teacher and to pupil the direct value of the library in helping school work to be done better and quicker. Though any teacher can be of help in this way, English, geography, civics and history are particularly good subjects with which to begin this co-operation. It is doubtful whether the librarian should attempt much formal instruction in book selection in the high school unless it is done with the full knowledge and with the assistance of the other teachers. Otherwise, such instruction will almost inevitably lead to duplication and to conflict with the work regularly given in other courses. Tactful suggestions to teachers on the value of material which they overlook or know nothing about and personal attention to the voluntary reading done by pupils outside the school-room and not connected with the regular work of the school will furnish any school librarian plenty of opportunity for missionary work.