and vision,-if you could have two, which would you take? Give me a staff with vision. Somehow we will get our books and equipment, although God grant we shall not long have to make bricks without straw!-and we will soon be in the ever-joyous cycle of creating and meeting great expectations, the ever-new problem of making and filling great expectations. Is not that the essence of teaching?

If it is possible to think separately of the body and the soul of the normal school library, let us try to set forth what each should be, and how and why they make an educational institution.

The demands of modern life from the school are so many and so various and so lively, that the school must call heavily and confidently upon all its arms of instruction and administration. To its library the modern school looks for dependable and accessible fact-material, for a satisfying record of the wisdom and beauty of the past, for wholesome recreation, and for inspiration for the work of the day and the work of the world. All of this it must have for individual and collective use, for the modern school thinks and works not only as individuals but collectively.

To do this, the normal school library must have books, pictures, maps, illustrative material; equipment for displaying and handling and preserving its stock-in-trade; and a staff to see that student and book, or teacher and the new idea, get together.

The scope of stock will be as wide as our ideals for the modern teacher. We are not content that our teachers shall merely know methods. We are insisting more and more that they shall also and equally know what to teach. You cannot circumscribe the field of the normal school library today. It cannot be just pedagogy and necessary classics and reference books. As surely as you limit the field of your teachers' college library, you are limiting the possibilities for Johnnie Jones and Susan Smith. So it must be a reasoned, rounded collection of the best the world has to offer, from art to automobiles, from biography to blue-printing, from consolidation of schools to the Covenant of the League of Nations, from dietetics to dramatics, from gas to the gods of Greece, from laundry work to law, from mechanics to Milton, from

the pole star to the project method, from religion to Russian soviet government, from Shakespeare to surveying, from tariff to travel, from ventilation to vers libre, from zebras to zymotics. Between the class room, the training school, and the library, your modern normal school student ought to get a liberal education.

Your stock of books, periodicals and pictures will have enough duplicates so that groups or classes may pursue a subject intensively, collective study. You will have duplicates and single copies for another purpose (and here you get over into the active educational soul of your library), namely, to lend by mail beyond the bounds of the campus. For having brought up a young teacher or superintendent to know and use and love books in a library with a body and a soul, why not follow him to the scene of his labor? A teacher always follows his students.

The stock of your library-body will be as various as the world of print: books, periodicals, pictures, photographs, post cards, posters, maps, atlases, lantern slides, clippings from magazines and newspapers, pamphlets of every description, school reports, government documents, and even educational films and phonograph records. With all this, lest you may have a confused mass of inaccessibilia, there must be simple, accurate and understandable (by your users) apparatus for displaying, using, filing, preserving, and again displaying and using, . . . your materials for service. Here again we are giving our normal school library more than a body, for it takes librarians with hearts and souls and lively minds to obtain and care for all this material, so that it may be used and used again, or used and be displaced by newer and fresher ephemera from the world of print. Library soul rises above library red-tape, just as true teaching rises above the artifice of method.

Another member of the body of our teachers' college library is the children's library. It is quite the fashion in these latter days to lament that children are the exception who form the reading habit in school or at home. Moreover, one of our magazines has carried several articles in the past few months on the general theme of what teachers read or do not read. The teacher

who does not read and never has read is not likely to induce reading in her pupils. But more especially, the teacher who knows only the books of her college years, and who, alas, too often dəpends upon her lecture notes from a university professor for her book references, how can that teacher guide, much less stimulate, the reading of children? So, both for its body and for its soul, the normal school library which is doing educational work has its children's department of real children's books, not merely supplementary reading, (would that our schools had never had that idea and used that term!) and our teachers-in-training learn to know children's books, to love them for their own sakes, and to use them in teaching. To get the full value of the children's library in the training of teachers, it should preferably be a separate room or rooms in the main library, under special library supervision, and not an adjunct of the training school. For the children's department is a member of the body, but chiefly a part of the soul of the normal school library. It goes out after the young teacher, gives a fact and story and culture basis for natural teaching, and shows him how school subjects may be taught from a composite textbook.

