“It is sometimes argued that the libraries would lose by the process and become subject to an over-rigid systematization, to which librarians are rightly opposed. This attitude of mind appears to us to be based on a want of knowledge of the strong trend towards greater freedom and initiative within the publicly provided schools of the country. This movement, we believe, would receive a valuable stimulus from closer association with the libraries, without necessarily imposing a mechanical organization upon the libraries. “The provision of children’s rooms in libraries, the assembling of books bearing upon the work and interests of students, library lessons and other developments and proposals will forge strong and necessary links between the school and the library; but it is difficult to see how this intimate relationship can be generally established unless there is an organic connection arising from a single policy based upon the complex needs of the pupil. Under certain circumstances the frank interchange of experience and inter-relation of interests may be possible with dual control. But it is at least open to doubt whether they will be generally and permanently attained without a common administration. “The second argument in support of independent administration for libraries is, in the words of the resolution referred to above, that ‘the contacts of the library with organised education cease where the educational machinery terminates.’ The Education Act, 1918, provides for compulsory continuation education up to the age of 16, and ultimately 18. Further education of this character must lead to a growth of both technical and general education beyond these ages. There is certain to be an extension of technical education after the war, and there will be a growing demand for non-vocational education to be met. With the latter question we shall deal at greater length in our Final Report. A greater call than in the past will undoubtedly be made upon our educational resources, and the necessity will arise for that close co-operation between educational institutions and libraries which is admittedly desirable in the case of school pupils if the school and the library are to fulfil their functions. “It is true that we cannot outgrow the library: but it is equally true that we cannot outgrow the school, in other words, that we cannot outgrow the need for systematic education. The whole purpose of our inquiries into adult education has been directed towards formulating recommendations based upon this truth. Our inquiries, further, justify the view that there is a growing recognition of the need for education and an increasing desire for it on the part of men and women.