The technical side of the work, therefore, will be more in evidence in the normal school course. The preparation, adaptation and use of the important records such as the accession book, the shelflist, the catalog and the charging system are necessary parts of the equipment of any teacher who is likely to be put in charge of a school or class-room library. A study of the most common trade lists and a few typical booksellers' catalogs with some comment on trade discounts and the purchase of second-hand books will save much time and trouble later when the teacher is expected to advise as to what and where to buy. Instruction in simple methods of book repair will yield large dividends in the shape of better cared for and longer lived books. Simplicity and direct relation to school work are the two things to be insisted upon throughout. Though the subjects and, to some extent, the treatment should be the same as that of the library school, there is neither opportunity nor need of the same variety and extent of instruction and practice which should characterize schools for the professional training of librarians, nor should any school which can afford special teachers in other subjects thrust technical library work upon its regular teachers. To the teacher, the library is auxiliary to her main work and insistence on elaborate administrative methods will defeat its purpose. This instruction in technique should be simple, but it does not follow that a teacher who has learned merely these elements of technique is fitted in turn to give satisfactory instruction to other teachers or even to administer a school library in the best way. To do this a librarian of wide training and experience is necessary,--one whose knowledge of library theory and practice is wide enough to give the perspective necessary to judge what is essential, and intimate enough to determine what adaptations should be made to fit either general library conditions or special contingencies of individual libraries. Efficient simplicity is the result not of ignorance but of trained judgment and the apparent simplicity obtained by reckless or ignorant amputation of library manuals may be worse than none at all. A well managed school must have a well-administered library and a well-administered library implies a competent librarian, not merely the regular presence of a teacher with rather fewer classes and consequently more leisure than her colleagues.