T E LIBRARIAN OWES a responsibility to the faculty, students, alumni, and to his library to make it a useful and strong institution through close cooperation with groups within and without the university and adequate publicity regarding library resources and activities. As a librarian dealing with graduates of a considerable number of universities and colleges, I am continually surprised at the inability of students to use the library effectively and their undeveloped appreciation of the cultural value of books. While it is primarily the faculty's responsibility to develop reading interests in students, nevertheless, librarians should share this responsibility. Save in a few notable instances, we are failing miserably to develop permanent reading interests in students. Too often the attitude is that we have a fine collection of books, adequately housed and cataloged, and that it is the student's own responsibility to come and use it. The student of today is the alumnus of tomorrow and in these days of shrinking endowment income the library cannot have too many alumni friends. If a student in his undergraduate days learns to use the library and acquires a genuine interest in books, he is apt to become an outpost for the library. Any program to link the student and the alumnus to the library should be carefully planned over a long period and should be coordinated with the teaching departments, the alumni organizations, and any special activities of the library. Too often a program is abandoned because of lack of general response and support, the inability to reach large numbers of students, and in some instances, perhaps, because the library staff does not want to be bothered with the extra work involved. Much of this discouragement can be avoided if a flexible plan is worked out with the realization that development will take place over a longer period. Judicious cooperation with the teaching departments and administration will also help to smooth the way. The librarian should be aware of the needs and interests of his faculty and in turn keep them informed as to additions to the library and of notable collections. Very often a member of the faculty, through his outside contacts, can be of great assistance in building up the library where it is weak. This interchange also brings a mutual understanding of the activities of both departments. When Prof. William Lyon Phelps paraded in cap and gown at the head of his class to deposit two first editions of Browning in the Yale University Library, the undergraduates were made very much aware of the treasures stored in that building. The active interest of the