IN ANY plan for improving the subject or the functional organization of our libraries, the intellectual development of the staff is more than implied. It becomes mandatory. No royal road to this learning has been completely determined, in spite of the fact that for some years the professional journals have devoted no small amount of space to the subject. Its very nomenclature is still undefined. A college library cannot function as it should without a well-balanced subject collection handled by a staff acquainted with the content and the possibilities of that collection. Equally important is the ability of the staff to help build up and keep up the collection, to make it well rounded, to know the best literature in different fields so that they can not only supply, but even anticipate, the needs of their public. No one can dispute that to fulfil this obligation some kind of post-professional or continuing education is necessary. The question is, what form shall it take ? Should it mean undergraduate college work for such of the staff as lack it and show promise and interest in advancement? Should it mean professional training for those who have college degrees? Should it mean graduate study for those who have both the bachelor's degree in arts and in library science? It means any or all of these, according to circumstances. Professional training is obviously one very necessary part of our intellectual development, but it is not available in the average arts college. Our problem at the moment is to find ways of applying, to the enrichment of library service, the academic training which is right at hand. A college library has a particularly strategic position for this kind of continuing education for the staff. Its members can, if they choose, meet the requirements for a master's degree without a large monetary investment though not without an extra physical and mental load which must be reckoned with. If leaves cannot be arranged, service on a half-time basis might be. It should not be difficult to plan a rotation of study programs for a selected group so that the work of the library would not be affected. The study program should be concentrated in a small, carefully selected group, because its adoption would be in most places an experiment which must prove both to college and library administration that there will be not even a temporary decrease in the library's efficiency. Careful planning should distribute both the load and the benefits to different intellectual fields as well as to different departments of the library. There follows at once the question of how these benefits can be coordinated so that they are shared not only by those participating, but also by the other mem-