No source of power equal to print and other library materials exists for the teacher. However, the author discusses three lines of evidence that point to the conclusion that most teachers use an extremely low percentage of the library power available in their teaching situations.

Like physical sight, instructional vision may overcome its blind spots by allowing for them. The author discusses looking at profitable use of library materials from different viewpoints.

The outgrowth of years of work by the pioneer library professor at Teachers College, this book and the accompanying Library Exercises meet the increasingly urgent need of scores of thousands of educators. These are the educators who now lack the knowledges and skills for locating and profitably using, with the time and energy at their disposal, the library materials needed for success in their professional work.

EVERY year many men in advanced courses in education face a dilemma. They may have opportunities to go to field positions such as a super in tendency, a principalship or teaching in public high schools.

SHOULD there be a good carry-over of this kind?1 Or are we university trainers of school executives merely chasing an academic will-o'-the-wisp when we attempt to insure such a transfer?

The most profitable start on solving the present serious problem of securing the necessary revenues for public education is to compare two widely different views of the situation.

What public education costs, how the money is spent, where these costs are tending, how the funds to meet them are secured or can be secured, are types of the vital problems upon which the Educational Finance Inquiry has been working.

For the superintendent who wishes to present his school statistics effectively to the public, three devices are available.