Some description of the anatomy of a book will probably help cultivate a greater respect for books as books and may lessen the tendency to use books badly which is now so prevalent among school children furnished with books paid for by the school board and not directly bought by their parents. All of this teaching should be very simple. What is perhaps the most successful manual of the present on the subject of teaching the use of books in schools (Ward's Practical use of books and libraries), owes its success largely to its attention to the small details which everybody, large and small, is supposed to know but of which nearly everybody is quite ignorant. No high school course of this kind is complete unless it cultivates friendly relations with the public library and promotes the use of the library after the pupils have left school, by calling on it for aid while they are still in school. The best school librarians make every possible use of the public library while they are at the same time using to the utmost the resources of their own school libraries. The amount of time required for such a course as that outlined here and which is substantially the same as dozens of other courses outlined elsewhere, depends considerably on whether any preliminary work of the kind has been given in the lower grades, and, to some extent, on the size and general character of the school's collection of books. Something worth while has been done in five or six lessons, though not much can be done in less than ten or twelve, and the twenty to thirty periods which interested principals have sometimes granted are none too many. The general plan will also depend partly on whether the instruction is all given in one year or throughout the entire high school course. In the normal school the purpose of the library course should be not only to teach the use of books, but to teach, in addition, the principles of their proper selection and enough of the essentials of library technique to enable the teacher to administer successfully a small school library and to understand the methods used in larger libraries. It should be not only for individual improvement, as in the high school, but designed also to give skill in teaching others how to use the library. It is necessary, of course, to supply any deficiencies in training of the kind that was suggested for the high school, before the administrative side of the work can profitably be taken up.