The children's department of a normal school library may prepare the teacher to teach by the use of many books instead of one book; it may prepare the teacher to guide and stimulate wide reading by children; it may introduce the teacher herself to some of the world's book treasures; but it will not solve the whole problem of the teacher's own reading. How very much farther along we would be in the solution of a number of educational problems if more of our teachers had the poise, the charm of diction and thought, the reserves of information, the treasures for the rainy day, and the recreative values which come from the enjoyment of books!

We are proposing another member of the library body, in order that the library soul may teach teachers to read. On the theory that an important way to get people to enjoy books is to have books around, with such inviting surroundings that one just has to sit down and read and enjoy, our normal school library might well

afford such a room as the Farnsworth Room in the Widener Library at Harvard: a fireplace, big leather chairs, rugs, pictures, books in a tempting range of subjects and bindings, an air of leisure. You gasp with me; but why not? Why should our teachers' college not take themselves seriously in this matter of the furniture of the minds which we strive so hard to teach to measure, to motivate, to obtain purposive activity, to supervise study, to engineer consolidated schools, and to administer city schools?

As members of the body of our teachers' college library, necessary for the soul of the library, which is its educational activity, and not always being able to distinguish between body and soul, we have named and somewhat described an adequate stock of books and other printed materials, sufficient equipment to make these materials usable, a children's department, and a room calculated to inspire the reading of books. We have said little about building and general equipment; their details are rather evident from our proposed articulation of the parts. We have said little, but have suggested much, concerning the staff of librarians who take the body of the library and add soul to it. Certainly it should be understood that our normal school libraries need staff enough in quantity and quality to keep the library body and soul together. It is my conviction, based upon considerable correspondence and opportunity to know the conditions, that many of our normal school libraries are pitifully staffed (in numbers), often starved in book stock and equipment, sometimes assigned no particular field other than passively handing out books, and that the library is one of the greatest teaching opportunities in the normal school and teachers' college?

The educational work of the normal school library has been suggested over and over again in describing its stock and equipment. It is partly a matter of attitude or vision in the acquirement, arrangement and handling of library materials. It is also a matter of conscientious purpose.

An example of educational attitude in the handling of library materials is the librarian at the loan desk or "reserve" desk when, at a busy time, a request comes for a certain book on, let us say,

the teaching of the common school subjects. Because the book referred to by the instructor is in use (perhaps eight or ten copies of it in use), does the desk attendant turn the student away? Sometimes it is with difficulty that the student is persuaded to use anything but the professor's reference, but the desk attendant gradually wins the confidence of the student and shows him how he may use many books for his purpose. All this requires the teaching instinct and attitude on the part of the librarian.

A further example is the practice of going to the shelves with students, particularly new students, to find material; of taking students to the catalog or the magazine indexes and explaining their use and purpose.

With this teaching, showing, guiding attitude willingly and consciously assumed by the library staff, the problem of formal instruction in the use of the library is simplified. In three or four months, perhaps, the bright student would learn to use the library so disposed to his convenience, by using it. But we save his time and make sure that certain fundamentals are learned at once by a series of instruction and library-problem hours. Here is call for the most skilled type of teaching. You have only a few instruction periods in which to put simply and appealingly before inexperienced students how to use a complex bit of machinery with its ever-varying human characteristics. But it is being more and more successfully done by our normal school libraries. Perhaps it is within the province of this department to inquire into the reasons why it is not so frequently done by the larger teachers' college and university education department libraries.

Another educational contribution of the normal school library, examples of which are becoming more frequent, is bibliographic research, the preparation of class reading lists, the digesting and annotating of masses of material. It is a recognition of the educa tional attitude and practice of the library when your professors who write books ask for help, in whole or in part, on their bibliographies; when your departments of instruction turn over an outline of the term topics, asking the library to make a detailed topical reading list, with citations to chapter and page, and to