“There is no problem relating to the equipment of the high school which is more pressing than that of the library,” said a recent editorial writer in the =School Review=. At the annual meeting of the New York State Library Association, in 1907, Dr. Downing, State Commissioner of Education, suggested that some special study be given to the question of high school libraries and a committee was later appointed to make an investigation of library conditions in high schools and report at the annual meeting in September, 1909. A questionnaire was sent to some eighty-three schools, but only a few of the replies contained more than the briefest answers. Twenty-five out of the fifty-two libraries heard from were in charge of librarians who had some library experience or training. Most of the librarians had been appointed to high school positions since 1903. The first appointment of a high school librarian in New York City was in 1900. The investigation as a whole was unsatisfactory, inasmuch as the high schools reporting were not representative of conditions throughout the State, much less throughout the country generally, and because the replies left much unsaid as to the actual use of and interest in these libraries. In a discussion of “The difficulty of the high school library,”[2] Mr. Edwin White Gaillard, supervisor of work with schools, New York Public Library, claims that the problem is largely one of money and deprecates the duplication of work already being done by the public library. This is no more of an argument against high school libraries than are similar objections against departmental libraries in a university. The high school library is for a special kind of work—work that can best be done in the school building, under the supervision and guidance of one familiar with the special needs of the student. Mr. Gaillard grants that much, of course, may be learned about libraries and library methods in the high school library, but claims that the library habit, the habit of going to the public library for all sorts of information, of little or of great interest, cannot be acquired from the high school library. This is a point which cannot be conceded. University librarians are familiar with a similar argument against technical departmental libraries to the effect that they have a tendency to make the technical student feel that there is no need of his going to the University Library, that the departmental library answers all his needs. Experience, however, proves that to have these students use any library you must plant it right in their midst. So with the high school students: give them a good library in their own school building and then see that they use it properly, for this is a part of modern education.