From all this we may learn, as I have stated more than once before, that libraries and librarians are as yet held in small esteem by the educational people of this country. Our influence among them is not great. It is not considered that we are connected in any important way with educational work. This is the opinion held by the rank and file. I believe this to be true in spite of the fact that the leaders of the N. E. A. have themselves been more than generous to the library department. Those leaders, largely through the influence of Mr. Hutchins of Wisconsin, gave a special appropriation of over $500 to a committee of this department for the publication of a report on the relation of libraries and schools. This report has been quite widely circulated and has been well received by both teachers and librarians. We owe that to the N. E. A. We owe it to the appreciation of library work by the leaders of the N. E. A. Nevertheless, taking the teaching profession at large, I think it safe to assume that our experience with the educational journals during the past winter is indicative of the teacher's attitude toward libraries and their possible helpfulness in the school room. This fact should not discourage us. On the contrary it should stimulate us to make our collections and our work with them of still more consequence until it becomes quite impossible for anyone in the educational world to be ignorant of, or to fail to take advantage of, the assistance to every day teaching work which we believe our libraries can give. It is quite difficult, of course, if not impossible, for us to produce any great effect on the teachers of the present day save through individual work in our respective communities. No one can ask for a better opportunity to see the result of such work than I have had myself. I have seen two or three hundred teachers in the course of four or five years changed from an attitude of indifference toward the library as an aid in every day school room work, to one of readiness not to say eagerness, to take advantage of every opportunity the library could possibly offer. Many other librarians have had similar experiences. But this work does not go on rapidly enough to influence the profession as a whole. The teaching profession as it now stands is, as I have said, indifferent toward us. One thing we can do, and that is, arouse an interest among those who are to become teachers. After individual work in our own towns the best thing we can do, and especially the best thing we can do as an association, is to stimulate an interest in library training in the normal schools of this country. Interest in this phase of practical work has increased very much in normal schools the last few years. This is especially true in the west; and perhaps more true in Wisconsin than in any other state.