Early in the school year the librarian ought to meet the new students and explain to them in the reading-room the grouping of the books and the fundamental principles underlying the making of a dictionary card catalogue. The location of various classes of reference books should be pointed out, the differences between a dictionary and an encyclopædia explained, and the various types of both commented upon. The pupils should be shown how to use “Poole’s Index” and the “Reader’s Guide to Periodical Literature” and have the helpfulness of these aids clearly brought home to them by concrete illustrations in connection with some practical theme work or preparation for a debate. If this initial visit to the library is made the subject of a required paper in the English course the benefits are doubled. The pupils can be assigned problems of various kinds involving the intelligent use of tables of contents and indexes, and familiarizing themselves with a variety of reference books.[4] They can be asked to fill out a call slip from the reference in the card catalogue, take the volume to the delivery desk, have it charged out, return it, see it discharged and put back in its regular place on the shelves. =Library Instruction.=—The library instruction, in order to be of real benefit to the pupils, should be made a part of the school curriculum and be given credit the same as other work. In most schools where it is given it is counted as a part of the English work. In the high schools of Michigan the time given to the library work varies from one to three exercises for each of the grades. The instruction is given in the form of lectures or informal talks, after which the pupils are required to work out a set of problems on reference books. This work is done in the library under the supervision of the librarian. The completed exercises are in some schools handed in to the librarian and in others to the English teacher, but the credit is usually given the pupil by his English teacher. The talks are arranged to suit the work and needs of the different classes. Those for the ninth grade pupils ordinarily include instruction in the use of dictionaries, encyclopædias and atlases, and the use of the table of contents and indexes in reference books. The instruction for the tenth grade takes up the use of the card catalogue, magazine indexes, year-books, and special indexes. The upper classes may be given practice work in comparing the value of different reference books, in learning to get references from various sources not on the reference shelves, and in the use of some of the government publications.