Mr. Dewey has recently given this matter consideration and I shall be much pleased if he will say something further by way of supplementing this informal report of mine, on what has been done and what can be done in normal schools toward interesting teachers in the use of libraries in teaching. MELVIL DEWEY: What Mr. Dana has said, though perhaps a little discouraging in its tone, is pretty nearly the truth; but we ought to remember this--the public school teachers and the other teachers of this country are a badly overworked class. Many a man and woman has broken down of nervous prostration in school, who has entered a library and worked hard and kept well. Our friends on the school side of educational work have a strain that comes from the disciplinary side. Worry kills more than work, and teachers have to meet this question of discipline; they have to take responsibility in the place of parents; they have an interminable number of reports to fill out; they have a mass of examination papers to read and deal with; and they have examinations to make until they are driven almost wild. Now, we go to them and present our case, our arguments for co-operation with the library. They admit it; they are convinced of it; but they have not vital energy and force enough to take up the matter and do much work in our cause. It is not that they doubt. They won't question the high plane on which we want to put the library, and they want to fulfil all their duties. I believe if we were to change places and were put into their routine, the majority of us would do just what they do--put it off until a more convenient season. I think that is the real trouble with our teachers. They are overworked, many of them; they are in certain ruts; and my suggestion is to try to reach them when they begin their work, through the normal schools. If we can get the normal school authorities to give the right kind of instruction and the right kind of a start to the teachers, we will accomplish a great deal more. We can do twice as much in working with the student teacher; it is like working in plaster of paris--easy while in a soft and plastic stage, but you leave it awhile and it hardens. So I should say, in considering this report, that we ought not to be discouraged. It is what we should expect, and we should turn our attention to, doing all we can to reach the young teachers who are now in a plastic state, ready to be moulded, but who in ten years will be dominant forces in education. Miss M. E. AHERN: I wish to call attention to the fact that the program of the Library Department of the National Educational Association calls for a greeting from some representative of the A. L. A., and I therefore request, as secretary of that section and as an earnest member of the A. L. A., that you appoint some member to carry such greetings to the Library Department of the N. E. A.