Indeed, though considerable technique has been suggested as advisable, I am very strongly of the opinion that technique, if by this term is meant the processes of keeping library records, should be thrust upon teachers only as a necessity, not as a desirability. In a school so small that one teacher or a very few teachers at most must do all kinds of work, it will be necessary and therefore it must be taught to these teachers. In larger and better equipped schools there is no more reason for teacher-librarians with a mere smattering of library training than there is logic or justice in compelling the teacher of English or of history to be the principal's secretary. Of even more importance than technique is a careful study of important reference books. Only a small proportion of the books which would be useful can possibly be obtained and it is very important that the teacher be able to use to the utmost such books as the school may possess. The compilation of reading lists and lists of references, whether for the use of the teacher or the guidance of the pupil, implies the use of bibliographies, footnotes and appendixes and a consideration of the bibliographic aids which are so common in modern text-books and so little used by teachers. Moreover, the teacher must know some of the principles of book selection, must know a fair number of the best aids to book selection and must know where to find and how to use good book reviews. No approved list of library, library commission, or state department of public instruction can take the place of independent knowledge, though these approved lists are indispensable aids. The proper relations of school and public library certainly must be taught if any closer and more general co-operation of the two is to be brought about. Both teacher and librarian must be parties to such co-operation and each needs to know the point of view of the other. There is no general agreement as to the amount of time which the normal school ought to devote to library instruction. In a summary compiled in 1909 by the Newark free public library (Public libraries 14:147), the number of hours devoted to such work in 28 normal schools varied from one lesson to 60. Most of the schools which are recognized as leaders in this work gave about 20 lessons. There is reason to believe that the general situation has not materially changed except that the shorter courses are being lengthened and more normal schools are offering courses in library methods. The small number of lessons in even the good courses makes directness and emphasis on essentials imperative. If all normal school students had been taught to use books before entering the normal school, considerable time which is now used in teaching things which should already be known could be devoted to the methodic and pedagogic side of the subject.