repressive form of organization of which it was the symbol, the closed library. To infuse a new spirit into the reading and the non-reading public will do infinitely more for the future of libraries than any amount of mechanical efficiency. That is the reason why the School of Librarianship has erected its course of professional training on the broad base of a liberal education. This is no slight to the technique of librarianship; but means that technique must be the servant, not the master, and that machinery will be used best if those who control it have intelligence and vision. And why should training in librarianship be confined entirely to librarians? It has often been urged that bibliography should be taught in schools. Book selection, indexing, classification, in short, most of the professional subjects, are elements of a general training in organization and in methods of study and research. When there comes about a thorough correlation between libraries and schools, young people will, as a matter of course, acquire the rudiments of the library arts. Since the child, as soon as he leaves school, will have to pursue his intellectual activities chiefly through the medium of books, he should be taught something about bibliography, at any rate the maxims and methods of book selection. Self-education to-day is rendered more difficult and uncertain by the very multiplicity of books that solicit attention. Even advanced university students are surprisingly ignorant of the means for ascertaining the nature and relative value of the literature of the subjects they are working on. A thorough grounding in book-selection and certain other of the library arts might work a reformation in the newspaper world: it is a point for the attention of schools of journalism. Imagine the results if there were a reference library of high quality in every office and every reporter and sub-editor had been trained in using it accurately. No one is competent to be a guide in intellectual matters or a dispenser of knowledge who is not engaged in a continual process of self-education. The value of a knowledge of librarianship to the layman is recognized in the United States: in 1914 ninety-one American colleges gave courses in what is there called library science.[48]