It was voted that Mr. Crunden be appointed to represent the Library Association at the N. E. A. meeting. F. M. CRUNDEN: Touching the subject before this meeting, I want to corroborate the statement made by Mr. Dana regarding the progress that comes quickly if you once induce the teachers of a city to accept, even in a small measure, the co-operation of the library. Only a few years ago we almost had to beg the teachers to use our books. We had to offer every inducement to them, and they did it, most of them, rather reluctantly. Now the great majority of our schools use the library books. Not long ago I asked three questions of the teachers using the library in their work: What value do you place upon the library in supplementary reading? What effect has it had thus far on the progress of your pupils in their studies? Is it an aid to the pupils? All these question were answered most satisfactorily to us. Several say the library books are worth as much as any study in the curriculum, while two of them say that the library books are worth all the rest. And regarding discipline, the universal testimony is that the library is an aid to the discipline. In the school where most reading is done, the principal tells me that the problem of discipline has been practically eliminated; they give no more thought to it, because the children are interested and pleasantly occupied, so they do not get into mischief. The library has aided in all studies, is the basis of language work, has improved the language of the children, and has given an interest to the school work that it did not have before. Now if the teachers can only understand that this is going to lighten their work instead of increasing it, they will accept the co-operation of the library. Dr. CANFIELD: Just one word to express my appreciation of the fairness with which Mr. Dewey put before you the position of the teachers and to add this statement: You are all likely to forget that you determine the lines of your own work and that a teacher's work is laid out for her by other people, and it takes about all the time and strength of the pupil to meet the immediate demands of the curriculum, which is often very unwisely laid out. I want to add to that, as a proof of the interest taken by teachers, I know of my personal knowledge that the teachers of the high schools of New York have frequently placed their personal endorsement upon library cards for the pupils they have sent to the libraries and for whose books they are personally responsible. They cannot prove their interest in any better way than that.